1. Dossier for UT Students as Technician University Superiors in Manteinance
Career
CONTENTS
Task 1: LANGUAGE AWARENESS – Topic: Body Talk
Task 2: LANGUAGE AND CULTURE - Topic: Developing your memory
Task 3: LANGUAGE LEARNING PROCESSES - Topic: Taking about a live
performance
Task 5: PLANNING AND EVALUATION - Topic: Subject Relative Clauses
Task 4: LANGUAGE TEACHING - Topic: At a live performance!
Task 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENT: Writing
descriptions

2. UTSV Task 1:
LANGUAGE AWARENESS
To revise and pronounce the body talk vocabulary
It´s……adjective……+ infinitive
Theme: Body Talk
JANUARY 2013
UT

3. Task 1: LANGUAGE AWARENESS
Table of Contents:
1. Description of the area
2. Description of class and course
3. Topic
4. Aims of the lesson
5. Personal aims
6. Procedure
7. Conclusions
8. Self evaluation
9. Lesson plan
10. Attachments
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4. Task 1: LANGUAGE AWARENESS
1. Description of the area
This area includes to Analysis of phonology, grammatical and lexical structures
and use of related basic terminology, to link between linguistic competence and
communicative competence, to target language description and appropriate
terminology, language description being understood as a system of abstract
elements, constructions, and rules, to awareness of language systems
differences to application of this awareness to teaching and learning experience
(i.e. analysis of learning materials)
2. Description of class and course
This course is level 6 . There are twenty students between the ages of 18 and
25. Most of the students do not like English language too much but all the
students accept English not as their favorite subject but as a necessary subject
for their carreer.
The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course
book is Open Mind 3. They joined the course to pass the English class as a
subject and to be able to understand English TV programs and websites.
3. Topic – It´s + adjectives + infinitive
4. Aims of the lesson
- To revise and practice the impersonal use of the infinitive.
- To use Infinitive
- To talk about injuries
- To talk about symptoms
- To give advice for injuries
5. Personal aims
- To provide an interesting topic and a very enjoyable lesson.
- To explain the infinitive so that the students can use it in their conversation.
- To encourage the students to have English class as a necessary and
important class as others.
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5. Task 1: LANGUAGE AWARENESS
- To provide grammar structures for giving advice.
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6. Task 1: LANGUAGE AWARENESS
6. Procedure
The topic of the new chapter (Unit 9 /p.87) was BODY TALK and in this lesson we
looked describing student’s injuries and illness that the students suffered when they
were small children.. A good part of this lesson directly follows the lesson layout of the
Teacher’s Guide. This book is an invaluable selection of guidelines and tips, which not
only facilitate lesson planning, but have taught me many useful strategies to improve
my teaching and help my students. During our UT’s term, we have been able to discuss
and use many of these strategies and examples first hand, and the lessons learned
from trainers´ and colleagues´ experience have made us appreciate and be aware of
why I’m including certain exercises in the lesson and what benefits they can offer.
For the Icebreaker part Teacher had to nominate a student to read some phrases in
the box. She or he has to point at the muscle that he is pointing ans at the same time
she or she has to pronounced. So all the rest of the class can see that that is the way
to pronounce this word.. The teacher has has to ask the students to do this activity in
pairs, to recognize the parts of the body. T ask the Ss to work in pairs and discuss what
rules they have to follow in the school building or in the classroom. It was very important
to elicit students to answer and try to think in English Ideas. Then Teacher listened
several ideas from the class.Teacher ask Students to say whatever they know about
social rules. After that part, Teacher elicited suggestions like : You shouldn’t run in the
corridor. You shouldn’t eat in the classroom. When the SS have said their injuries, the
teacher must focuss on suggestions foer each one.
For the final part of Icebreaker moment Teacher gave a moment to read the
instruccions carefully and Teacher made sure they understand confession(telling the
truth about something they did that was wrong). If it is nesecary several SS must give
their point on view too. So they can share pieces of adivice for the injuries they talked
about.
After this activity Teacher asked Students to opened the book (p.52 , 53 ) and
individually Students looked at the exercises. Before th e teacher revise the exercise, if
it is necessary the students must check their information in pairs in order to share their
knowledge of the topic. After that processes Teacher has to point out that if you sprain
your ankle , knee, or wrist , you injure it by turning suddenly , but your do not break
anything. He or she has to point out that injury is normally a bit more serious that hurt.
Ask the Students to read the instructions to the class; nominate a two students to read
aloud the model conversation; elicit the tense the students will need to used ( the
simple past tense) Poit out that the students can describe either an accident or injury
that happened to them personally or to a friend or to a relative . Ask the students to
answer the questions in pairs and at the same time encourage them to to ask
follow-up questions and try to keep the conversation going. And listen to some ideas
from the class.
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7. Task 1: LANGUAGE AWARENESS
Give the students some advice in using SHOULD and SHOULN¨T to give advice.
Write the words avoiding injuries on the board . Ask the students to work in pairs
and discuss what people should or shouldn´t do when they are playing some sports.
Listen to some ideas from the class and elicit a list of shoulds and should ( e.g.
Your shouldn´t swim after a meal; You should stretch your muscles before you
exercise).Students Pointed out that when a car was driving the wrong way along one-
way street is very dangerous because you canget injured.. Students nominated an S to
read instructions and the grammar explanation to the class. After that teacher focused
on the form of the structure.
After all the information written above , each checked the answers with the class.
Teacher pointed out that not paying attention, or being careless is a dangerous when
your are waking down the street or a place where cars did not normally stop. So it could
be very dangerous an dyiou can be damaged. The Students had to do exercise
individually and then they compared their answers in pairs, discussing any differences.
After that activity students answered each question in plenary.
For definition words teacher asked Students worked with their partners from Ex.B. and
teacher asked Students to work in pairs and say what the man should and shouldn’t
have done using new verbs. Teacher asked Students to look at the Words in the
language box. If you were supposed that you should ot shouln´t do, so they can gice
some adive using the infinitive for giving advice.
In the part of focus grammar teacher asked students to complete the grammar table
using the information from the text in EX A; the teacher nominate students to read a
liud the correct sentences; poit out that we must use TO in this structure , eg. IT IS
IMPORTANT TO KEEP THE SHOULDERS RELAXED. The teacher must help the
students with the comparative form of the adjectives can also be used in this
structures eg, IT´S BETTER TO SPEAK TO A PROFESSIONAL; IT´S MORE
IMPORTANT TO KEEP THE SHOULDER RELAXED. The teacher must elicit other
ways fo giving advice with a similar meaning. E g. YOU SHOULD KEEP THE
SOULDER RELAXED ; YOU´D BETTER SEE A DOCTOR; YOU OUGHT TO SPEAK
TO A PROFESSIONAL.
You can continue like this: draw the students´attention to the language box. Give
them a moment to read the information and elicit the target grammatical construction.
The teacher can say that these are some of the other adjectives that can be used in
this structure . Other examples include unusual, rare, possible, unnesessary, and
other words that are important such vital, and crucial.
Make the students see the student´s book page for the audio script. Teacher asked
Students to read the question and options carefully. Teacher Showed Students the
grammar structure for S+Should have+past participle+C. And teacher asked students to
complete the grammar table individually, by referring t the text in Ex. A teacher
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8. Task 1: LANGUAGE AWARENESS
nominated a Student to read the instruction and the grammar explain with a similar
meaning to the class.
