task 4.6(part 3)

7/29/2019 Task 4.6(part 3)

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TASK 4.6 Part 3

TRAINEE HANDBOOKAim: To design a training manual for a teacher training.

HANDBOOK FOR UTSV TEACHER TRAINING

GENERAL INFORMATION

The aims of the training

The requirements

Which language the training is offered in and for

Requirements of the trainee

Application form for trainees interested

A questionnaireCourse rules

STRUCTURE AND TIMING

CONTENTS

CERTIFICATE

General information

Application form for certification

Application form for lesson observation

MANUAL

Dossiers Explanation

Instructions for dossier Elaboration

EVALUATION

Teaching dossiers checklistsClass Observation checklist

Evaluation Procedure and Assessment criteriaTrainer Evaluation checklist

MATERIALReading ListDossiers ExamplesMaterials

EXTRAS

Résumé

EUROCSYS © 2012 Eduardo Chávez Cruz Página 1 de 100

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GENERAL INFORMATION

The aims of the training

This Trainee handbook (TH) is designed and produced by Irma Sarricolea and Cesar Hernandez members of the English Academy from Universidad Tecnologica del

Sureste de Veracruz (UTSV), which has provided examinations in English for

speakers since 2003.

The teacher in training should know: concepts related to pronunciation training,

listening comprehension, understanding different accents, learning spoken and

written language, planning and preparing dossier in language awareness, language

and culture, language learning processes, language teaching, planning and

evaluation and self-assessment and development.

This handbook also will encourage teachers in their professional development by

providing steps in a developmental framework of awards for teachers of English.

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The requirements

The trainee handbook is suitable for:

- Teachers in training who teach levels 1 - 9 in the Universidad Tecnologica del

Sureste de Veracruz

- Classroom assistants who work with levels 1-9 in the UTSV

- Candidates taking this certification will normally have some experience of

teaching English to speakers of other language.

- Teachers need at least an intermediate level of English level B1 of the Council

of Europe’s Common European Framework of Reference for Languages

(CEFR), e. g. TKT band score of 2.

- English as an additional language teacher who work with non-native speaker

learners in mainstream classes.

Which language the training is offered in and for

This trainee handbook is offered only in English language for helping teachers in

training to develop their own teaching dossiers. The TH includes the language used

as English teachers and their activities. It guides to understand and design a dossier

for the 6 areas, for any topic and level 1-9 that they choose to work on.

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Requirements of the trainee

All the candidates taking this training will normally have experience of teaching

English to speakers of other language. They may also be taken:

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

- Teachers need at least an intermediate level of English. Level B1 of the

Council of Europe’s Common European Framework of REference for

Languages (CEFR)

- Candidates taking this training are expected to be familiar with the language of

teaching a represented in the glossary from level 1-9 as well as the

terminology related to the description of language, subject vocabulary and

concepts for this training.

- Successful candidates are likely to have experience of teaching school

subjects through the medium of English.

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

band 3.

- All trainees must receive at least major or bachelor are necessary for our

college admission.

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

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

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

- Trainees’ updated CVs every year

- All trainees are required to be involved in conducting or teaching research and

policy. All trainees are required to present work in progress about their

dossiers.

- Trainees will receive formal and informal instructions in the responsible

conduct of research, including language and teaching integrity and ethical

principles of teaching.

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Application form for trainees interested

Personal Information

Saludation First Name Last name

Email

( ) ( )

Phone Mobile phone

/ /

Birth day Birth month Birth year

Citizenship

F M

Gender

Marital Status

City

Country

Zip / Postal codeEducation and Experience

Title of Bachelor

Years of experience

Years as a teacher

Certification Band /Score

Signature

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A questionnaire

NAME:____________________________________________________________

Instructions: Choose the best answer

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

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

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


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

different levels?


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

helpful to them?


5. Do you use grammar books, platforms or websites effectively to provide your

students with clear answers?


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


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

appropriate and helpful?


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


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


10. Do you use a variety of exercise types?


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

smartboard, etc?


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Course rules

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

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

starting the training.

- Trainees’ updated CVs with their application form

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

the english level that they’re teaching.

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

- All trainees are required to be involved in conducting or teaching research and

policy. All trainees are required to present work in progress about their

dossiers.

- Trainees will receive formal and informal instructions in the responsible

conduct of research, including language and teaching integrity and ethical

principles of teaching.

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

dossier.

- The questionnaire should be answered by all candidates without any

exception.

