Dossier nivel5 vela_sarricolea_arriaga

Dossier for UT Students as Technician University Superiors in Chemical Career

CONTENTS

Task 1: LANGUAGE AWARENESS – Topic: Live and Learn

Task 2: LANGUAGE AND CULTURE - Topic: Taking care of Business

Task 3: LANGUAGE LEARNING PROCESSES - Topic: Then and Now

Task 4: LANGUAGE TEACHING - Topic: Decision, Decision.

Task 5: PLANNING AND EVALUATION - Topic: Let’s eat

Task 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENT

Through the grapevine

UTSV Task 1:

LANGUAGE AWARENESS

To revise and practice the present perfect to talk about life

experiences

Have you been..? Has he gone ….? Who have gone to….? I

haven’t…. that yet?

Theme: LIVE AND LEARN

ENERO 2013

UT

Table of Contents:

Description of the area

Description of class and course

Topic

Aims of the lesson

Personal aims

Procedure

Conclusions

Self evaluation

Lesson plan

Attachments

1. Description of the area

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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 is a level 5 course. There are seventeen students between the ages of 19 and 23, 6 male and 11 female. Five of the ladies like to talk and express their feelings in English. The other six ladies joined the class but they admitted that they do not like English and the male students joined the English course saying that they like English as any other of their subjects.

The group meets on Tuesday mornings between 9:30 and 11:10 a.m. The course book is OpenMind 3. The reasons for joining the course were to accredited their English class but also communicate with friends abroad, for being able to have a normal conversation about their abilities, places, their lives in the past and their plan in the near future.

3. Topic – Live and Learn

4. Aims of the lesson

1.To revise and practice present perfect.

2.To revise and practice Yet and Already.

3.To expand vocabulary relating to life experiences.

4.To talk about things you have been doing lately.

5.To ask for more information on a related topic.

6.To discuss personal action plans.

5. Personal aims

7.To provide an interesting, lively lesson suitable for students.

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8.To balance and mix the grammar and communicative goals.

9.To motivate and encourage the students to experiment with the language.

10.To promote learning autonomy.

11.To motivate and encourage the students to further more in their learning.

12.To provide an interesting look back to their life experience.

6. Procedure

The topic of this chapter is LIVE AND LEARN (p.7 Unit 1) in which the students talk about their life experience and past events reflecting on what their life has been so far and including good and bad things. For the purpose of this lesson students practice and use the present perfect in order to be able to communicate with each other. They are given with both contextualize and frame grammar exercises. The book is part of a

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variety of other resources used during the lessons. Some other elements are digital presentations, flash cards and posters. As common agreement, the professors decided to use equal methodology.

The first activity for the class is an ice breaker in which the teacher show some pictures to the students attached with some quotes of famous people. Describing what is life compared to a road or a trip. Then students make teams and talk about which of the phrases and images best explain what life is after the group work they have to share their opinion with all the class and at the end come up with one opinion. After this activity comes the vocabulary. The teacher refers to the book (p.8). Here Students have to look at some pictures and match some sentences in a box. The new words are verb and activities so after they finish the teacher ask questions related to the vocabulary. Students have to stand up and go around the classroom asking who can do the activities. Then the teacher asks who can do what and close this part of the vocabulary.

Now is time for a listening. Students go to page 8 from their books where they have to listen and check the correct options for the ten things you must do before turn 30 but only the ones Tony has done so far students have the opportunity to listen up to 3 times before the teacher starts asking for the right options. After they answer they have to ask each other from the list of things what they have done so far. After some minutes the teacher asks some students about the things they have done so far. The next part of the class is some grammar where students look at a chart with the rules and examples of present perfect. Students take notes and ask questions. Now they have to complete a written exercise. All together have to verify the answers and as the exercise is a dialogue. Students role play the dialogue.

The next part of the class is a pronunciation practice in which students have to listen between two different sounds and notice the change on every word. After they listen they have to repeat and practice some sentences using the new sounds learned. The next part of the class is a reading. The teacher presents some introductory questions for the students. After they reflect and answer the questions they have to read and find the main idea of every paragraph. The teacher must take some time to ask and listen to their opinion about the text.

The next part of the class is a vocabulary practice where students must read a text and check some works in the text after notice the words. They have to match them with their correct definition and answer a written exercise. The teacher must move around the classroom and check if the students have any questions relate to the text. Once they finish they have to use the new words in sentences they make for this purpose the teacher

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can make a “sentence chain” It is a group activity where students make a circle and try to make a sentence using specific vocabulary. The previous text talks about a practice and progress in activities so after the exercise students set in a circle and ask what they can do to progress from an intermediate level to an advance level. After this the students have to listen to a conversation between two people who talks about their progress in tennis one is an intermediate level and the other is an advance level. Students must make a list of the advice the advance player gives to the other. Students get to listen 3 times the dialogue and then the teacher checks the answers.

After the listening activity students sit in pair and answer some questions having the opportunity to express their opinion. The teacher must move around the classroom and listen to the students.

Finally students must read an email between two friends and tell why Melissa has not written Sean lately. The text includes some sentences in present perfect mark on bold. The teacher gives students some minutes to answer and then ask students why Melissa has not written to Sean lately. After h He/She takes some participation. The teacher asks them to look at a chart that includes the form of the present perfect. After check and answer some questions students must complete a written exercise using present perfect. The teacher must check and correct the exercise.

The homework, another consolidation task, was the home study exercises from WORKBOOK (see p. 10 of workbook) and students are ask to write about one great experience they have lived to be talked and presented for the next class. Teacher encourages them to bring some pictures to have a better presentation.