For Transfer part teacher drew Students´s attention to the Watch out! Box and
emphazise that we cannot omit the words IT or the word TO in the infinitive when
using this structure. Ask the students to do this exercise individually and then to
compare their answers in pairs , disucssing any differencs. The teacher has to check
the answers with the class. In this part teacher asked students do this exercise
individually and then they compared their answers in pairs. Students checked the
answer with the class. They read the instructions to the class.
Ask Ss to read the model sentence.
Ask Ss to work in pairs and tell their partner about the actions and their consequences.
He asked Students to look at the examples in the Watch out! Box, teacher reminded
them that they should not forget to use IT IS......TO......, e. Teacher gave Students a
few minutes to think about some things that are importan to do.
For conclusion and evaluation part for the class teacher put the students into groups of
three or four to discuss the questions. When the groups finished, teacher elicited some
ideas from the class. Teacher listened to some ideas from the class and correct any
errors in the use of should have/ shouldn´t have. Then teacher asked Students to work
in pairs and told their partners about the things they didn’t do, using the phrases in the
box. For final part a homework teacher asked Students to complete asked Students to
complete WORKBOOK p- 52, section 1. And for the other topic teacher asked Students
to do exercises from WORKBOOK page 53,section 3.
7.- Conclusions
This lesson contained many exercises for revising the modal SHOULD/SHOULDN’T
and IT IS........TO....... for giving advises. With the examples we use pictures or images
for auxiliary verb and short answers appealed to the students and it hopes to help them
to understand the structure. As a teacher it gives the chance to personalize the subject
and talk about something as rules and advises. This lesson motivates the Students to
apply their ideas for expressing advises and at the same time help them to improve
vocabulary for being creator of their own learning processes . As we are in a very
modern world sttudents must creat their own knowledge of the language according to
their likes.
8. Self Evaluation
In this part of this work, it is important to say that it was a very interesting way to
introduce the topics for encourage the students to use grammar rules and structure as a
communicative tool for communicating each other. However it has been created with
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9. Task 1: LANGUAGE AWARENESS
the best tools to improve their vocabulary. This plan was a good option for helping the
students to create a good communicative approach.
9. Lesson Plan
T = teacher / S = students
Phases of Media/ Time
Learning Activities Social Form Aim of activity (mins
materials )
Icebreaker/ T ask the Ss to work in pairs and discuss Group Workbook Introduce theme. 400
Introduction what rules they have to follow when -to elicit rules Ss have
to theme they are practicibng any sports.. Students´s to follow when donig
BODY TALK T listen several ideas from the class. book sports.
T elicit suggestions like IT IS
IMPORTANT TO...... -
T gives Ss a moment to read the Brainstorming
instruccions carefully so the SS can
anderatant and aqquires the structure
properly.
Extension of Ask Ss to work In pairs and compare the 400
theme examples they found of rule-breaking - Student -Injuries
,discussing any injuries and hurts and -individual book Accidentts
maybe accidents.
Ask Ss to decide which is the most -partner Advice
serious injury they have had i ytheir lives -
and why. Brainstorming Copies Speak about injuries
and their possible
Elicit several responses from the class. Workbook advice
Along with each example of INJURIES
AND acccidents , elicit more information
about why it is important to be careful,
e.g. IT IS IMPORTANT TO ........ .
Point out that it is important to be cafelu
to avoid accidents and injuries.
Nominate an S to read instructions and
the grammar explanation to the class.
Focus on the form of the structure. Point
out that IT and TO are part of the
structure
600
Personalizati Check the answers with the class. Point -partners -Student
on out that injuries cabn be avoided if you book
have acution and it is a dangerous not to
be carefull. - plenary
Have Ss to do exercise individually and
then compare their answers in pairs,
discussing any differences.
- S. answer each question in plenary.
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10. Task 1: LANGUAGE AWARENESS
Defining -individual - practice 600
words Have Ss work with their partners from -plenary -Student circumlocution.
Ex.B. book -familiarize students
Ask Ss to work in pairs and say what the with more vocabulary
man should and shouldn’t have done which can be
using new verbs. And the impersdonal implemented with next
structire for givibg adive IT IS exercises.
IMPORTANT TO...
Ask Ss to look at the Words in the
language box. If you were supposed to
do something. The meaning is very
similar to the idea to corealtion between
disease, injuries and accidents
prevention..
Focus on See the student’s book page for the -plenary -Ss can see structure 600
Grammar audio script. -board clearly.
Ask Ss to read the question and options -grammar Ss can apply it.
carefully. sheet
Show Ss the grammar structure for
It IS -----TO..........
Ask Ss to complete the grammar table
individually, by referring t the text in Ex. A
Nominate a S to read the instruction and
the grammar explanation to the class.
Transfer Draw Ss´s attention to the Watch out! Individually -S. practice the 400
Box. -board structure in a controlled
,. The response to the question must -grammar form.
therefore also refer to the past. pairs worksheet -pre-teach vocabulary
Have Ss complete the grammar table for next exercise.
individually by referring to the text in Ex.
A and then compare their answers in
pairs, discussing any differences.
.
Consolidation Have the Ss do this exercise individually -plenary -worksheet -T give exercises and
and then compare their answers in pairs. express answers in 400
Check the answer with the class pairs to do a
coevaluation.
Read the instructions to the class.
Ask Ss to read the model sentence.
Ask Ss to work in pairs and tell their
partner about the INJURIES and the
advice for evoiding them.
Ask Ss to look at the examples in the
Watch out! Box, remind them that they
should not forget to useIT IS:......TO.....
fot structuring this sentence.
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11. Task 1: LANGUAGE AWARENESS
Conclusion - Put the students into groups of three -individual worksheet 3 Get the Ss´s ideas 200
and or four to discuss the questions. student and correct any errors
Evaluation When the groups finish, elicit some -plenary book with the grammar
ideas from the class. structure.
T listen to some ideas from the class and Do a feedback about
correct any errors in the use of should the used structures.
have/ shouldn´t have. AND it is
important/ vita/ useful, etccc to
Ask Ss to work in pairs and tell their
partner about the things they didn’t do,
using the phrases in the box.
Correct any errors in the use of was/were
going to
Homework -T. asks S. to complete WORKBOOK p- -individual -workbook Feedback the
task 52, section 2. structure.
T ask Ss to do exercises from
WORKBOOK page 53,section 3.
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12. 11. Attachments
12.
Shortening that-clauses
It Expressions Followed by Clauses
IT (ADJ) THAT + SUBJUNCTIVE VERB CLAUSE IT (ADJ) FOR + INFINITIVE CLAUSE
It's + adj can be followed by a that-clause with should or Or It's + adj can be followed by an infinitive clause. Use a
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13. a subjunctive verb to express a wish, recommendation or [for+ noun / pronoun] to include the subject "doer of the
suggestion. The subject is mentioned in the clause. activity" of the infinitive clause. (Omit it if it refers to
everyone in general. )
EXPRESSION THAT SUBJUNCTIVE CLAUSE EXPRESSION FOR + INFINITIVE CLAUSE
PRON.
It is important that you be careful at all It is important to be careful at all
times. for you times.
It is a good idea that Jack close all cages at It is a good idea for Jack to close all cages at
(noun!) night. night.
It is essential that it go well. It is essential for it to go well.
It's not necessary that they work until 3 a.m. It's not necessary for them work until 3 a.m.
It is rare that we wear lab coats. It is rare for us to wear lab coats.