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STRUCTURE AND TIMING

Face to face

The face to face program provides you an opportunity to sit in on University of Technological of south-east from Veracruz class to explore experiential learning in a

small class setting. This trainee handbook can be development in different structures

or way to teaching.

The training will include “train the trainer” programmes. This course also comes with

a set of a manual where it describes and explain how to do the dossier in six different

areas and it will explain the topic of the dossier as Language Awareness, Language

and Culture, Language Learning Processes, Language Teaching, Planning and

Evaluation, Self-Assessment and Development.

Members of the English academy will explain to the trainees what are the aims of the

each lesson, it will give an example of the description of a class, it also will explain

what are the correct procedure to do the dossier and the conclusion of the lesson. It

is also important for trainees to know all attachments or resources that they could

use for develop their classes.

All the material or resources to support are showed face to face by the English

Academy will also be made available. The ultimate objective should be to create

increased the best methodology and strategies for teaching, so that all trainees can

utilise the information for improvement of their quality of teaching, and to createscope for teaching skills development.

All nine members of the English academy will be instructors who will teach in the face

to face format. We should not forget all benefits of face to face training which are

though face to face communication, additional information is available such as the

deducting through body language, tone, volume and modulations of voice.

Sometimes technology often does not facilitate the right type of information being

shared or exchanged. This means that learning potential can be limited. However,

the trainees are not entirely passive in this relationship or tutorial, as they give the

instructor valuable information about how they are progressing, areas in which they

are doing well and those that would benefit from further input. Face to face also

delivery allows trainees to share their personal experiences, thoughts and challenges

in relation to the content. This can be a rich source of learning and one that many

trainees miss when undertaking distance education.

The timing for this program using face to face training will be twice a week, three

hours per day, counting 60 hours in total

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Blended course

The benefits of face to face courses are well documented elsewhere on this

handbook. Onsite courses have the face to face contact which online courses lack,

and online courses do not include any practice teaching, and for this reason are less

recommended for absolute beginner teachers

There are many factors which may lead a trainee to go for online training, however,

factors which include convenience, cost, access, location, learning styles and

preferences.

Online courses do enable you to gain a useful insight into this handbook, and wherethere is a lower minimum requirement for the qualifications of teachers, these

courses can serve as a 'passport' into teaching. Online courses give a foundation

which is ideal for helping to orientate potential teachers who may be going off on a

short term teaching mission, where teaching English is not being seen as a long-term

career, nor to provide a sustainable source of income, where teaching might take

place on a casual or volunteer basis.

This kind of course will take more time because it will required more practice for face

to face and online practices. It should count 60 hours in total.

Online course

With our busy lives, conventional employee training can become a repetitive, time-

consuming task for all involved. In-person classroom training requires that everyone

involved get together at the same time/place, and the teacher must be paid for

his/her time, even though the same material is presented again and again.

Conventional training involves print materials, travel expenses, and many other cost-

producing aspects.

Flexibility: Online training works great with tight schedules. Since many people areliving busy lives, these Web-based applications can be reached from home or any

other Internet-accessible computer anytime! No more scheduled training sessions to

work around. Trainees can train at their own pace, and work around their schedules,

thereby minimizing loss of productivity.

Relevance: All content-managed courses stay up-to-date, ensuring that the most

accurate, relevant information reaches trainees.

Affordable: Companies with a large volume of high-turnover positions where

continuous training is necessary can save thousands with online training programs.

They eliminate classroom related costs and materials' expenses. Now trainers candevelop the course content, present it once and go on to the next project. Trainers

only need to revisit the course if the content needs to be modified.

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Retention: Since trainees are learning at their own pace, the learning retention rate is

often higher than in a classroom setting. They can still have opportunities to email or

call the teacher to ask questions, although many online courses now offer an

updatable FAQ section where they can look first for answers to the most commonly

asked questions, which reduces repetitive questions.

Reporting: Most applications, like Osmosis, are customizable. The reporting tools are

also customized to suit the company. During the analysis phase of the project,

specialists determine what components are most important and develop easy ways

to gather the exact data needed for grading.

This kind of course will take more time because it will required more practice for face

to face and online practices. It should count 60 hours in total.

Weekend course

The way for this training will be only apply on weekends, it gives to teachers all the

information that they need to know but on weekends so they will be able to develope

their work and put in practices their experimental work in the week with their

students.