8. Self Evaluation

I tried to make this lesson interesting and fun, providing material with colors and images 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 as a communicative tool to help them complete the task in hand. However, I have established that errors continue to be made and I intend to include exercises in the future to practice this grammatical form.

9. Lesson Plan

T = teacher / S = students

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Phases of Learning Activities

Social Form

Media/materials

Aim of activity

Time(mins

)

Icebreaker/Introduction to theme„What is life like“

- The class watch some presentation and answer some questions.- Groups share their opinion about this topic and come to a conclusion.- All the class share their opinion and decide what is the best definition of life showed in the presentation.

--group

-plenary

Digital presentation

Set the communicative tone of the class.

10

Vocabulary-S open their books on p. 8 and complete the chart with words from a box. - T ask students questions about the new vocabulary and ask them who can do what activities from chart.

-individual

-partner-plenary

-Student book

-Present new vocabulary and practice proper pronunciation

10

Listening -S go to p. 8, listen and check the activities they have already done before turn 30-S have 3 chances to listen and complete the exercise-T check their answers with the class

-individual

- plenary

-Student book-Speakers

-Talk about the things they have done in their life so far.

5

Focus on Grammar

-S. check the chart on page 9 and complete exercise C-T check the answers and S practice the dialog.

-individual-plenary

-Student book

- practice circumlocution.-Study the form of the the present perfect tense and practice pronunciation.

5

Focus on Pronunciation

-S. look at 2 phonetic elements. Listen and repeat.-T check the correct pronunciation and correct mistakes

-plenary-board

-speakers

-S. practice specific pronunciation

5

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Reading -T presents some introductory questions before entering to the reading.-S. read and define in the text what is the main idea of every paragraph-T. ask and listen to their opinion

-Individual

-plenary

-board-student book

-S. practice reading and serch for specific information

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Vocabulary practice

-S. read a text and match the new words with their definition-S. use the text’s vocabulary to talk about their experience

-individual-group-plenary

-Student book

-drilling questions, short answers-vocabulary.-reflect on and talk about what abilities, skills and talents.

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Conclusion andEvaluation

-T. asks S. write about their life experience.-S. listen and write a list of specific info.-S talk about what they can do to become better

-individual

-plenary

-worksheet 3-student book

-Listen to specific info.- Follow up with a conversation

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Homework task

-T. asks S. to complete WORKBOOK(p.10) and students write about a great event in their life.- prepare a presentation for the next class

-individual

-workbook-note book

-speak about personal facts.-reflect on vocabulary needed.-encourage active participation.

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10. Attachments

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UTSV Task 2:

LANGUAGE AND CULTURE

Topic: Taking care of Business around the world.

Have / get something done

Sensitising students to different business cultural standards

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Using this/that/these/those adjectives

Learning vocabulary of words for evaluating services and

products in different countries

JANUARY 2013 UTSV

Table of Contents:



7. Topic


9. Personal aims

10. Procedure

11. Conclusions

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12. Self evaluation

13. Lesson plan

14. Attachments

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This area will 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, the students will notice how to get things done by dealing with importat responsibilities and chores in intercultural situations. e.g. work-related situations (phases as sorry, I can’t today. I have to take care of business) and will put an application of this knowledge to the teaching situation.


This is the same group as for the language learning proccess, This, material is designed for learners in a level 5 course. Most of the learners are students between the ages of 17 and 24, with some age exceptions. There are eighteen students between the ages of 19 and 23, 6 male and 12 female. Six of the ladies like to talk and express their feelings in English. The other six ladies joined the class but they admitted that they do not like English language to much and the male students joined the English course saying that they don’t dislike English but it’s not their favorite subject.

This class is going to let students talk about getting things done, talk about small businesses, give their opinion about services and products in the different countries, regions or professional areas that they have been working, they will also talk about problems in their community which are similar to another communities in other countries or regions. At the end, learners will be able to understand and use the phrases have / get something done and they will also be able to evaluate salespeople, services and products. The book needed for this class is Open Mind 3 from Macmillan editorial; covering the unit 4, page 34-41.

The group meets on Monday mornings between 9:30 and 11:10 a.m. The course book is OpenMind 3. The reasons for joining the course were to accredited their English class but also communicate with friends abroad, for being able to have a normal conversation about how they can get things done by dealing with important responsibilities and chores and they often use polite expression to reject some invitation, because they are too busy, and they also notice the difference between how taking care of business and give their opinion about service and products when people have different cultures and traditions.

As there are no new students this term and all know each other well, the theme of other countries/other people is a great topic to get everyone talking about different traditions and cultures.

3. Topic - Taking care of Business around the world


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- To understand and use the phrases have / get something done in different countries or regions.

- To evaluate slaespeople, services and products in countries which have different traditions and cultures.

- To talk about unusual business people in different countries.

- To consider cultural standards in different countries, using business vocabulary.

- To find ways of turning problems into opportunities with different cultural standards in other countries.

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5. Personal aims

- 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 encourage my students to become critically aware of different cultural standards.

- To promote empathy with other cultures.

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6. Procedure

Before the lesson began, you wrote the topic “Develop technology in the world” on the board and pasted some images with different technology objects as tablets, smart phones and other objects that they’re used in different countries. Then the professor walked around the group letting each student take 1 flashcard, some students will have a card with a flag in it and they will find the match with a technology development that occurs in that country. This exercise was intended to awaken the students´ interest in the theme, which it will do, and they quickly found their partners and sat down in pairs.

The next step was to complete the word wheels with things the groups associated with their culture cards. They will have to find different technologies objects that common people use in these countries. As professors we wanted the students to initially reflect on their own culture and make a comparation about other countries and Mexico. This is not always easy as we often see and do things at an unconscious level, but it´s our cultural background, experiences and values which make us see and do things in a certain way and get things done by dealing with important responsibilities and chores. It was interesting to see that all groups mentioned the usual stereotypes associated with Mexico. Then they present those images to the rest to group and explain the different technologies that are being developed in Mexico and in the different countries.