Infinitive Clause | Imperative Clauses | "Order" + Noun + Infin
It…for Pattern List
easy
It is/ was for you to do that.
advisable dangerous difficult easy
essential exciting a good idea (noun) good manners (noun!)
hard impolite important likely (climate, temperature)
logical necessary not easy not so hard
rare rude smart wrong
worksheet 1
one.
Appearance Color Condition
Feelings (Bad)
Adjectives Adjectives Adjectives
Adjectives
adorable red alive
beautiful orange better angry
clean yellow careful bewildered
drab green clever clumsy
elegant blue dead defeated
fancy purple easy embarrassed
glamorous gray famous fierce
handsome black gifted grumpy
long white helpful helpless
magnificent important itchy
old-fashioned inexpensive jealous
plain mushy lazy
quaint odd mysterious
sparkling powerful nervous
ugliest rich obnoxious
unsightly shy panicky
tender repulsive
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14. wide-eyed uninterested scary
vast thoughtless
wrong. uptight
worried
Should or Shouldn´t .Giving advice
Read the sentences. Write should or shouldn´t
1)If it´s rainy you take an umbrella.
2)Tom eat so many lollipops. It´s bad for his teeth.
3) a) I drink hot tea if I have a sore throat?
b) Yes, you .
4) They have a test tomorrow. They go to the cinema . They stay at home
5) Children eat lots of vegetables but they eat lots of sweets.
6) I have a party tonight. What I wear? A dress or a pair of trousers?
7) The doctor said: "_ You eat healthy food. You eat fast food. You
TV. You walk 1 hour a day. You drink fruit juice and water. You drink
Look at the pictures . Make sentences giving advice to these people . Use should.
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15. He has a so
He has a so
He has a so
He has a so
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16. He has a so
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17. WISH FOR REGRETS
TSV Task 2:
LANGUAGE AND CULTURE
Theme: Wish for regrets
Learning REGRETS
Sensitising students to use wish for regrets
Using I wish::::...........................................
Learning vocabulary of ideas, past events , hobbies or interests, wishes and regrets.
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18. JANUARY, 2013
UTSV
Table of Contents:
1. Description of the area
2. Description of class and course
3. Topic
4. Aims of the lesson
5. Personal aims
6. Procedure
7. Conclusions
8. Self evaluation
9. Lesson plan
10. Attachments
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19. 1. Description of the area
This area will awareness of socio-cultural and intercultural aspects of language
use and language learning, with different situations related to intercultural
differences, understanding different social backgrounds of students, crosscultural
communication, e.g. wishes and regrets that took place in the past but that are
affecting until now in the present.
2. Description of class and course
This is the same group above mentioned. There are twenty students between the
ages of 18 and 25 Most of the students do not like English language too much
but they take it as a very important subject for their carreer. English is not their
favorite subject but they need it as all the up-to-date material is in English.
The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course
book is Open Mind 3. They joined the course for passing their English class as
a subject and for being able to understand English songs
3. Topic –I WISH...........
4. Aims of the lesson
- Talking about wishes and regrets
- Talking about past events
- Use If ONLY......
- Talking about having your wishes
- Describing your best regrets
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20. - Use past events and hypothetical sentences
- Practicing wishes and regrets
5. Personal aims
- To promote students for being critical.
- To provide a very funny lesson.
- To encourage students to communicate their wishes and regrets
- To introduce the grammar structure in an easily way.
6. Procedure
The teacher has to write the word REGRET on the board , and he will ask the students
what regrets means in their mother language . Elicit that regrets is a feeling of sadness
about something that has already happened . Tell the students that they are going to
learn how to express regrets a bout the past in English. Point out that regret can be a
noun or a verb, eg, I REALLY REGRET EATING THAT SECOND PIECE OF PIE (
verb), ONE OF MY BIGGEST REGRETS IS NOT EXERCISING MORE WHEN I
WAS YOUNGER (noun).
For the correct development of this lesson, Teacher gave Students a moment to read
the instruccions carefully after that teacher made sure they understood
confession(telling the truth about something you regret that has happened in the past.).
For the developments of this part teacher nominated a Student to read instructions
and the grammar explanation to the class. Teacher try to focus on the form of the
structure. And teacher pointed out that the structure to expresss regrests is I WISH.
For the moment of personalization teacher checked the answers with the class.
Teacher pointed out that all the people without exeption have regrets and wishes they
did not make them come true. So that is the reazon of these lesson: to express wishes
and regrest.
Teacher asked students to do exercise individually and then compare their answers in
pairs, discussing any differences and students answered each question in plenary.As
the next step, defining words teacher asked Students to work with their partners from
Ex.B.
The teacher elicit what an autobiography is (the story of someone´s life written by
that person; a biography is the story of someone´s life written by someone else.). Ask
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21. the students to read the questions carefully ; have the students to complate the task
indivdually and then compare to the classmates in pairs , discussin g any difference.
Check the answer with the class . Encourage the sttudents to explaian the answer (eg
because she smoked, she had a poor immmune system ; she didn´t eat well; she
dindn´t do much exercise).
Teacher also Ask ed Students to work in pairs and say what they regret . Teacher
asked students to look at the Words in the language box. If you were supposed to do
something. The meaning is very similar to the idea to of a past intention. It suggests to
check answers with the class. Note that the topic sentence is, in this case,two
sentences. An alternative way for expressing this as a single sentence a d use the
sttructure I WISH I HAD..........
When the teacher try to Ask Ss to complete the grammar table individually, by referring
t the text in Ex. After that teacher nominated a Student to read the instruction and the
grammar explanation to the class.and the question was in the simple past. The
response to the question must therefore also refer to the past PEREFCT for the
structre of the I WISH I HAD WRITTEN , for example. Students had to complete the
grammar table individually by referring to the text in Ex. A and then compared their
answers in pairs, discussing any differences.
As following step teacher gave Students a few minutes to think about some things
they wish they haven done and use regrets and wishes- to do in the past but he didn´t
and why they didn´t do them. Next of these activities teacher asked students to work in
pairs and tell their partner about the things they didn’t do, using the phrases in teh box.
When this activity finished teacher corrected any errors in the use I WISH I HAD.........
For concluding with this part, it was taking into account to do put students into groups of
five or six, and students had te read each other’s descriptive paragraphs Have the
students to work in pairs and reapeat the exercise using IF ONLY instead of I
WISH , SHE WISHES ETC... Check the answer with the class. Eg.. IF ONLY SHE
HAD GONE TO COLLEGE , IF ONLY THEY HADN´T GONE ON VACATION LAST
YEAR.....
7. Conclusions
It believes that this lesson help students to know the different ways to think in a
different ways to face the some kinds of problems in past perfect and using at the
same time I WISH and IF ONLY... for expressing wishes and regrets. What would
have happened if something had been too diffrente. In short using hypothetical
sentences.
8. Self Evaluation
Most of the time design a a very interesting lesson is very important when using some
attitudes for completing the activities and teacher tried to share and listened student´s
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22. comments. It required not only to have a good knowledge about any topic, it needs t
have some other structures that are extremely important as simple past, and past
perfect.
9. LESSON PLAN “Culture”
T = teacher / S = students
Phases of Media/ Time
Learning Activities Social Form Aim of activity (mins
materials )
Icebreaker/ T gives Ss a moment to read the Group Introduce theme. 400
Introduction instruccions carefully.make sure they aderograms -to elicit some
to theme understand confession(telling the truth importanta wihes i your
Wish for about WISHES life
regrets
- Cross-cultural
Brainstorming
communication
Extension of Nominate an S to read instructions and 400
theme the grammar explanation to the class. - Student -
Focus on the form of the structure. Point -individual book
out that it is necessary to remenber tyhe Speak about wishes for
simple past ant past perfect, to put them -partner regrets
together in the structure I WISH or IF -
ONLY Brainstorming
.