Compact course

In this course, we use the summary of all the methodologies and strategies for

teaching, it also focus in the meaning of the main concepts and includes a lot of

examples about to how make the dossiers. Talking about compact course is

spending the same hours for having this course but the insensitive for learning andpractice increase, it means that teachers will have to spend more time practicing and

doing research that reading or assist face to face to a course. It will be more practical

than theoretical.

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CONTENTS

This handbook helps the teachers in training to develop their own teaching dossier. It

is really practical for trainees, it will help in order to design teacher’s teaching

dossiers. This manual contents general information such as the aims of the training,

the requirements of the trainee, the application form for trainees interested, the

questionary and all the course rules.

It also specifies all strategies, structure and timing that we are using for this training.

Some strategies are face to face, blended course, online course, weekend course,

compact course.

This trainee handbook will develop the language awareness, language and culture,

Language Learning Processes, Language Teaching, Planning and Evaluation and

Self-Assessment and Development in all the trainees teachers in order to guide to

meet, understand and design six dossier for different areas, for any topic and level

they choose to work on.

The six main areas of the training are:

1. Language awareness, where trainees will improve their pronunciation training,

learning vocabulary, listening comprehension, understanding different accents,

learning spoken and written languages. Trainees will be able to describe the

language I am teaching and use the appropriate terminology, to understand the

principles of language learning and teaching, to select the appropriate teaching

points from teaching materials to suit different levels, to provide my students with

clear and effective explanations in a way that is helpful to them, to select and apply

the appropriate methodological tools to highlight differences in language systems, to

use reference materials (i.e. grammar books) effectively to provide my students withclear answers with regards to language-related questions at the end of the course.

2. Language and culture, the purpose in this area is awareness of socio-cultural and

intercultural aspects of language use and language learning, dealing sensitively with

difficult classroom situations relating to intercultural differences, understanding

different backgrounds (therefore different study methods) of students, cross-cultural

communication and applicacion of this knowledge to the teaching situation. Trainees

will be able to take into account and incorporate into my teaching the educational

experiences my students have had previously, to provide for individual learner styles

and strategies in my teaching, to design my lessons with my students' needs andinterests in mind in order to make it interesting, lively and motivating, to give my

students feedback on their language competence in a way that is appropriate and

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helpful (i.e. error correction) taking into account the stage of language development

they are at, to encourage and motivate my students to improve at the end of the

course.

3. Language learning processes, in this area the trainees will be able to take into

account and incorporate into my teaching the educational experiences my students

have had previously, to provide for individual learner styles and strategies in my

teaching, to design my lessons with my students' needs and interests in mind in order

to make it interesting, lively and motivating, to give my students feedback on their

language competence in a way that is appropriate and helpful (i.e. error correction)

taking into account the stage of language development they are as well as the stage

aim we are trying to achieve in a particular stage of a lesson, to encourage and

motivate my students to improve, being aware of different types of motivation and

capable to relate those to my students at the end of the course.

4. Language teaching, trainees will be able to define the aims of my lesson and

understand how to achieve them by the end of the lesson as well as make my

students aware of what my aims are, to be confident in selecting, adapting and

designing materials to suits those aims, to use a variety of exercise types, to use

various media forms appropriately (Moodle, whiteboard, Smartboard...), to evaluate

learning tasks and activities, to incorporate learning tasks and activities which

encourage and facilitate learner autonomy and take into account learners' learning

styles and cultural expectations, to give clear instructions and make sure they are

understood, to manage a class effectively in a wide variety of contexts taking into

consideration the learners' needs and levels of language competence as well as

mixed abilities and clarify the meaning of new vocabulary through the use of different

means and I am able to check that the students have understood at the end of the

course.

5. Planning and evaluation, in this area trainees will be able to state the general aims

of a course with reference to the CEFR (European Framework), to define the aims of

my lesson so that they fit within the context of the whole course, to plan lessons and

teaching programmes and include appropriate tasks to suit the learning outcomes, to

use various ways of conducting a course evaluation, to do a needs analysis and

assess my students' language competence according to the CEFR, to inform my

students on language examinations available to them and advice them on the

appropriate options for them, to help my students to plan further learning to suit their

needs and use a variety of inductive and deductive approaches to present a

grammar structure and select an effective approach taking into account the grammar

point in question and the group I'm teaching at the end of the course. At the last area

but not the least

6. Self-assessment and development, in this area trainees wil be able to reflect and

draw conclusions from observations and self-observation in order to gain a better

understanding of the teaching situation and validate, bring changes to and improve

my own teaching, to receive and make use of feedback on my teaching performance,

to give constructive feedback to colleagues , to incorporate the systematic sharing of

ideas with colleagues to promote best practice, to access the relevant support

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systems that will enable me to develop further and find solutions to my teaching

problems and to put forward ideas on how to ensure continuous professional

development at the end of the course.

