Task 4 handbook paty

PATRICIA MARTINEZ

TASK 4.2
PREPARING 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 INFORMATION
The aims of the training
The requirements
Which language the training is offered in and for
Requirements of the trainee
Application form for trainees interested
A questionnaire
Course rules

STRUCTURE AND TIMING

CONTENTS

CERTIFICATE
General information
Application form for certification
Application form for lesson observation

MANUAL
Dossiers Explanation
Instructions for dossier Elaboration

EVALUATION
Teaching dossiers checklists
Class Observation checklist
Evaluation Procedure and Assessment criteria
Trainer Evaluation checklist

MATERIAL
Reading List
Dossiers Examples
Materials

EXTRAS
Resume

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 3/89

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 code
Education 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 GENDER
MAL FEMALE
E

DATE OF BIRTH NATIVE LANGUAGE
MONT DA YEAR
H Y


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 Where the teaching was not so effective it
because: was because:

Where the learning was effective, it was Where the learning was not so effective it
because: was because:

Agreed areas for development


MANUAL

Dossiers Explanation
The 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 Elaboration
Cover.- 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 12
Line space: 1.5
Include 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 page
EVALUATION


Teaching dossiers checklists

Teaching Dossier Area: Language Awareness
Necessary point to cover Covered? Observation/comment

yes 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 Covered? Observation/comment
cover
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
cover
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
cover
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
cover
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 Observer
_____________________ ___________________________

Class observed 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/

1 2 3 4 5 Comment

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 Date
_____________________ ______________________________

Class observed
______________________

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/

1 2 3 4 5 Comment

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

33/89

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 Time
Social Media/ma Aim of
Learning Activities (mins
Form terials activity
)

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

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

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Personalis n) See the student‟s book page - -Student - Practice
ation for the audio script. Before you individu book pronunciatio 10
have the students work in pairs, al n
give them time to practice saying
the words individually.

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

Consolidati -Look at the watch out box. - -S. can see
on - Ask them to identify the error. individu -student‟s structure
Emphasized that with occupations, al book clearly. 15
we always use a or an in English.
- students complete the sentences -
using a or an. plenary
- when the finish have them check
the answers with the class. Ask
individual students what does
he/she do? Elicit answers, he‟s
a/an… she‟s a/an…
Conclusion - S ask and answer what are the - -Pictures -S. “see”
and occupations of the famous people individu what they 20
Evaluation in the pictures. al have
learned and
- that they
plenary can apply it.

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Homework -T. asks S. to complete - -workbook -speak
task WORKBOOK(p.10 section 2) individu about
al 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 Activities Social Media/materi Aim of Time
of Form als activity (min
Learning s)

Introducti -Teacher writes -Plenary -Board, To 5
on to some cognates on markers introduce
theme: the board and ask the theme
Down students to
time recognize them.
Sensitizin -Have students to -individual -Student book Introducing 10
g open their books on reading
students page 29 and asked comprehen
to read in them to read the title sion
a foreign of the text. strategies.
language
Comparin -students complete -individual -Student book Apply 10
g L1 vs task 1 by circling or reading
L2 by underlining words strategy
Recognizi they recognized that recognizing
ng are similar in their cognates
cognates own language
Sensitizin -Encourage students Group -N/A Making 5
g to read as a way to students
students learn about different aware
about the cultures. about
importanc reading for
e of getting
reading knowledge
from
different
cultures

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Brainstor Elicit information Group -N/A Using 10
ming from the people in previous
about the reading. Have knowledge
culture them know some from
facts about the students
famous people in the
text.
Making I asked the students Group -N/A Using 15
agreemen to do this exercise collaborativ
t when individually and then e learning
learning to compare their
in a group answers
Conclusio Have students to -Plenary -N/A To reinforce 5
n discuss the the
importance of importance
reading different of reading
types of text and and use
help them to techniques
comprehend what strategies
they are reading by when
using techniques reading a
strategies text.

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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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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 Activities Social Media/mat Aim of Tim
Learning Form erials activity e
(min
s)

Icebreaker/ - S. have to draw a picture of their--group - To introduce 5
drawing family tree. -None the topic.
- T. has to explain the instructions of -to elicit
the activity. vocabulary
- T. has to say that they are only already
drawing and writing the names
known.
under each picture without any other
information.