600
Personalizati Have Ss to do exercise individually and -partners -Student
on then compare their answers in pairs, book
discussing any differences.
- S. answer each question in plenary. - plenary
Defining Ask Ss to look at the Words in the -individual - practice 600
words language box. If you were supposed to -plenary -Student circumlocution.
do something. The meaning is very book -familiarize students
important because you are going to to with more vocabulary
use past and past perfect and the which can be
Structure I WISH implemented with next
exercises.
Focus on -plenary -Ss can see structure 600
Grammar Ask Ss to complete the grammar table -board clearly.
individually, by referring t the text in Ex. A -grammar Ss can apply it.
Nominate a S to read the instruction and sheet
the grammar explanation to the class.
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23. Transfer Point out that for expressing wishes for Individually -S. practice the 400
regrest in the past is very omportant -board structure in a controlled
remenber some past tenses that -grammar form.
support the structure. pairs worksheet -pre-teach vocabulary
for next exercise.
Have Ss complete the grammar table
individually by referring to the text in Ex.
A and then compare their answers in
pairs, discussing any differences.
.
Consolidation Ask Ss to look at the examples in the -plenary -worksheet -T give exercises and
Watch out! Box, remind them that they express answers in 400
should not forget to use going to, even f pairs to do a
the main verb is go. coevaluation.
Give Ss a few minutes to think about
some things they were going to do in the
past but he didn´t and why they didn´t do
them.
Conclusion Ask Ss to work in pairs and tell their -individual worksheet 3 Get the Ss´s ideas 200
and partner about the things they regret using student and correct any errors
Evaluation the phrases in the box. -plenary book with the grammar
Correct any errors in the use of I WISH structure.
OR IF ONLY Do a feedback about
the used structures.
Homework T ask Ss to do exercises from -individual -workbook Feedback the
task WORKBOOK page 54,section 5 Y 6. structure.
10. Attachments
If only = I wish. Se emplea para sugerir un deseo o pero más fuerte sobre el
presente o el pasado o would + el infinitive sin “to”
If only he were here.
If only we hadn’t taken the bus we would have arrived earlier.- Si no
hubiésemos cogido el autobús habríamos llegado antes
If only you could stop talking.- Si al menos dejara de hablar
Fill in the blanks with the correct form of the verb.
1. Tom’s mother wished he ………….. (be) tidier around the house.
2. Jenny wished she …………….. (be) prettier.
3. Mike wishes he ……………. (can) swim as well as Tom.
4. I wish we ……………….. (not have) exams tomorrow.
5. Tom and Mary wish they ……………. (can) buy a new car.
6. I wish I …………………. (buy) that sweater I saw last week; now it is been
sold.
7. Do you wish we ……………………. (spend) more time at Madame Tussaud’s
when we were in London?
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24. 8. Tom now wishes he ………………… (work) harder when he was at school.
9. Mike wishes he …………………… (go) to see his grandfather while he was
in hospital.
10. Gary wished you ……………………. (not tell) everyone where he lived.
11. I wish it ……………………. (not rain) so much when we were in England.
12. I wish my children ……………… (not spend) so much money!
13. I wish I ………………….. (win) the first prize instead of John.
14. If only he ……………. (have) a dog when he was a child.
15. His parents wish he ……………. (read) more and …………………. (not watch)
so much television.
16. Mary wishes she …………… (buy) that necklace she saw, but it was much
too expensive.
Here are some situations make suitable wish sentences for each one.
1. Tommy would love to have a baby sister. Tommy wishes …
2. Bill is not looking forward to going to the dentist tomorrow. Bill wishes
…
3. I am really sorry I can’t come with to the theatre tonight. I wish …
4. The neighbour was upset about the loud noise Bob was making. The
neighbour wishes …
5. Jill is upset that he quarrelled with his girlfriend. Jill wishes …
6. What a pity Jean missed the film last night. Jean wishes …
7. I don’t really want to go to the dentist. I wish …
8. John is too short to be a basketball player. John wishes …
9. The Smiths regret cancelling their holiday in Turkey. The Smiths wish
…
10. Dad really wants you to stop smoking. Dad wishes …
11. What a shame you missed the school trip. I wish …
12. I hope it snows at the weekend. I wish …
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25. 25/66

26. Task 3 JANUARY 2013
UTSV
LANGUAGE LEARNING PROCESSES
To learn subject relative clause
Object relative clause
Relative pronouns
Theme: Subject Relative Clause
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27. UTSV
Table of Contents:
1. Description of the area
2. Description of class and course
3. Topic
4. Aims of the lesson
5. Personal aims
6. Procedure
7. Conclusions
8. Self evaluation
9. Lesson plan
10. Attachments
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28. January 2013
1. Description of the area
This area covers the needs that students require when they are learning a
language. It is focused on correcting mistakes and a the same time gives the
students all the tools for help them to learn through self-learning in order to improve
their own learning process.
2. Description of class and course
This work has been designed for learners in level 6. Most of students are studying
so they are between ages of 18 and 25, and some students older than them.
This lesson has been designed to help students to comprehend the main ideas in
oral exercises. The main purpose is to encourage to use the relative clause as
subject and object, .At the end they must be able to talk about people, places and
things. For completing this activity teacher should use Open Mind 3 from MacMillan
editorial, covering unit 12, page 97.
3. Topic : Subject Relative Clauses
4. Aims of the lesson
-Talking about live performance and entertainment
-Giving information about people, places, and things
-Talking about electronic forms of entertainment
-Descriving Tv shows and movies.
- Discussing the characteristics of good teams and team players.
-Evaluating individual and team performance
5. Personal aims
- To help students to use different subject relative clauses. And object
relatgive clauses
- To help them to make the difference between both uses.
- To help students to write descriptions.
- To recycle some vocabulary about people, places and things
- To guide students to use communication patterns to use the
vocabulary with clauses.
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29. - To motivate and encourage the students to do a good use with the
language.
- To promote student´s autonomy.
6. Procedure
This lesson has been designed on communicative approach development. This
topic is focused in the unit 12, “STAGE AND SCREEN!”(p.97) . In this section
students have to make use of RELATICE CLAUSES and express it when they
make difference between CLAUSES as subject and object. And at the same time
students interchange information. The main topic is to recycle vocabulary and
some adjectives to describe characters. In this case the book is going t be the
mail tool ,which will help us with some activities and they are going to use in the
activites.
As icebreaker moment. All students should be organized to play with recycle
vocabulary. Ask the students to keep their book closed. Write the word
entertainment on the board . Elicit words for different types of entertainment ,
weg,, movies, theater, dancing, opera, musicals, ballet etc…. Teacher asks
students to cover the list of entertainment with a strip of paper. Ask students to
work in pairs and discuss what the entertainment in the pictures are most
common . Elicit some ideas from the class. Then ask them to uncover the list of
entertaiment and match them with the pictures.
As a second activity is in the book (p.97) teacher asks students to look at the
picture on the book and the students have to discuss what their favorite activity
is. . Then teacher ask them some questions: Whay is that activity so important ?
Give the students some minutes to read the questions . The teacher has tyo
explain the difference between watch a play and got ot the thaerter,
generallye referws to seein g a professional theater production , while wate a
play can refer to professional show but it can also mean going to an amateur
or children performance, or watchibng a play on Tv.