CERTIFICATE

General Information

Getting a certification as English trainee teachers will improve the trainees teaching-

learning strategies in English as second language. It gives the teacher the abilities

and understanding to increase the cognitive process in the way that they teach, it

also helps all the communications strategies to develop the intercultural

understanding.

The global necesity to learn another language, specially English, as teacher, we

should motivate our student the importance of this language at present and getting

this certification will help teachers to do that kind of motivation.

This certification will provide to teachers to develop their own teaching strategies or

metodologies for teaching. Getting this certification, teachers will improve how to

correct mistakes from their students in class, it is really important to teachers use

social forms and identify how adults learn a language.

The documents require to obtain the certificate are:

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

each one)

- Elaborate and develop six dossier in areas as Language Awareness,

Language and Culture, Language Learning Processes, Language Teaching,

Planning and Evaluation and Self-Assessment and Development.

- Have at least 1 year of experience in teaching

- Trainee teachers should be attendance to all hours of this course

The candidates receive a certificate for Trainee Teachers. Candidates performanceis reported to the European Competence Systems Certificate and evaluate it by this

important and international organization. This one will be who decided is the

certification has been successfull and it will let the teachers know about it.

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Application form for certification

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

LAST NAME (as photo ID)

FIRST NAME (as photo ID)

ADDRESS. LINE 1

ADDRESS. LINE 2

CITY

COUNTRY ZIP CODE

PHONE NUMBER GENDERM ALE

FEMALE

DATE OF BIRTH NATIVE LANGUAGEMONTH

D AY

YE AR

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Application form for lesson observation

Date / Time: Duration:Teacher: Level. & Subject: No. in Class:

Support Staff: Observer:

Context:

Where the teaching was effective, it wasbecause:

Where the learning was effective, it wasbecause:

Where the teaching was not so effectiveit was because:

Where the learning was not so effectiveit was because:

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Agreed areas for development

MANUAL

Dossiers Explanation

The first area is Language Awareness. Here the trainee is going to be able to

describe the language taught in class, and making reference about appropriate

terminology. The apprentice is going to learn how to select the appropriate teaching

points from materials, in order to share the principles of language learning; also

he/she is going to learn how to provide effective explanations to the learners through

the use of appropriate methodological tools. By doing this, is necessary to make use

of reference materials which are going to provide clear information related to the

language.

Instructions for dossier Elaboration

Cover.- Your dossier must contain a cover where you specify the area that you are

going to work with. Provide the title, the date, and the name of the person that is

elaborating the dossier.

Description of the area.- Here you have to explain the characteristics of the area that

you are developing, providing just a brief explanation about the area in no more than

a full page.

Description of the class and course.- here you have to explain the participants of the

class. You have to include number of students that are in the class, the level of the

learners, their age; the characteristics of the course like the goals of the session, the

topic, and the order which is going to be performed.

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

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

the lesson according to the topic.

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

of the lesson.

Procedure.- In this section you have to describe all the activities of the class. This

description has to be very detailed. It must be described in order, and explaining

what should the learners do and the dynamic issues. It is important to add the

materials that students need in every activity. It must cover the whole class, from the

introduction to the conclusion.

Conclusion.- here you have to write a general conclusion about the way you

developed the dossier. You have to provide your thoughts about the aims you

completed, and if it is necessary changing anything.

Self evaluation.- in this section you have to elaborate a personal evaluation about

your performance and if you found any problem during the dossier creation. Youhave to include what you have learnt, and what do you think you could improve for

future activities.

Lesson plan.- here you have to include the lesson plan that you elaborated for the

dossier. You have to consider all the activities of the class, the material that you are

going to use, the time for each activity, and how is going to be the interaction per

activity.

Attachments.- in this section you have to include all the extra materials that you are

going to use for the class; they could be worksheets, flashcards, pictures, etc.

Dossier Format

Cover.-

“ENGLISH LEVEL”

Objectives of the lesson

Topic

Theme:

“NAME OF THE AREA”

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Date

Body.-

You have to consider this format:

Font: Arial 12

Line space: 1.5

Include a content table.

Note: The information of each section of the dossier, does not have to pass 15 lines,

only the procedure section must be no less than a full page

EVALUATION

Teaching dossiers checklists

Teaching Dossier Area: Language Awareness

Necessary point to cover Covered? Observation/comment

yes no

The teacher is completely familiar

with the basic tools for language

analysis.