Extension
of theme -S. work in pairs. They have to ask -group -notebook - To review 30
and answer questions about the previous
members in their family (relationship vocabulary
and occupations) about family
members and
occupations.
-to practice
simple present
tense for
questions and
the correct
structure for
answers for
third persons.

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

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

Icebreaker/ -Introduce the --group Student Book -Introduce 5
Introduction to activity theme.
theme - Students -to elicit
„different look at -pairs vocabulary
strokes“ pictures and already
brainstorm a -plenary
known.
few examples
for different
preferences
e.g. social
relationships,
food,
exercise, etc.
-students in
pairs discuss
their personal
preferences
Extension of . Make a list -Teacher Board -Extend
theme of pairs of - Markers vocabulary
opposites the Students Student Book -Lifestyle
students will adjectives 10
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
o) Have - Student book - 10
Personalization the students Individual Recognition
work -Pairs of
individually -Plenary vocabulary

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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 - N/A S: Use the
practice in Individual information
pairs saying -pairs in a 15
what type of -Plenary different
lifestyle context -
his/her family provides a
had and progressive
saying why. way to build
E.g. Student vocabulary
A: My mom skills for
has a healthy education
lifestyle. She and for
plays sports practicing
and she eats vocabulary
healthy food. studied
Student B: recently.
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.
Consolidation -Have ss read - -Student book S:Reflect
personal Individual on their

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profiles on -pairs lifestyles
section 2 and -plenary and 15
answer some practice the
questions learned
after reading vocabulary
with the
information on
the profiles
e.g. What do
the people
have in
common? In
what ways are
they different?
Conclusion I asked T. Measure
and students to the 20
Evaluation compare their progress of
answers in students
pairs and we about the
finished this numbers of
class eliciting words
some learned and
examples of the concept
the they
vocabulary studied.
studied that
day and
asking them
when we can
use these
words.

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

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10. Attachments
Attachment 1

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Attachment 2

Attachment 3

66

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

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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To start the lesson I asked students if they had time to do things, or if they
sometimes feel they didn‟t enough time to do all the things they needed to do. I
checked that they understood the word busy (a busy person has many things to do
and not enough time).
I emphasized the importance of effective time management. I also explained the
concept of a to-do list (writing down all the things you have to do in a day or a week)
and the benefits of putting these in order of priority (from most important to least
important).
I asked the students if they wrote to-do lists and, if they did, how they help them plan
their days.
The first exercise consisted on looking at the pictures on the quiz on page 44 on
student book. I asked them which picture showed a calm, organized person. I went
over the meanings and pronunciation of worried and waste time. Then I read the
instructions for the quiz. I made sure the students understood that they needed to
choose one answer for each question. I told them to circle the answer that was true
for them in each case and next I had them to do the exercise individually.
I circulated while the students were working, and offered help when needed. When
students finished I had them to calculate their scores according to the chart at the
bottom of the quiz. I took a class poll to find out which category the students
belonged to. At this point was necessary to explain the concept achieve (do
something successfully) and attitude (your opinion about something).
Step 2:
At this step I referred the students to the term to-do list (a list of everything you want
or need to do). I asked the class how many of them made to-do lists regularly.
I then, had students look at the example list on student‟s book and I asked them what
three categories were included in the to-do lists (the day or date, the tasks, the
estimated time for each task) I checked that they understood the word task
(something that you need to do, often something that is difficult).
After, I asked the students to make s similar to-do lists for all the days of the next
week. I wrote the three categories on the board to remind the students to include
them all. I gave them plenty of time to think about this before moving to step 3 on this
lesson.
Step 3:
At this stage, I nominated four students to read aloud the four categories. I explained
that this is one possible way of prioritizing tasks when writing a to-do list – important,
not important, necessary, and not necessary. I pointed out to the How to say it box,
(Is this important? How important is this?, It‟s very important!, I don‟t really need
to…and I had the students repeat the sentences chorally and then individually. Next,
I put the students into pairs, and told them to exchange to their to-do lists with their
partner, I encouraged them to use the questions in the How to say box to find out
whether the tasks in their partner‟s to-do list were important or not, and had them
work together to rank the tasks from category 1 to category 3. When they finished I
told them to give the to-do lists back to their partner.
To finish this class I asked students to reflect on their lists. I explained that they
would need to reorganize their original to-do lists based on how important each task

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