I now spread out a list of chores that a personal maintenance center has to do(p.39) and the students gathered around. I asked “What are the different chores or responsabilities that you have to do at home or at your work?” There were some very interesting observations and the students were reflecting on similarities and differences to their own culture, using have/get something done phrases. At this stage, I kept correction of the grammar element to an absolute minimum, repeating what the student said, in the correct form, as part of the conversation only where understanding would otherwise be difficult. Thus the conversation flow continued smoothly and the students were not inhibited in any way (Attachment 1).

The students returned to their seats and we looked at the grammar structure in more detail with the help of the transparency (p. 39) I had also copied this for the students as a grammar sheet, so that they could make notes or comments as they wished. I tried to keep the rules and terminology simple. I didn´t want the students confused and overwhelmed by difficult terms they couldn´t grasp or understand. I also hoped that the use of different colours (have / get) to demonstrate how the two tenses are formed would help students understand and remember the rules.

For the next exercise the students worked in pairs, asking each other about some differences between how things have or get done at home, normal

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chores or activities. Here the students recognised the importance of “adapting” themselves to different cultural or tradition situations. One said he “I am having my house painted or we had this sculpture done by a local artist, etc” to make it easier for both sides to communicate. All agreed that it is important to find out something about the country and people and understand what different ways to do things, chores or activities. They had all experienced “cultural otherness” and had compared this experience with matters usually taken for granted in their own culture at home.

To conclude I asked the students to discuss in groups which of these activities or chores are “most common done” in their houses and why they had read different traditions which are not typical for them. Here we determined that culture is not just something concerned with different countries, but also different groups of people.

7. Conclusions

I believe that this lesson encourage our students to know different cultural attitudes referring to responsibilities, chores and business, and it also improve in them patient, tolerance and respect on their own culture. I also like be spontaneous with my students and why even play a STOP game, where they need to run and have fun, but they will learn about different countries and their cultures using the grammar “have/get something done” and they talk about different way to deal with different countries, they will learn vocabulary about it.

8. Self Evaluation

I tried to make this lesson different from the rest. Joining in these activities, and hearing the students´ comments, made me reflect on my own cultural attitudes and made me aware of the importance of developing the competences necessary for intercultural interaction and dialogue.

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9. LESSON PLAN “Culture”


10. Attachments

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Phases of Learning

Activities Social Form

Media/materials

Aim of activity Time(mins)

Engage Students:Introduction to theme:“different countries/different cultures“.(Reflecting on own culture)

Pre-teach grammar:(comparing cultures)

PresentGrammaticalStructure

Grammar Practicehave/get something done(Exploring intertercultural competence)

Grammar Comparatives and superlativesConclusion:(Reflect on cultural differences and similarities)

-Before lesson begins, T. writes theme different countries/different cultures on board.- S. divided into groups of 3 or 4 with county cards.

- Each group flashcard - Groups make a search about the country on the card and match with their technology development- Discuss results in plenary

-T. places pictures of other countries on central desk.

- T. asks S. “how things are done in your house? what did you notice about the country and how people done things?

-S. relate observations.

-T/S see and comment grammar structure in more detail with the help of the transparency.

-In pairs using have/get something done, S. ask each other questions about a country visited (on holiday, business, etc.) and a person/people they met there.-Most interesting discuss in plenary.

-In groups S. discuss if these actions are “normal practice” in their culture-S. discuss why they perhaps chores or tradition which were “not normal” for them.

-group

-plenary

-plenary

-plenary

- plenary

-plenary

-groups

-plenary

-board- sets of cards with county names and flags- Workbook 4- coloured pens, scissors

-Grammar structure (p. 39)-grammar sheet

-student book (p.39)

- Student’s book (p.39)

-engage students in topic.- introduce theme.-S. reflect on culture in own country.

-S.use clothing vocabulary, comparatives and superlatives to describe it.-S. reflect on life/people in other countries and acknowledge similarities and differences.

-T. explains grammarstructure-S. revise structure and ask questions if required.-S. practice and use phrases as have/get something done.-S. talk about differences with other country.-S. reflect on and evaluate their behaviour and response to cultural situations and encounters.

-S. practice have/get something done-encourage awareness and evaluation of own culture and other cultures. -S. develop empathy with other cultures.-develop critical cultural awareness, evaluating own and other cultures.

10

10

10

25

20

15

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Task 3 January 2013

UTSV

LANGUAGE LEARNING PROCESSES

To learn used to and too / either, so / neither

Theme: Then and Now

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UTSV

Table of Contents:



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10.Attachments

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11. September

2012


This area covers the needs that a learner requires when learning a language. It is focused on correcting mistakes, and provides a social background where the learner is able to learn by being autonomous, and using his/her own learning style. Thus, students are going to be able to create their own learning strategies in order to improve the learning process.


This, material is designed for learners in a level 5 course. Most of the learners are students between the ages of 17 and 24, with some age exceptions.

This class is going to let students understand main ideas in a conversation, and talk about previous experiences and their present. The main purpose is to make use of the used to and too / either and so / neither. At the end, learners have to be proficient to express past ideas and in a present time. The book needed for this class is Master mind 1 from Macmillan editorial; covering the unit 2, page 17-26.

3. Topic - Used to


- Student can use used to to talk about the past.

- Student can use too, either, so and neither to express agreement.

- Student can put multiple adjectives in the correct order.

- Student can talk about memories connected to the senses. - Student can read and understand a simple academic text. - Student can identify emotion and attitude in people’s voices.- Student can prepare and evaluate a short presentation. -

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5. Personal aims

- To let learners to be aware of past contexts where they could interact.