The teacher is able to make generalcomparisons between the source

language of the learners and the

target language.

The teacher can deploy this

knowledge in his/her teaching, using

it in particular for the planning of

language lessons and language

courses.

The teacher is able to check his/her

knowledge of the language system

and to further develop it, using

relevant reference sources.

Uses correct and appropriate

terminology to describe language.

Formulates learning objectives

clearly and comprehensibly for

language lessons and parts of

language lessons

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Analyses language and help

learners to understand language

structures

Perceives and understand difficulties

related to the structures of the target

language which learners encounter and to provide appropriate didactical

and methodological measures to

deal with such problems

Provides grammatical explanations

which are readily comprehensible

and accessible to his/her learners

Teaching Dossier Area: Language and Culture


yes no

The teacher is aware of socio-

cultural and intercultural aspects in

language use and language

production.

The trainer is able to sensitive

learners to cultural differences.

Shows empathy with/sensitivity to

the cultural background(s) of the

learners

Promotes sensitivity towards

cultural differences whilst avoiding

cultural stereotypes in his/her

learners.

Integrates socio-cultural and

intercultural topics into the

language lessons.

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Teaching Dossier Area: Language Acquisition


yes no

The teacher is aware of the most

important concepts related to

current theories of language

acquisition, can recognise

development patterns in the target

language, and is able to integrate

these into the planning of

language lessons, thus structuring

and supporting the language

learning process.

Integrates learners' previous

learning experience in his/her

language lessons

Presents learning materials in a

lively and relevant manner

Takes into consideration the

needs and interests of the learners

Recognises the level of language

competence of the learners

Anticipates possible language

problems and show evidence of

envisaged solutions in his/her

planning

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Teaching Dossier Area: Global Evaluation


yes no

Combines theoretical knowledge

with practical language teaching

Acquires basic methodological-

didactic competence and skills and

know when and how to apply them

Understands the different aspects

and problems related to modernlanguage teaching

Reflects and analyse own

teaching, based on practical

examples, and draw conclusions

for own further development.

Tries out and evaluate new and

alternative solutions.

Learns from others.

Works together with others.

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Class Observation checklist

Name of trainee

_____________________

Class observed

_____________________

Observer

___________________________

Date

______________________________

Mark with an X in the appropriate space:

1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed

Teaching Dossier Area: Global Evaluation

Necessary point to cover Result Observation/

Comment1 2 3 4 5

Before the lesson takes part:

The planning of the

lesson

The choice of material,

activities and tasks

Reflection on potential

problems

Well designed materials

During the lesson:

Review of previous topic

Invites to class

discussion

Solicits students input

Demonstrates

awareness of individual

needs of students

aims of the lesson (clear

and transparent)

correction (how)

language of instruction

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Comment1 2 3 4 5

1. The training met my

expectations.

2. I will be able to apply

the knowledge learned.

3. The training

objectives for each topic

were identified and

followed.

4. The content was

organized and easy to

follow.

5. The materials

distributed were

pertinent and useful.

6. The trainer was

knowledgeable.

7. The quality of

instruction was good.

8. The trainer met the

training objectives.

9. Class participation

and interaction were

encouraged.

10. Adequate time was

provided for questions

and discussion.

11.- The trainer showed

patience during the

training

12.- The trainer showed

fairness and objectivity

in evaluations

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SEPTEMBER 2012

UT

Table of Contents:

- Description of class and course

- Aims of the lesson

- Personal aims

- Procedure

- Conclusions

- Self evaluation

- Lesson plan

- Attachments

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-

-

-

3. Description of class and course

This course is level 2 course. There are eighteen students between the agesof 19 and 23, 6 male and 12 female. Six of the ladies like to talk and expresstheir feelings in English. The other six ladies joined the class but they admittedthat they do not like English language to much and the male students joinedthe English course saying that they don’t dislike English but it’s not their favorite subject.

The group meets on Monday mornings between 9:30 and 11:10 a.m. Thecourse book is OpenMind 1. The reasons for joining the course were toaccredited 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.

4. Aims of the lesson

b) To revise and practice question forms of the modal verb CAN/CAN’T.

c) To revise and practice giving short answers.

d) To expand vocabulary relating to frequently activities, skills and talents tothey have them.

e) To read and talk about people’s skills and abilities.

f) Students talk about talents.

g) To talk and ask about students’ talents, skills or abilities.