All the answers are covered, teacher nominates a student to read the grammar
explanation to the class. After that teacher ask students to work individually and
find examples in the text in Ex. A to complete the grammar table (p-98)
Teacher asks students to compare their answers in pairs and finally teacher ask
students to compare their answers in pairs and as last activity teacher check the
answers with the class.
Check that the students underatntd some words that are very important for
this lesson for example STAND-UP COMIC ( some one whose job is to tos
stand in front of the audience and entertain them by telling jokes and stories
to make them laugh . The term STAND-UP COMEDIAN is also widely used.
Give tehs students time tot do the task individually . There may be another
choice fdor this activity: askl the students gto work individually and rank the
activities from 1 (favorite) to 5 (least favotite). Ask them to compare tair
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30. ranking in pairs . To wrap up , fin out which activity are the most popular in the
class and which are the least popular.
Start with a physical warm up that is related to the theme of acting and
performing . Ask the students to stand up and for a circle . If you have a class
with more than 15 students ask them to form two circles. Nominate a student
to start the activity . Ask them to imagine that they are holding an incredibly
valuable antique vase , and that they should pass it very carefully around the
circle . Repeat the mime activity with other imaginary object , eg and angry
cat, a crying baby, a piece of smelly cheese , a hot potato, a full glass of water.
The teacher asks the students to read the instructions before they listen to the
recording , play the recording once. Check the answer with the class and he
should ask the students what the word or words helped them to decide the
answer, eg. Lightning , scenery, ballerina. There is another alternative, the
teacher ask the students to keep their books closed. Write the words play,
ballet and stand-up comic on the board. Tell the students they will hear two
people discussing one of these performances. Play the recording once and
ask the students to compare their answer in pairs and at the end, check the
answer with the class.
Finally teacher gives students extra practice, ask them to complete sentences
using subject relative clause: HE IS THE DIRECTOR WHO´S WORKING ON
THIS SHOW, THE LAST SCENE IS ALWAYS THE ONE THAT MAKES
PEOPLE CRY. OR THIS IS THE VENUE THAT IS USED FOR THE OSCAR
CEREMONY.
7. Conclusions
Personally, I consider this topic so important because it is necessary to
understand and remember and express some ideas that are more complex, I
mean that are compound sentence; The compound sentences have more than
one main verb. All the verbs in simple past (regular and irregulars, most of the
time), then they acquire more knowledge (vocabulary) to express their iades in a
complex structure.. Finally they have to use that new knowledge. In the end, they
are going to learn progressively, and they are going to notice it. They are going
to recycle also some vocabulary that they learnt in the previous lessons so they
can re-use and remember in order to enrich their background.
8. Self Evaluation
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31. The main objective of all the lessons is having a communicative approach, for
this reason it is important that learners interact between them. Activities have to
be different, interesting, and valuable for the students. Grammar is boring for
most of the students; so, the grammar activities have to be joyful and related to
the daily life, otherwise they are going to forget it and dispose the information.
Interaction with the learners has to be taken into account. No matter the topic, it
is important to provide confidence to them, so they could feel eager to interact
and make questions when necessary. When the students are facing some
grammar structure they do not want to follow ordinary lessons but different
ones where the SS can interact in pairs or in groups.
9. Lesson Plan
T = teacher / S = students
Phases of Activities Social Media/mat Aim of activity Tim
Learning Form erials e
(min
s)
Icebreaker/ - S. Have to seat in a horse shoe form --group - To introduce 5
Simple past in order to make the activity. -None the topic.
Past Perfect - T. has to explain the instructions of -to elicit
Relative the activity. vocabulary
pronouns - T. has to draw the SS´s attention to already known.
the picture by pointing out they type of
performance they are looking at, in the
images.
- the students give ideas about the
performances
-They comment about their own
experience
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32. Extension of
theme -S. turn to p. 98 of course book. - -course - To identify the 40
T. explains that S. have to read a small individu book structure and
paragraph where they have to infer the al -attachment use of the past
simple past tense structure. perfect and
present.
- The students have to share their -group -extend past
aideas about the reading and they perfect of the
have to comment the general idea of verbs .
the text and they have to make a - -reading for
relation about their experience. individu familiar words
al to help
-S. compare the information they understand text.
understood, and infer the structure
requested. T. solves doubts and
questions and clarifies the information. To read for
general ideas
-S. have to complete the rest of the
activities using the relative clause as a To recycle
subject and a s object. In order to use vocabulary
more complex structures in their
language performing.
Personalisati -S. have to talk about a similar -group - None -Talk about past 15
on experiences in the past perfect using experiences.
relative clause as subject and as a - Provide
object. feedback of the
lesson
-T. has to provide a conclusion of the
class (Feedback)
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33. 10. Attachments
Exercise on Relative Clauses (Contact clauses)
Relative Pronouns (who / which / whose)
Choose the correct relative pronoun (who, which, whose).
w hose
1. This is the bank was robbed yesterday.
2. A boy sister is in my class was in the bank at that time.
3. The man robbed the bank had two pistols.
4. He wore a mask made him look like Mickey Mouse.
5. He came with a friend waited outside in the car.
6. The woman gave him the money was young.
7. The bag contained the money was yellow.
8. The people were in the bank were very frightened.
9. A man mobile was ringing did not know what to do.
10. A woman daughter was crying tried to calm her.
11. The car the bank robbers escaped in was orange.
12. The robber mask was obviously too big didn't drive.
13. The man drove the car was nervous.
14. He didn't wait at the traffic lights were red.
15. A police officer car was parked at the next corner stopped and arrested them.
Exercise on Relative Clauses (Contact clauses)
Subject Pronouns or Object Pronouns?
Decide whether the relative pronoun is a subject pronoun or an object pronoun.
1. Do you know the girl who I danced with? -
2. Do you know the girl who danced with me? -
3. The apples that are lying on the table are bad. -
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34. 4. The apples that we bought in the shop are bad. -
5. We will stay at a hotel which is not far from the beach. -
6. We will stay at a hotel which my friend has recommended to us.
7. That is a museum which I like very much. -
8. That is a museum which lies in the heart of the town.
9. This is the man who Barbara visited in Scotland.
10. This is the man who lives in Scotland.
Exercise on Relative Clauses (Contact clauses)
Definitions with Relative Clauses
Choose the correct definition.
1. A library is
2. A butterfly is
3. A waiter is
4. A night is
5. A bricklayer is
6. A dictionary is
7. A pickpocket is
8. A carnivore is
9. A synonym is
10. Spring is
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35. 35/66

36. Task 4: LANGUAGE TEACHING
UTSV Task 4:
LANGUAGE TEACHING
Topic: Object Relative Clauses
The class in this them has the main goal to understand and make sentences using
Object Relative Causes
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37. Task 4: LANGUAGE TEACHING
Table of Contents:
1. Description of the area
2. Description of class and course
3. Topic
4. Theme and motivation
5. Aims of the project
6. Planning
7. Procedure
8. Conclusions
9. Evaluation of the project and self-evaluation
10. Lesson plans and attachments
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38. Task 4: LANGUAGE TEACHING
1. Description of the area
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 in order to get accuracy and fuency in the
second language learnes process.
2. Description of class and course
This course is a course for the students of level six. Where students will be
able to understand and produce simple past sentences with When clauses, use
object pronoun, talk about major life events, describe some historical event,
stress object pronouns in a sentence correctly and listen and understand details
in a life story. This course will help to our students to create a short biography
from a list of facts and using brainstorm.