- To let students establish communication patterns where they could make use of the simple past tense.

- 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 2, “Then and now” (p. 17). In this section learners have to make use of describing possession. They also have to talk about childhood memories and simulates with other people and giving feedback on a presentation.

The first exercise is an icebreaker. Encourage the students to think back to when they were children: what they liked to do, the friends they had, what they didn’t like, etc. Ask to the students to look at the pictures. Give them a moment to study the situations. Put the students in pairs and ask them to talk about what the children are doing in each of the pictures (attachment) , example, Picture 1, the little girl is holding into her mother. Ask to the students to describe the

personality of the child shown in each picture. Elicit adjectives to describe each one.

The next activity is in the book (p.18). Here the learners are going to practice and complete the conversation with the correct forms of used to. They have to read a small text where they have to infer the grammar structure used to. After understanding the structure they have to identify in the text this grammar point. After they finish, it is necessary a full review of the exercises in the page in order to correct mistakes and clarify questions and doubts.

Once all the doubts are covered, the learners have to get together in pairs. They are going to talk about what they used to look like and things you used to do when they were 15 years old. By pair can work in a worksheet name “ Experience scavenger hunt” (Attachments, Worksheet 1), each pair take a chart and take turns asking each other questions and having short conversation. Make notes of the answers. Tell the rest of your class about your partner’s answers and write in your notebook your partner’s answer in complete sentences.

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Students have to learn new vocabulary; they are going to remember some activities that they used to do in the past and they will remember their expirences. They will notice that they lives have changed in a positive way. To finish this subject, write in the whiteboard the question “Why did I decided to change my life?” and discuss in class and make the student to reflect how their lives have changed and how they made those changes possible.

Finally, there is going to be a quick review about the class and a conclusion about the topic.

7. Conclusions

Personally, I consider this topic one of the most important because it is necessary to understand and make to students to reflect the changes that they have had in their lives. I consider that these activities are helpful to let students realize about the knowledge and the experience that they posses already, then they acquire more knowledge (vocabulary) and notice the positive changes that they have made in their personal and professional lives. Finally they have to use that new knowledge. In the end, they are going to learn progressively, and they are going to notice it.

8. Self Evaluation

The main objective of all the lessons is having a communicative approach, for this reason it is important that learners interact between them. Activities have to be different, interesting, and valuable for the students. 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. Students will take into account and incorporate into my teaching the educational experiences that they have had previously. As professors will provide for our students individual learner styles and strategies in the teaching. We shouldn’t forget to give our students feedback on their language competence in an appropriate and helpful way, taking into account the state of language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson.

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9. Lesson Plan


Phases of Learning

Activities Social Form

Media/materials

Aim of activity

Time(mins)

Icebreaker/ remember expirences

- S. Think back to when they were children: what they liked to do, the friends they had, what they didn’t like, etc.- T. Ask to the students to look at the pictures.- T. Give them a moment to study the situations. Put S in pairs and ask them to talk about what the children are doing in each of the pictures.

--group-Pictures / flashcards

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

10

Extension of theme -S. turn to p. 18 of their book.

T. explains that S. are going to practice and complete the conversation with the correct forms of used to.

- S. have to read a small text where they have to infer the grammar structure used to. After understanding the structure they have to identify in the text this grammar point. when they have finished it.

-S. compare the information they understood, and infer the structure requested. T. solves doubts and questions and clarifies the information.-S. have to complete the rest of the activities of the page - T. answers S. questions and doubts.

-individual

-group

-individual-Group-Pairs

-course book-attachment

- To identify the structure used to.-remember their experience in their past.-reading a paragraph and learn new vocabulary.

40

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Personalisation

-S. have to work in pairs, S. are going to talk about what they used to look like and things you used to do when they were 15 years old.-T. has to provide a conclusion of the class (Feedback)

-group - None -Talk about past experiences.- Provide feedback of the lesson

15

10. Attachments

Icebreaker pictures

WORKSHEET 1. EXPERIENCE SCAVENGE HUNT

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Task 4: LANGUAGE TEACHING

Table of Contents:



3. Topic

4. Theme and motivation

5. Aims of the project

6. Planning

7. Procedure

8. Conclusions

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9. Evaluation of the project and self-evaluation

10. Lesson plans and attachments

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 versus lingua franca for instructions and explanations and classroom management


This course is a B1 course. Where students will be able to talk about advertising and ads, ask for help and expressing shopping preferences. This course will help to face situations in which they have to make complaints and persuading others. The focus on form includes indirect questions and the distinction between the use or articles and no articles. Students learn vocabulary about problems and solutions with products and online shopping.

3.Topic: Buying power


The motivation for this course is self explanatory. We live in a world where buying products and being always with the latest advance in technology is a priority and every now and then bad products make us

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go back to the store and complain. As much as this situation could look remote it is real and possible. Students will be ready to face scenarios like these and use the proper register to communicate and convince. This is an advance class so the conversation and simulations develop with a certain pace that make the communicative context more realistic.

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- Recognize the use of articles and the absence of them

- Being able to use indirect questions

- Learn specific vocabulary to talk about problems with products

- Identify different kinds of advertising

- Distinguish between the phonetic differences of a long i sound and a short I sound.

- Simulate a shopping online situation.

- listen to and understand details in a life story

- Increase vocabulary.

- Correct issues in the pronunciation.

- Developing autonomous learning and self-awareness

6. Personal aims

13.Provide an interesting, lively lesson students will enjoy.

14.To motivate students to present and talk about people who they admired.

15.To explain the structure in simple steps that the students understand and can easily employ.