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5. Personal aims

h) To provide an interesting, lively lesson that students will enjoy.i) To explain the structure in simple steps that the students understand and

can easily employ.

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

k) To promote learner autonomy.

l) To motivate and encourage the students to experiment with their skills andabilities.

m) To provide an interesting thought about their near future.

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b) Procedure

The topic of the new chapter (Unit 7/p.67) was YOU HAVE A TALENT! and in thislesson we looked describing student’s own talents and asking about other people’s,describing people’s positive qualities, talking about abilities and talking about whocan do what in a group. A good part of this lesson directly follows the lesson layoutof 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 strategiesto improve my teaching and help my students. During our UT’s term, we have beenable to discuss and use many of these strategies and examples first hand, and thelessons learned from trainers´ and colleagues´ experience have made us appreciateand be aware of why I’m including certain exercises in the lesson and what benefitsthey can offer.

For the first exercise, the Icebreaker, I had 2 worksheets, the first one with imagesabout activities saying How many people can...? in each image (see WORKSHEET1). Students cut and take one card with an image and ask themselves if they havethe ability to do the activity that appears in the card. example: Can I write a horse?. After they will do a chart , the names of the columns are going to be “NAME / CAN /CAN’T”. Then each student is going to ask his/her partners about if they can or can’tdo that activity. Every one has to ask another partner. This was a nice exercise, asthe individual was meeting what the others are able to do or what abilities do theyhave, so it motivated them to express and talk about themselves. I explained thatverbs in those cards, they already learned in level 1, plus are the most common used

verbs in English. Images can be a good way to remember vocabulary and manypeople find it an easier way to learn and remember verbs.

We now opened the books (p.67) and individually the students looked at the 5pictures and read the talent that those people have, asking to their partners about if they have those talents. This was checked in groups. This social strategy, helpingand learning from each other, not only benefits group cohesion, but promotesautonomous learning. I now asked two students to read aloud the first vocabulary“talents and abilities” on p.71(see attachment p.), which explain that concentrating onwords in the text we know, or pictures accompanying texts can help us “solve theproblem”. Reading these aloud gave the students time to think the information and

reflect if he or she has these talents or abilities (which can be found throughout thebook). In plenary we read the sentences and discussed which verbs or parts of thepictures had helped in the matching process. New vocabulary was explained. Thenext exercise (p.68), discussing in pairs which personality do they have, allowed thestudents to use the vocabulary and express personal opinions and their personalityadjectives. Each student then repeated 1 sentence. As this is a medium group, wecan work more often in plenary, but I use pair work a lot, as peer help can be astrong motivating factor. Also students have the possibility to formulate answers in a“closed” atmosphere, before presenting ideas in a big group. This is particularlyadvantageous for the shy or weaker students. Another advantage is that students arerecycling and using the vocabulary and all students are involved. We followed up with

ex. WORKSHEET 2_7A a circumlocution exercise, finding words in the texts with thesame meaning as the explanation. I reminded my students that they often won´t

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know or remember the exact word they are looking for, but they can describe whatthey need by using other words they know.

We now looked at the vocabulary “personality adjectives” box on p. 68 and I askedone student to read the instructions aloud. As these vocabulary had already beenused and discussed in the reading and picture exercise above, there were noproblems understanding them. All the students had also covered modal CAN/CAN’T

in present and short answers earlier on in their learning process. However, Iexplained how questions are formed with the modal CAN/CAN’T in present. I tried tokeep the rules and terminology simple. I didn’t want the students confused andoverwhelmed by difficult terms they couldn’t grasp or understand. I told the studentsthat the verb can be use to express their talent, only they have to use the modal inpresent.

As a consolidation exercise we played with the WORKSHEET 3 “Take a challenge”. Itold the students that each would have to interview to five partner and dare them todo the challenge of the worksheet 3. They could ask questions about their partnersabilities, but would only get short answer responses. Before we started, I gave the

worksheet 3 to each student. At this level it’s important to give students time togather their talents. I circulated and gave help where required. We circulated, askingquestions to try and guess the talent that they have. I always join in these “extraactivities”. It is not only a good opportunity to monitor whether the structure has beenunderstood and can be employed, but also shows the students that you are a part of the group. Using games in the classroom is a firm favorite with all the students. Itencourages them to use the language, it’s motivating, all the students are involvedand engaged emotionally and it’s fun.