3, Topic: Stage and Screen (Object Relative Clauses)
4. Theme and motivation
Motivation is a essential part in the language adquisition, most of the tiome when
the students like what they are learning and how they are learning. That is why
they have to use the information they like. I mean fashion, Tv shows and
performing lifestyle. The real motivation for this course was the students read
and talk about someone who they admired and they want to show them the rest
of their partners . We believe that it is a success project because our students
get more interesting about their careers and also they care about the qualities,
abilities and values to those people who they admired. It is very important to
involve the students in searching the knowledge or information to get a complete
biography.
Being involve in today´s fashion world is very easy for the students because
currently we have a lot of technology and they can have the newest information
We believe that the students will be motivated when they know how much effort
did those talent people did and attitudes they had when they did such amazing
discovers.
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39. 5. Aims of the lesson
- understand and produce simple past sentences with when clauses.
- understand and use object pronouns (me, you, us, etc)
- talk about some important life events from very important people´s life..
- describe some historical events that were so known by everybody in the
world
- Point out the importance of object pronouns in a sentences correctly.
- Take into account some phrases to take time to think when they do not
remember some information
- listen to and understand details in their own life and other people´s life
- To think about and write a biography from .
- To brainstorm some ideas in a group that are very helpful in the class
development
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40. 6. Personal aims
- To provide an interesting, lively lesson that students will enjoy according to
the students´ likes and dislikes so they will comfortable with the topic.
- To motivate students to present and talk about people who they admired and
they want to like them.
- To explain the structure in simple steps that the students understand and can
easily use in their everyday performance in the class.
- To motivate and encourage the students to experiment with new language
and new structure to enrich their language awareness
- To promote learner autonomy.
- To promote learners to study about important events in their lives and other
people´s life.
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41. 7. Procedure
You will find the information on page101 from the unit 10 that its title is STAGE
AND SCREEN A good part of this lesson directly follows the lesson layout of
the Teacher’s Guide. This book is an invaluable selection of guidelines and tips,
which not only facilitate lesson planning, but has helped me to improve my
classes everyday, giving me strategies to improve in my teaching techniques.
During UT’s term, the English academy has been able to discuss and use many
of these strategies and examples first hand, and the lessons learned from
trainers´ and colleagues´ experience have made us appreciate and be aware of
why I include certain exercises in the lesson and what benefits they can offer.
For the first exercise, the icebreaker, the teacher has to write on the board : THE
BEST MOVIES I HAVE EVER SEEN WAS……THE WORST MOVIE I HAVE
EVER WAS……..; THE FUNNIEST MOVIE I HAVE EVER SEEN WAS…… Ask
the students to complete the sentences individually . Then ask them to work in
groups of four or five and compare their answer . Elicit some ideas from the
class.
paste different pictures of some actor s an d actress who were starring t
some famous and popular movies. Each group have to talk about those movies and
give their opinin why they like those films or why they did not like in order to start
getting into the main topic. OBJECT RELATIVE CLAUSE.
Read the isntructyions to the class , and check that the students understand the word
TAGLINE ( a short phrase or slogan for advertising something) . Movies tagline are
the shortest sentences that sometimes appear after a title of a movie and are used to
promote a movie in advertisements . They usually give a small clue as to what the
movies is going to be about. Encourrage the students to look at the type of movie if
they need an additional hint
We opened the books (p. 101) and individually the students looked at the
language in context and the read read all this information, after they had to match
them and understand the information. These sentences could be checked in
pairs. This social strategy, helping and learning from each other, not only it is a
benefit of knowledge, but it promotes autonomous learning. We ask to student to
read aloud the language context some information that has Object Relative
Clause.
The next step is clarify the meaning of new vocabulary through the use of
different means and we are able to check our students have understood (p.101)
with this vocabulary we can manage the class effectively in a wide variety of
context taking into consideration the learners’ needs and level of the language
competence as well as mixed abilities.
Ask the students to do the matching task individually and then compare their
answer in pair or in group and if necessary discuss any different point of view.
Check the answer with the class . Ask the students give reasons for their
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42. choices. Point out that dude ir a very informal expression for man ant that it is
generally used in a friendly way to address a man . In this context rendition is
the process of transferring terrorist suspects from one jurisdiction to another.
After that, we can use a variety of exercise types and example, students get
together in groups of 4 and read page 111, they should answer all the question
trivia, an example What famous tenor died in 2007? etc. they share their
answer and we give them instructions to close book and be prepare to play a
trivia game. Each team ask one question to another team, and they will have 30
seconds to answer it correctly and get one point.
Then we open the book on page 101, and we review grammar points “Object
pronouns”, we use slides and present a chart showing the grammar about object
pronouns and we also show the differences between subject pronouns and
object pronouns. After students will work by pairs and choose one important
person, who is recognized for their inventions or actions in the past. They are
going to do a biography about this important person and they are going to
present in front to their partners using all grammar points (verbs in past and
object pronouns) and vocabulary.
To conclude I asked the students to tell us the reason about why these people
where mode role for them and explain what attitudes are they having .Ask the
students to keep a record of all TV shows they watch in one week . Ask them
to write the names of the show and what type of show it is. They should also
give each show a rating from 5 (very good/ interesting ) to 1 (very bad/boring).
At the end of the week , ask them to work in groups of four or five students and
compare their findings. Ask each group to report back to the class and say
which programs were the most and the least popular. The students have to
answer The Workbook, p 59 section 3 and 60 section 4.
7. Conclusions
I think this lesson encouraged students to know and what is their purpose in life,
what attitudes they should have it if they want to be a successful people in their
careers, It also helps to students to learn a little bit of fashion world and famous
people for their careers and their performance in life out of the stage. using new
vocabulary and verbs regulars and irregulars in past. I believe that this lesson
improve students to take care about their actions and attitudes to help them in
the future, we finish our class telling students, if they want a better future, they
should know the past event to not do the same mistakes.
8. Self Evaluation
The class shoulg have all the element that are necesry por the students like
sounds, images, some videos and performing or acxting so that is way I try to do
this lesson more dynamic with the slide projector because students want to
look at their favorite actors and actress , and also using pictures in a language
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43. classroom, give students different classroom situations in order to be prepared
for the real life. Even these scenes are not the real life, students use their
imagination for locate themselves in those situation. , encouraging and
motivating the students to learn and use the language and I also incorporate
learning task and activities which encourage and facilitate learner autonomy and
take into account learners’ learning styles and cultural expectations.
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44. 9. Lesson plan
Phases of Activities Social Form Media/material Aim of activity Time
Learning s (mins)
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45. -Before lesson begins, T.
Engage Paste different pictures or --group -board -engage
Students: images from important - sets of students in
Introduction to people in the whiteboard cards with topic. 10
theme: - S. Tell what important images to - introduce
Stage and event or actions do they famous theme.
Screen did and discuss about why -plenary people -S.
(Object they are recognised. (p.107) remember
Relative - coloured big event
Clause) pens where
- Individually students people from
looked at small text about -Indivitual the pictures
entertainment - images participated.
from
- Discuss the main ideas important 10
and share ideas about people
the nwe way of (p.107-109)
Past entertaimnet
Grammatical
Structure and -S.use
vocabulary -T. Using slides and -Plenary -grammar simple past
present the new sheet (110) to talk about
vocabulary their
Grammar - T. asks S. about the - Pairs important
Practice entertainment . events or
Simple Past -S. Talk about these big actions. 10
Questions and events and how do they -worksheet -S. analyze
object expect to be or answer 1(p.111) the
pronouns when these situations personalities
appear. of important
people
-In pairs using Simple -T. explains 25
Past, S. ask each other grammar
questions about a -groups structure
Conclusion: important event in their - -grammar -S. revise
(Encourage the lives and use some tenses -plenary sheet (102) structure
knowledge that support present and ask
about history of events questions if
some important required.
events) -S. practice
Simple Past 20
question
-S. discuss why this world forms
nowadays is full of -S. talk
entertainment, if this is about
good or bad and why. personal
Give the reason s you experiences
think they are acceptable about
for the place where you entertainme
live nt and tv
shows .