16.To motivate and encourage the students to experiment with the language.

17.To promote learner autonomy.

18.To promote learners to study about important events in their lives.

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7. Procedure

Students start the chapter 3 from page 27 of their book. For this chapter students are required to have some experience on shopping whereas on stores or online if not they should ask some friends or family to talk about these situations. Most of the students who get to these levels stick together which brings to the class a great deal of camaraderie and proper working atmosphere. At this point students have a lower charge of grammar and they are push to overcome their plateau in all the other phases.

For the first activity the teacher show some pictures to the students in order to set the topic on course. For this class the picture is about New York downtown with its huge buildings and colorful advertisings. Students are asked about the very first thing they notice on the pictures and the advertisings are quickly remarked. Now the teacher can ask how important publicity is these days. This part of the class could be done with real pictures or digital pictures. After they have a chance to participate they are sit in small groups and talk about their own towns or city. The teacher must lead the conversation to talk about advertising.

The second part of the class is language in context where students will read a text form page 28 and find the sentences where articles are needed and the sentences where they are not needed as well as the information n the text. After talk about the content in the text students are asked to fill a chart with the rules of the use of articles. The next exercise is a practice where they have to define if the sentence needs an article or not.

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.110) with this vocabulary we can manage the class effectively in a wide variety of context taking into consideration the learnes’ needs and level of the language competence as well as mixed abilities.

The next step of the class is the phonetic practice where the students have to listen and discriminate two kinds of sound the long I sound and the short I sound. Students listen to some words and they have to tell which sound is which if they show some difficulties the teacher can lead them to find out the right answer. Then they have to practice the pronunciation of every sound.

For the last part of the class students check some sentences of referring to people complaining on stores about some products. After practicing the pronunciation and clarifying doubts students perform a role play where one of the students play the part of a sales person and the other play the part of the unhappy costumer. The objective of each is to persuade the other and for this they have to use the previous vocabulary and expressions. Every team performs and the others listen

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and take notes to ask or give their opinion. Then the other groups play the role and so on.

7. Conclusions

I think this lesson encouraged students become more assertive and yet polite when they have to complain about something. They are also aware of the economic world that lies behind a simple process as a purchase. It is also a good exercise for the to express their negative opinion about something with out compromising politeness.

8. Self Evaluation

I try to do this lesson authentic by using pictures 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.

Phases of Learning Activities

Social Form

Media/materials

Aim of activity

Time(mins

)

Icebreaker/Introduction to theme„What is life like“

- The class watch some presentation and answer some questions.- Groups share their opinion about this topic and come to a conclusion.- All the class share their opinion and decide what is the best definition of life showed in the presentation.

--group

-plenary

Digital presentation

Set the communicative tone of the class.

10

Vocabulary-S open their books on p. 8 and complete the chart with words from a box. - T ask students questions about the new vocabulary and ask them who can do what activities from chart.

-individual

-partner-plenary

-Student book

-Present new vocabulary and practice proper pronunciation

10

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Listening -S go to p. 8, listen and check the activities they have already done before turn 30-S have 3 chances to listen and complete the exercise-T check their answers with the class

-individual

- plenary

-Student book-Speakers

-Talk about the things they have done in their life so far.

5

Focus on Grammar

-S. check the chart on page 9 and complete exercise C-T check the answers and S practice the dialog.

-individual-plenary

-Student book

- practice circumlocution.-Study the form of the the present perfect tense and practice pronunciation.

5

Focus on Pronunciation

-S. look at 2 phonetic elements. Listen and repeat.-T check the correct pronunciation and correct mistakes

-plenary-board

-speakers

-S. practice specific pronunciation

5

Reading -T presents some introductory questions before entering to the reading.-S. read and define in the text what is the main idea of every paragraph-T. ask and listen to their opinion

-Individual

-plenary

-board-student book

-S. practice reading and serch for specific information

15

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Vocabulary practice

-S. read a text and match the new words with their definition-S. use the text’s vocabulary to talk about their experience

-individual-group-plenary

-Student book

-drilling questions, short answers-vocabulary.-reflect on and talk about what abilities, skills and talents.

15


-T. asks S. write about their life experience.-S. listen and write a list of specific info.-S talk about what they can do to become better

-individual

-plenary

-worksheet 3-student book

-Listen to specific info.- Follow up with a conversation

20

Homework task

-T. asks S. to complete WORKBOOK(p.10) and students write about a great event in their life.- prepare a presentation for the next class

-individual

-workbook-note book

-speak about personal facts.-reflect on vocabulary needed.-encourage active participation.

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Task 5

PLANNING AND EVALUATION

Second Conditional

Hope and Wish

Theme: Decisions, Decisions

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UTSV

Table of Contents:



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

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9. Lesson plan

10.Attachments

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11.


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,


This, material is designed for learners in a level 5 course. Most of the learners are students between the ages of 17 and 24, with some age exceptions.

The class is focused on let the learners use the second conditional for whishes and hopes. Thus, students are going to be able to express imaginary situations.

The book needed for this class is open mind 3 from Macmillan editorial; covering the unit 5, page 57.

3. Topic – Second Conditional.


- Talking about making decisions and dilemmas- Evaluating advice giving by others - Talking about hopes and wishes- Explaining a decision you made- Discussing how you act and react

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5. Personal aims

- To provide some dilemmas to make decisions using the second conditional.

- To let students responding dilemmas and disscusing some advices.

- To let students establish communication patterns where they could make hopes and wishes.

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


6. Procedure

This topic is focused in the unit 6, “Decisions, Decisions” (p 57). In this section learners have to make use of the second conditional to express advice, hope and wishes.

In the first exercise the teacher gives the students a cartoon captions, and they have to analyze and say what they understand about the phrase, the teacher have to give the first example to encourage the students.