To conclude I asked each student to write down the talents that they have or found inthis class, using ex. WORKSHEET 3 as an example. I circulated, asking students to

look again at any question forms with mistakes. It’s important to give students theopportunity to correct their own mistakes, as this makes them reflect on what they’velearned and helps them to monitor their progress. Where students were unable tocorrect errors, I helped and explained again where necessary. Each student nowread his/her talents and the others tried to guess what common activity do they do.

The homework, another consolidation task, was the home study exercises fromWORKBOOK (see p. 67 of workbook) and I told the students I would be looking for volunteers to be interviewed the following week. The students could then writesentences they were prepared to talk about or decide “not to talk” if they so wished.This group has never been shy about joining in, but I want my students to know that

they are not being “forced” to do something. Learning English is a “fun” even they aretalking and using it without notice.

6. Conclusions

I think this lesson contained a variety of exercises for revising the modalCAN/CAN’T in present. The examples using pictures or images for auxiliaryverbs and short answers appealed to the students and I hope helped them to

understand the structure. Giving them the opportunity to personalize thesubject and talk about something “real” and interesting to each of themmotivated them to expand the discussions, as well as promoting group

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adhesion. Using visual aids is also very popular in this group. It helps themremember and produce vocabulary, without inhibiting their own input. I alsobelieve this lesson motives our student to identify their talents or their abilitiesin a personal and professional way.

7. Self Evaluation

I tried to make this lesson interesting and fun, providing material with colorsand images which would appeal to all learner types and promoting learner autonomy wherever I could. I attempted to encourage the students to use thegrammatical structure as a communicative tool to help them complete the taskin hand. However, I have established that errors continue to be made and Iintend to include exercises in the future to practice this grammatical form.

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8. Lesson Plan

T = teacher / S = students

Phases of

Learning Activities

Socia

lForm

Media/materials Aim of activity

Tim

e(min

s)

Icebreaker/Introductionto theme„Talents“

- S. divided into 3 groups. Eachget a paper, cut cards withimages included and pick oneeach student with the question“how many can...?” written on thetop.- Groups make a survey of how

many students can do the activitythat the image shows it.- Pass cards to next group, whoalso exchange their cards.- Groups talk about how manystudents are able to do more thanone activity that the images showthem.

--group

-

plenary

Worksheet 1-

Scissors

introducetheme.-to elicit

verbs

already

known.

10

Extensionof theme -S. turn to p. 67 of student book.

(attached)

T. explains there are 5 picturesand 2 short texts.S. read texts and match withpictures.- One S. reads vocabularyabilities on p.71 (att.) Then S.read texts aloud and discusswords which helped them with thematching task.

-

individual

-partner -plenary

-Studentbook

-extend“talents”

vocabular y.-readingfor familiar words tohelpunderstand text.-readingaloud(drilling

grammar andvocab.)

10

Personalisation

-In pairs, S. discuss which talentsdo they have and how improve it(p.71).- S. repeat 1 sentence each inplenary.

-partner

-

plenary

-Studentbook

-givingreasonsfor decisions.-talk about

abilitiesand skillsthey have

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The group meets on Monday mornings between 9:30 and 11:10 a.m. Thecourse book is OpenMind 1. The reasons for joining the course were toaccredited 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.

As there are no new students this term and all know each other well, thetheme of other countries/other people is a great topic to get everyone talkingagain after the holidays.

b) Aims of the lesson

n) To learn comparatives adjectives.

o) To talk about visits to different countries and the clothing that they use it.

p) To ask and talk about personal experiences with people in differentcountries.

q) To consider cultural standards in different countries, using clothingvocabulary.

r) To compare own cultural clothing standards with cultural standards in other

countries.

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d)

e)Procedure

Before the lesson began, I wrote the topic “different countries, differentcultures” on the board and pasted some images with traditional customs fromdifferent countries. I then walked around the group letting each student take 1county card WORKSHEET 4, which I was holding face down. I asked thestudents to circulate and find the partners in their group. This exercise wasintended to awaken the students´ interest in the theme, which it did, and theyquickly found their partners and sat down in groups.

The next step was to complete the word wheels with things the groupsassociated with their culture cards. They will have to find different clothing thatcommon people use in these countries. I wanted the students to initially reflect

on their own culture. This is not always easy as we often see and do things atan unconscious level, but it´s our cultural background, experiences and valueswhich make us see and do things in a certain way. It was interesting to seethat all groups mentioned the usual stereotypes associated with Mexico. Thenthey present those images to the rest to group and explain the differentclothing that wear in the different countries.