-S. reflect
on and 15
evaluate
their
behaviour
and 45/66
response to
cultural

46. 10. ATTACHMENT
1. Is that the same song we heard yesterday?
2. Mary, has only been in France for a few weeks, speaks excellent French.
3. Who was the man you were talking to ?
4. My brother, wasn´t feeling very hungry didn´t go to the restaurant.
5. I´ve lost all the money you gave me.
6. Hastings, is a town of historical importance, is by the sea
7. This is the letter came this morning.
Exercise on Relative Clauses (Contact clauses)
Relative Pronouns (who / which / whose)
Choose the correct relative pronoun (who, which, whose).
1. This is the bank was robbed yesterday.
2. A boy sister is in my class was in the bank at that time.
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47. 3. The man robbed the bank had two pistols.
4. He wore a mask made him look like Mickey Mouse.
5. He came with a friend waited outside in the car.
6. The woman gave him the money was young.
7. The bag contained the money was yellow.
8. The people were in the bank were very frightened.
9. A man mobile was ringing did not know what to do.
10. A woman daughter was crying tried to calm her.
11. The car the bank robbers escaped in was orange.
12. The robber mask was obviously too big didn't drive.
13. The man drove the car was nervous.
14. He didn't wait at the traffic lights were red.
15. A police officer car was parked at the next corner stopped and arrested them
VOCABULARY
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48. 5
PLANNING AND EVALUATION
Giving Medical Advice
Vocabulary for symptoms
Theme: Body Talk
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49. UTSV
Table of Contents:
1. Description of the area
2. Description of class and course
3. Topic
4. Aims of the lesson
5. Personal aims
6. Procedure
7. Conclusions
8. Self evaluation
9. Lesson plan
10. Attachments
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50. September
2012
1. Description of the area
This area covers a wide range of needs that learners need, specially the advanced
students. For this area it is necessary to provide social forms where learners could
face difficult situations. It is necessary that learners establish a micro peer teaching,
where they are going to learn by interacting with classmates. Media e-learning is
important in order to complement their knowledge. Other techniques as materials
use and pronunciation training are required to cover the cognitive development that
learners need. The teacher has to play as a counselor and lead the students into an
environment of awareness of the language,
2. Description of class and course
This, material is designed for learners in a level 6 course. Most of the learners are
students between the ages of 18 and 25, with some age exceptions. The class is
focused on let the learners use the present and the impersonal for giving medical
advice. For this reason it is necessary to make a review of the present tense and the
impersonal con IT IS……. TO…Thus, students are going to be able to express
medical advice by making use of time expressions and new vocabulary about
illness and symptoms. The book needed for this class is open mind 6 from
Macmillan editorial; covering the unit 9, page 92.
3. Topic – Writing Information on a Medical Form
4. Aims of the lesson
- Talk about injuries
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51. - Asking for and giving medical advice
- Asking for clarification
- Describing health problems
- Making suggestions.
5. Personal aims
- To provide information about health.
- To let students know about caring about thier health and some prevetion
for some illness.
- To let students establish communication patterns where they could make
medical advice.
- To motivate and encourage the students to experiment with the language.
- To promote learner autonomy.
6. Procedure
The utsv is focused on communicative approach development; which is achieved
through a constant interaction between students. This topic is focused in the unit
9, “BODY TALK” (p. 87). In this section learners have to make use of a medical
form. They also have to give some advice for some symptoms by using body
talk and illness expressions. It is necessary to review the present and the
vocabulary for symptoms and diseases in order to let them interact in a context.
The first thing to do is remember the structure and characteristic of medical
conditions, medical vocabulary, and of course symptoms.
The first exercise is an icebreaker. All the students must be organized in a
horseshoe form. The main idea is practicing the new vocabulary and recycle the
previous vocabulary that the students learnt in the past.. The activity consists in
creating a filling a medical form. The teacher has to provide the first idea by
showing a real medical prescription. Ask the students to work in pairs and
discuss in what situation people have to fill in medical forms . Listen to some
ideas from class . Possible situations : when starting a new job, when enrolling
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52. in a school, college or university, when taking out an insurance policy, or when
applying for a driver´s license , etc..
Then, it is necessary a small introduction about how the medical topic, I mean
illness, symptoms atc,,. The next activity is in the book (p.91). In order to clarify
the topic, it is necessary that students listen a conversation in this page, and
make a full inferring about the usage of the medical advice in the real life arter
that the SS will brainstorm about similar situation in a doctor´s office. The
conversation also shows a few time expressions that students could use. After
this activity, it is necessary a quick review about the topic so far, it is necessary
to have a small feedback and clarify the grammar. After that, they have to
continue working with the rest of the activities of the page. Once they finished,
the teacher provides clarification and mistakes corrections on the activities, more
feedback time is required to answer to learners´ doubts.
After this activity the SS will listen to a dialogue between a patient and a doctor
so that they get into these atmosphere and use their imagination for this topic..
They are going to see some pictures, and then they have to describe the
situation accordinf to the topic o f the unit. MEDICAL FORM .
For the last activity, learners have to make a medical form and a prescription to a
partner. They have to write their illness, the symptoms and the possible pieces of
davice thy need for healing this medical problem.. Then they have to deliver the
medical form to a partner. Learners have to response the medical form with a
prescrioption performing as doctors. The teacher has to point the mistake and
correct it, and then they have to read the prescription to the class.
To finish the session, the teacher has to provide a complete feedback for the
entire class, and provide homework in the workbook page 54 section 5. The
teacher has to check the homework, and provide feedback of it next session.
7. Conclusions
This topic is helpful to make use of a grammatical structure into a different
usage. For this reason it is important that learners get aware about how much to
they know about the symptoms and injuries or diseases , and then use it for
different purpose in the class to give help or to express symptoms.. It is also a
good opportunity to let students evaluate themselves because they already
know this topic since it is obvious they have gone to the doctor and they have
this experience in mind. They just need to put ii into a classroom context. The
topic enforces vocabulary already known by the students, and they acquire new
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53. vocabulary. The aim is to provide more complex activities that are going to make
students analyze situations. In the end, learners are going to feel more satisfied
to face more difficult contexts like this topic.
8. Self Evaluation
The class is designed to cover some grammar points related to medical
situartions. The activities provides an important section where students are able
to make correction. As this area specifies, it is important to have evaluation (as
soon as possible). However, instant evaluation turns complex when having
groups with many students. For that reason, evaluation could be considered as
an extra class activity for the teacher; providing results next session. Digital
environment is helpful to cover this task. As a very quick evatuation of the topic,
the students participate everyday at the end of the class in a daily oral
evaluation. This is a very useful tool in the teaching area because you can
realize that SS really catch the theme, the way you expected.. By clarifying the
topic where learners could have problems, the ss will feel more comfortable with
the new structures they learnt .