Then the students have to do the activity in the book (p.57) this activity is similar to the first, but in this case they have to think which cartoons is the funniest and they have to write down the reasons of their choices, if necessary, focus on some of the language in the captions. For example, At a marriage ceremony, the bridge and groom are asked if they will take the other person as their husband /wife. The traditional answer is I do. The expressions I´m outta here is a very informal expression, short for I´m out of here, and meaning I´m leaving. You can continue in the same way with the rest of cartoon. Then elicit some ideas from the class. The teacher have to make sure the students tell why they think a particular cartoon is the funniest.

The teacher write on the board “When was the last time you found it difficult to make decision?”. Give students a couple of minutes to think

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about the last time they had to make a difficult decision and to make a few notes. Elicit some ideas from the class. Find out what kinds of situations they had to make difficult decisions in, and what helped them finally decide in the end.

The next activity is check and understand the second conditional (p.58), in this activity the students have to listen a conversation to identify the second conditional grammar, check that the students understand the meaning of the word afford. If you can’t afford something, e.g., a new camera, you don´t have enough money to pay for it. Explain the students we use second conditional to talk about imaginary or hypothetical situations in the present and that the if clause can be first or second in the sentence, point out the use of the comma when the if clause comes first. Make sure that the students understand the expression If I were you, it is clearly impossible for me to be you, soothe situation is completely imaginary or hypothetical. Provide to the students some situations and ask them say what they would do if they were in these situations, monitor, correct mistakes and answer to learners´ doubts.

As the next activity the teacher does a survey about internet activities. After the students answer the survey they have to check the activity in the book (p.61), they have to read an online chat between two sisters, and answer a question, then the teacher are going to check hope and wish grammar (p.61),the teacher focus on the use of I wish + the simple past to talk about things we would like to be different in the present and focus on the use of I wish + could then the teacher have to point out that hope is different from wish because it is followed by the simple present.

For the last activity, learners have to write about one important decisions that they have to make in their life, and write the situations that they want to change, then they have to share in front of the class and the teacher have to help them to correct mistakes.

7. Conclusions

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The topic helps to learners to know how decisive they are. For this reason it is important that learners get aware about how much to they know about the main topic. They´ll learned the grammar as good way to express and give some advice and analyze some decisions and dilemmas that they front in their life. The topic enforces vocabulary already known by the students, and they acquire new 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 eager to face more difficult contexts, they are going to use self correction, and become autonomous gradually.

8. Self Evaluation

The class is designed to cover some grammar points related to the second conditional. The activities provides an important section where students are able to make peer 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. In the case of eurocsys platform, it is easy to obtain the results based on learners´ performance. According to the information showed in the platform, the teacher is able to enforce the weaknesses of the class, by clarifying the topic where learners could have problems. The aims cited before are easy to obtain; however, it takes time to cover them all, especially in the same class. Thus, it is necessary to invest extra time for grading and evaluating.

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9. Lesson Plan


Phases of Learning Actvities

Social Form

Media/

materials

Aim of activity

Time

(mins)

Icebreaker/Introduction to theme¨Decisions, decisions”

- T. Have the students look at some cartons, read the captions, and decide which one they think is the funniest. 1. Focus on some of the language in the

captions. Ask students to compare their choices in pairs.

- Elicit some ideas from the class. Make sure the students tell you why they think a particular cartoon is the funniest.

--group

-plenary

Cartoons

introduce theme.-to elicit situations they had to make difficult decisionsin.

- Cross-cultural communication

15

Extension of theme T. With slides the professor teach meaning,

form and pronunciation of vocabulary

S. Go to the page 58 of their book (atteched) and work individually and match the expressions in the box to the statements they describe.

T. Tell your students to write an imaginary or hypothetical situations in the present, using the second conditional..

individual, partner, plenary

Student book

-extend “responding to dilemmas” vocabulary.-reading aloud (drilling grammar and vocab.) correct any pronunciation errors.

20

Personalisation

T.Read the instruccions to the class. Have the students read the questions carefuly first.Nominate a student to read the categories aloud to the class.

-Give them a couple of minutes to work individually and make notes on each of the questions.- Ask them to work into groups of four or

five to do the task. They have to use second conditional.

- Monitor while the students are working, and give help as required.

- When the students finish discussing the questions, elicit some ideas from the class

-partner

- plenary

-Student book

-giving reasons for decisions.-talk about imaginary situations in the present. - Practice in the rhythm of second conditional. - Motivate to students to improve

15

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Defining words

T.Have the students listen to the recording and underline the stressed words in the sentence. - Elicit a few examples from the class. Correct any errors in the pronunciation of the words that are stressed. a)If you had a job, you could stay in college. b) if you didn’t have a job, you couldn´t stay in college.T. play the recording. Ask the studentes to tell you what they can , and ask the students to mark the intonation using arrows up and down. - Play the recording again, pausing after each sentence so that the students can repeat it. Make sure they say each sentence with a raising intonation at the end of the if clause and a falling intonation at the end of the main clause.-ask the students to work in pairs and practice saying the sentences to each other.-Listen some examples from the class.

-individual-plenary

-Student book

- practice pronunciation.-students elicit imaginary or hypothetical situations in the present.

15

Focus on Grammar

-Focus on the use of I wish + the simple past to talk about things we would like to be different in the present.-Focus on the use of I wish + could.explains them that hope is different from wish

because it is followed by the simple present.

T.Use the board to explain the grammar about hope and wish.

-plenary boar

d,grammar sheet

-Students can see structure clearly.-Each student makes decisions.