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54. 9. Lesson Plan
T = teacher / S = students
Phases of Activities Social Media/mat Aim of activity Tim
Learning Form erials e
(min
s)
Icebreaker/ - S. Have to seat in a horse shoe form --group -None - To introduce 5
Medical in order to make the activity; the group the topic.
Form have to imagine past event of medical -to elicit
situations introduce new
vocabulary
- T. has to explain the instructions of
about medical
the activity.
- T. has to start with a real form
prescription a a role-play situation
- S. has to continue with the
description of their own experience
Extension of . - -course - To identify 40
theme T. explains that S. have to listen a individu book and fill in a
small conversation where they have to al - medical forma
infer the grammatical structure and attachment
usage of the main topic. -to extend
- T. solves doubts and questions and vocabulary.
clarifies the information.
-S. have to complete the rest of the -listen to the
activities of the page -Group pronunciation
- T. answers S. questions and doubts.
- Ss. have to work individually, they
have to use the listening section and
pronounce
. Then they have to talk to rest of the
class and share and compare a
dialogue they have to prepare about
medical situations
Personalisat -S. have to medical prescription and a -group - None -write a 15
ion medical forma, they have to work on it prescription
with a partner. and a medical
- The students play the role of patient form
and doctor respectively. - Provide
feedback of the
-T. has to provide a conclusion of the lesson
class (Feedback), and homework in - provide
the workbook homework
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55. 10. Attachments

56. 56/66

57. 57/66

58. Task 6:
SELF-ASSESSMENT AND DEVELOPMENT
Topic: Writing descriptions
This lesson we will use feedback rules, difficult classroom situations,
progress tests, also students will use a summary of tasks and homeworks
specially about writing . As teacher, our purpose is development our student
observation skills and in this section, writing. Dealing with feedback,
awareness of one’s own strengths and weaknesses, and awareness of
possibilities for further professional development. Students will develop their
used to resources and sources of help. Students will use the knowledge they
have learnt so sar.
Students will be able to reflect and draw conclusion from observations and
self-observation in order to gain a better understanding of the teaching
situation and validate their skill when they are writing and using all they are
learning. They will put forward ideas about the fashion world .The students
will have some time to read the information in the skills box .
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59. Table of Contents:
1. Description of the area
2. Description of class and course
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
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60. 1. 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.
2. Description of class and course
This course is level 6. Where students will be able to understand and
write descriptions and use relative clauses. They will note the
different between object relative clause and subject relative clause .
Students will use the past vocabulary and the teacher will use the
feedback in order to be able to write a description.
3. Topic: Writing Descriptions
Theme and motivation
The real motivation for this course was the students start thinking
about how to make composition using new vocabulary and the object
relative clause and the subject relative clause. We believe that it is a
success lesson because our students get more interesting about their
improvement because they are learning more complex structure for
writing skills. It will help our students to describe and definite TV
shows, programs, and film and other like plays, performance and
other thins like that.
We believe that the students will be motivated when they define their
personal plans and learn from them and as teachers we can help
them to use different resources and sources to get clear their goals.
how much effort did those talent people did and attitudes they had
when they did such amazing discovers.
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61. 4. Aims of the lesson
- Students will feedback relative clause
- Talk about TV shows, programs, plays , etc…
- talk about ways of entertainment
- understand and use relative clauses
- Create brainstorm ideas in a group.
- developing autonomous learning and self-awareness
5. Personal aims
- 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 incorporate the systematic sharing of ideas with colleagues to
promote best practice in our way of teaching and our classrooms
- To access the relevant support systems that will enable me to
develop further and find solutions to my teaching problems.
- To put forward ideas on how to ensure continuous professional
development.
- To promote learner autonomy.
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62. 6. Procedure
You should look up this information on page 103 from level
6. A good part of this lesson directly follows the lesson layout of the
Teacher’s Guide. This book is an invaluable selection of guidelines and
tips, which not only facilitate lesson planning, but has helped me to
improve my classes everyday, 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
teaching, put forward ideas on how to ensure continuous professional
development, receive and make use of feedback on my teaching
performance. During UT’s term, the English academy has been able to
discuss and incorporate the systematic sharing of ideas to promote best
practice.
For the first exercise, the icebreaker, ask the students to read the
instructions, and ask them to complete the task individually and tghen to
compare with a partner their answer, and discussing any difference. Check
the answer with the class. Note that the topic sentence is , in this case, two
sentences. An alternative way of expressing this as a single sentence would
be PROJECT RUNAWAY IS MY FAVORITE REALITY TV SHOW . Ask
the ss to why the writer has chosen to start her paragraph with a question
(eg. To raise the level of interest)
Ask the students what their plans for the writing, example Tv show a play
etc... Ask them to work in pairs and make a list of the programs they like.
Don’t expect them to produce any future forms here ( If they write things like .
Have the students look at the statements again and think about members of
their family and the like the have about television. Have them work in pairs
and talk about their family and friends in this way: My sister always plans
everything very carefully, but my friends do not make plans.
Present slides to the students and remind them of the form of the present
progressive: the verb be + the -ing form of the verb and remember to them it
will be used for future arrangements. We opened the book (p. 118) and
individually the students choose a present progressive sentence from the
conversation in this page and write it on the board. Elicit the same sentence
using different pronouns. Focus on the contractions of the verb to be. Ask the
students to read the conversation again and underline all the examples of the
present progressive. Elicit the answers from the class, emphasize that we
use the present progressive for the future to talk about plans that are definite.
The next step have the students look at the picture (p. 103). Ask some
questions to set the scene. Tell the students that they will hear a
conversation between the two people in the picture and that some words as
well as the singular, as these are the ones which are heard in the recording.
Check the meaning and pronunciation of these words, chorally and
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63. individually. Encourage the students to write the key words. After that, we
can open the book (p.103) read the instructions and the three target phrases
to the class. Tell the students that these are three very common, useful
expression that use the verb go. Read the instruction to the class. Refer the
students to the grammar table, and point out the future form with going to.
Elicit that it is always proceeded by the simple present form of be and
followed by the base form of the verb, tell the students should practice in the
worksheet 12A, tell them the difference between the present progressive and
going to when talking about future plans. Tell students that we use the
present progressive when the plans are definite. Emphasize that we use the
going to form to express plans in the form of intentions (things that we
strongly want to do).
Finally ask the students to keep their books closed. Elicit from them what
different skills they have practiced while suing this book. Elicit speaking,
reading, listening, and writing. Ask them which of these skills is the easiest
and which is the most difficult, and shy. Then ask them what general areas of
language they have practiced. Elicit grammar, vocabulary and pronunciation.
Ask them which of these they think is the most important, and why. Finally,
have them say which skills and areas of language they like the most/least
and why.
7. Conclusions
I think this lesson encouraged students to know and what is their purpose in
life, what plans they have in life, and they can describe some situation
about play, comic programs and in general about television. The students
can understand and use object relative clause and subject to talk about and
describing TV shows, and use this description to use all the knowledge
learnt before.
8. Self Evaluation
I try to do this lesson authentic, using slides in a language classroom, give
students difficult classroom situations, encouraging and motivating the
students to learn and use the language and I also incorporate learning task
and activities which encourage and facilitate learner autonomy and take into
account learners’ learning styles and cultural expectations. I also incorporate
the systematic sharing of ideas with colleagues to promote best practice and
access the relevant support systems that will enable me to develop further
and find solutions to my teaching problems. One of the most important facts,
I put forward ideas on how to ensure continuous professional development.
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64. 9. Lesson plan
Phases of Activities Social Media/materia Aim of Time
Learning Form ls activity (mins)
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