20

Transfer -Ask the students to work individually and then to compare their answers in pairs, discussing any differences. - Check the answers, nominate students to write their sentences on the board. Have the class check the sentences and make corrections as necessary.1.Ask to your students to read through the

model sentences. Point out that they can use I wish…,I hope…, and the second conditional in this exercise.

2.Give them two or three minutes to make some notes before you ask them to work in pairs.

-Individually & pairs

-board-grammar worksheet

-S. practices the structure in a controlled form.-pre-teach vocabulary for next exercise.-Talk about wishes and hopes.

15

Consolidation

T. Elicit the meaning of decisive (able to make a decision quickly and confidently). Elicit the opposite (indecisive) .

T. Ask to your students if they think they are decisive or indecisive.T. Elicit the meaning of I´m out of there! The (I leave th. place quickly.T. Check that the students understand hope for the best (to hope that a bad situation will have the best result that is possible)

-plenary

-worksheet “You’ve make decisions”

-drilling questions, match answers-vocabulary.-reflect on and talk about wishes and hopes.

15

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Put the students into groups of three or four to write how they think they could change to respond to some situations better. At the end the students have to give constructive advices.

- Write three things you wish different about yourself.

- Think abut what is stopping you from achieving each wish.

-individual

-plenary

Student’s book

-Talk by groups about their experiences about making decisions.-T. Give the students feedback on their language competence.

20

Homework task

-T. asks S. to complete WORKBOOK(p.34-37)

-individual

-workbook

-Dealing sensitively with difficult classroom situation and similar personalities.

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10. Attachments

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Survey of Computer and Internet Use

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This questionnaire is part of a study of computer and Internet use. Your participation in this study is voluntary, and your answers will form part of a statistical study and will not identify you as an individual.

Which of the following best describes your educational level?

______None

______Some elementary school

_______Some secondary school

_______Some university

_______Advanced degree

In which of the following settings have you ever made use of a computer connected to the Internet? (check all that apply)

____ cybercafe or other setting open to the public

____Library

____at home

____at a friend's home

____at school or work

In which of the following settings do you most frequently use a computer to access the Internet?

____ cybercafe or other setting open to the public

____Library

____at home

____at a friend's home

____at school or work

How often do you access the Internet?

____ Once a month or less

____Once a week

____Several times a week

____Every day

_____Several times a day

How many hours per week do you spend online?_________

When you access the Internet, which of the following do you usually do? (check all that apply)

______use the World Wide Web for your own entertainment

______use the World Wide Web for your school or work purposes

______send or receive email

______use IRC or chat rooms

______se AOL/Instant Messenger, Microsoft NetMeeting, or other one to one conversation

______play computer games

______write on a word processor

______download music or video

______use other computer applications

What other application do you most commonly use? ____________________

Do you have certain Web sites that you visit regularly?

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_____ Yes ______ No

If yes, please list some of your most popular Web sites (with addresses, if you know them).______________________________________________________________

What sorts of Web sites have you visited in the last month? (check all that apply)

____ Chat

____Retail sales

____Educational/school

____Games

____Music/Film/Celebrity

____News

____Religion

____Sports

____Other (please specify) ________________________

Do you have a personal Web page?

______Yes _______ No

Do you have at least one nickname you use in chat, instant message, or email?

______Yes _______ No Do you ever pretend to be someone else (e.g., different age, sex, or appearance) in chat, instant message, or email?

______Yes ________ No

If you play any game on the Internet, what is your favorite game?

_________________________________________________________

How many hours per week do you spend playing this game?

________________________________________________

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Task 6:

SELF-ASSESSMENT AND DEVELOPMENT

REPORTED SPEECH

REPORTED QUESTIONS

Topic: Through the Grapevine

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Table of Contents:




4. Aims of the project

5. Planning

6. Procedure

7. Conclusions

8. Evaluation of the project and self-evaluation

9. Lesson plans

10. Attachments

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This area includes Development of observation skills, dealing with feedback, awareness of one's own strengths and weaknesses, awareness of possibilities for further professional development and the resources and sources of help.


This material is designed for learners in a level 5 course. Most of the learners are students between the ages of 17 and 24, with some age exceptions.

The class is focused on let the learners use the second conditional for whishes and hopes. Thus, students are going to be able to express imaginary situations.

The book needed for this class is open mind 3 from Macmillan editorial; covering the unit 5, page 57.

3. Topic: Through the Grapevine


- students talk about gossip and oral communication

- Report what people said

- Introduce a new topic of conversation

- Give advice

- Report information about cell phone use

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 give constructive feedback to colleagues

- To incorporate the systematic sharing of ideas with colleagues to promote best practice

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- 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.


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6. Procedure

In this topic the learners will talk about gossip and oral evaluation, as first activity the teacher provide some headlines from newspaper and magazine and elicit a variety of different types of media sources, and asks them to give examples of types of information that may be exaggerated or misreported by the press. The students have to read the headlines carefully and say in what type of media they think they would be likely to find them, and the teacher introduce the term gossip and explain that a fashion disaster is when a celebrity is photographed wearing something that most people would considerer to be unattractive and unflattering, but which the person wearing it thinks is very fashionable, finally the teacher asks the students to name some celebrities who often appear in gossip magazines, and to share any examples of stories or information they may have heard.

The next activity is about reported speech. The students will hear a conversation between two friends, who were planning a camping trip, but there is a problem with the plan. Have the students works in pair to try to predict the missing information in the conversation. When they finish, have a few pairs share their ideas with the class. The teacher doesn’t make any corrections at this point, as this is a simply an awareness activity, before reported speech is introduced.

In the next activity the reported speech grammar is checked, the students have to complete a table with examples of direct speech and reported speech, the teacher explains that the conjunction that is often used in reported speech but can also be omitted. The students have to practice with some sentences (p.49) the teacher have to explain that we use say, there is no indirect pronoun; and we use tell, we must use an indirect pronoun or indirect object (often a name), monitor while the group is speaking, and make sure they use reported speech correctly.

In the next activity the students have to know the difference between the verbs ask, say, and tell, (p.52) they have to discuss about the differences in usage between the three verbs. During the discussion

The last activity the students have to write about what people said, the teacher provide a table with three columns with information about Jonah and the students have to listen and audio and write notes to summarize what Jonah says about himself in the column on the right of the table, play the recording once, and check progress. Then the students have to complete a e-mail, they have to report what Jonah said, remind the students to use more sequencing words here, elicit words like, then, after, that, and finally. Monitor while the students are writing, and make sure they are reporting the information correctly.

7. Conclusions

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I think this lesson encouraged students to know and use the reported speech. The students can understand and use all tenses for report what people say in different ways. Students can use sequencing words as first, then, next, ect to connect ideas and the most important they can evaluate their strengths and weaknesses and make plans for improvement.

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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9. Lesson plan


Phases of Learning Actvities

Social Form

Media/

materials

Aim of activity

Time

(mins)

Icebreaker/Introduction to theme¨Through the Grapevine”

- T. Elicit a variety of different types of media sources, e.g., newspapers, magazines, TV, radio, news Web sites, blogs, etc. Discuss the statements, You can´t believe everything you read/hear. Ask them to give examples of types of information that may be exaggerated for misreported by the press, e.g., information about celebrities, facts and figures related to events, etc.1. S. Hate to read the headlines carefully

and said in what type of media they think they would be likely to find them.

- T. check the answer with the class. Introduce the term gossip.

--group

-plenary

Headlines

Introduce theme.-to elicit situations they had to hear (gossip).

- Cross-cultural communication

15

Extension of theme T. With slides the professor teach meaning,

form and pronunciation of vocabulary

S. Go to the page 48 of their book (atteched) and work individually and write the answers on the notebook, then discuss plenary.

T. Elicit the difference between a fact and an opinion, ask students give a fact and opinon example.

individual, partner, plenary

Student book

-extend distinguising fact and opinion.-reading a text.

20

Personalisation

T.Read the instruccions and the question to the class. Aks the students look at the pictures and they have to say where the people are and what they might be talking about in each situations.

-Tell the students that the text mentions four reasons why gossip is important. Ask them to read the text and find the four reasons.- Check the answers with the class. Ask

them who gossips more, men or women?.- Monitor while the students are working,

and give help as required. - When the students finish discussing the

question, elicit some ideas from the class

-partner

- plenary

-Student book

-giving reasons for gossip.-talk about facts and opinions.- Motivate to students to improve

15

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Defining words

T. See the student´s book page for the audio script. The students have to read the instructions and the question carefully before you play you recording. - Play the recording once. Ask the students to compare their answers in pairs. Then ekicit the answer from the class.T .Introduce reported speech, read the instructions to the class, book p-49, ask the students to do the activity individually and then to compare their answers in pairs. Highlight that pronouns also need to change in reported speech and the conjunction that is often used in reported speech but can also be omitted. - Point out that there are also changes in addition to verbs and modal, you may want to givoun and possessive adjectives changes.Mention that sometimes in informal conversation, people do not adhere strictly to the reportedd speech. -The students have to write some sentences and have to share with the group, ask the students to report what the other students said, using reported speech.-Monitor while the group are speaking, and make sure they use reported speech correctly..

-individual-plenary

-Student book

- practice pronunciation.-students report what the other students said..

15

Focus on Grammar

-Focus on the use of reported speech.explains them that reported speech is using

to reported what people said. T.Use the board to explain the grammar

about reported speech.

-plenary boar

d,grammar sheet

-Students can see structure clearly.-Each student makes reported speech.

20

Transfer -Ask the students to work individually and then to compare their answers in pairs, discussing any differences. - Check the answers, point out that all of the tense changes for reported speech and also apply to reported questions.1.Emphasize that in reported questions,

there is no inversion, and the auxiliary verb do/does is not used.

2.Students have to find out and report information about their partners

3. Give them some minutes to make some notes before you ask them to work in pairs.

4.Students have to ask and answer their questions in pairs.

5.Ask the students to look at the model reported information. Encourage them to report their partner´s questions in the same way.

- Listen to some examples from the class. Correct any errors in the formation of indirect questions.

-Individually & pairs

-board-grammar worksheet

-S. practices the structure in a controlled form.-pre-teach vocabulary for next exercise.

15

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Consolidation

T. Write the verbs ask, say, and tell on the board. Have a class discussion about the differences in usage between the three verbs. T. Ask to your students examples with ask, say and tell.T. Remind them that if they want to use the verbs, they will need to change the pronoun. T.Listen to some ideas from the class.

-plenary

-worksheet

-drilling questions, match answers-vocabulary.-reflect on and talk about what the people say..

15


Put the students into groups of three or four to. listen and write notes to summarize what Jonah says about himself..

- Nominate a student to read the beginning of e-mail to the class.

- Ask the students to work in pairs and transfer the information from the listening to complete the e-mail.

- Remind the students to use more sequencing words here. Elicit words like then, after, that, and finally.

- Monitor while the students are writing, and make sure they are reporting the information correctly.

-individual

-plenary

Student’s book

-Talk by groups about what the people say.-T. Give the students feedback on their language competence.

20

Homework task

-T. asks S. to complete WORKBOOK(p.28-31)

-individual

-workbook

-Dealing sensitively with difficult classroom situation and similar personalities.

10. ATTACHMENT

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Dossier nivel5 vela_sarricolea_arriaga

Documents

ut students

students role

language awareness topic

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