I now spread out a variety of pictures on a central desk (p.15-19) and thestudents gathered around. I asked “have you worn to any of these clothing?”and “what did you notice about the country and the people?” There were somevery interesting observations and the students were reflecting on similarities

and differences to their own culture, using comparatives adjectives andthis/that/these/those adjectives. At this stage, I kept correction of the grammar element to an absolute minimum, repeating what the student said, in thecorrect form, as part of the conversation only where understanding wouldotherwise be difficult. Thus the conversation flow continued smoothly and thestudents were not inhibited in any way.

The students returned to their seats and we looked at the grammar structure inmore detail with the help of the transparency (p. 78-79) I had also copied thisfor 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. Ididn´t want the students confused and overwhelmed by difficult terms theycouldn´t grasp or understand. I also hoped that the use of different colours todemonstrate how the two tenses are formed would help students understandand remember the rules.

I believe that vocabulary named “adjectives for describing gadgets” should bea means for communicating. It is therefore important to take time to practicethe structure in a meaningful context. For the next exercise the studentsworked in pairs, asking each other about some clothing or objects that theyowned (p.81). Here the students recognised the importance of “adapting”themselves to different cultural situations. One said he “used simplifiedlanguage” to make it easier for both sides to communicate. All agreed that it isimportant to find out something about the country and people and understandwhat different clothing and objects wear and use. They had all experienced

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h)LESSON PLAN “Culture”


Phases of Learning

Activities SocialForm

Media/materials

Aim of activity

Tim

e(mins)

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LANGUAGE LEARNING PROCESSES

EngageStudents:Introduction totheme:

“differentcountries/differentcultures“.(Reflectingon ownculture)

Pre-teach

grammar:(comparing cultures)

PresentGrammaticalStructure

Grammar PracticeSimplePast

Questions:(Exploringinterterculturalcompetence)

Grammar Comparatives andsuperlativesConclusion

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

1. Each group getsworksheet 4 paper - Groups make a searchabout the country on thecard- Discuss results in plenary

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

a) T. asks S. “haveyou worn to any of these clothing?what did you noticeabout the countryand the people?

-S. relate observations.

-T/S see and comment

grammar structure in moredetail with the help of thetransparency (

-In pairs using SimplePast, S. ask each other questions about a countryvisited (on holiday,business, etc.) and a

person/people they metthere.-Most interesting discussin plenary.

-S. circulate to findinformation

-In groups S. discuss if these actions are “normalpractice” in their culture-S. discuss why theyperhaps did clothing or tradition which were “not

-group

-plenary

-plenary

-plenary

-partner

- plenary

-plenary

-groups

-plenary

-board- sets of cards withcountynamesand

flags(p.9-11)a)Wor

kbook 4

- colouredpens,scissors- countrypictures(p.15-19)

-Grammar

structure(p. 78-79)-grammar sheet

-worksheet 1(p.21)

-worksheet 2 (p.22)

-engagestudents intopic.- introducetheme.-S. reflect

on culturein owncountry.

-S.useclothingvocabulary,comparati

ves andsuperlatives todescribe it.-S. reflectonlife/peoplein other countriesandacknowled

gesimilaritiesanddifferences.

-T.explainsgrammar structure

-S. revisestructureand askquestionsif required.-S.practiceand usedemostrative andcomparatives-S. talkaboutdifference

10

10

10

25

20

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Dossier 3


To learn the simple past tense, and express past experience

Regular verbs, Irregular verbs

Theme: SPEAKING OF THE PAST

September 2012

1. Description of the area

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


This, material is designed for learners in a level 2 course. Most of the learners arestudents between the ages of 17 and 24, with some age exceptions.

This class is going to let students understand main ideas in a conversation, andtalk about previous experiences. The main purpose is to make use of the simplepast, including regular and irregular verbs. At the end, learners have to beproficient to express past ideas and memorable experiences. The book neededfor this class is open mind 1 from Macmillan editorial; covering the unit 10, page97.

3. Topic

Simple past tense


- I can form affirmative statements in the simple past.

- I can form questions and negative statements in the simple past.

- I can understand and use −ing and −ed adjectives.

- I can talk about memorable experiences.

- I can say verbs with −ed endings correctly.

- I can understand and conduct short surveys.

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 makeuse of the simple past tense.

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9. Lesson Plan


Phases of Learning Activities SocialFor m

Media/materials

Aim of activity Time(mins)

Icebreaker/Simplepast verbsreview

- S. Have to seat in a horseshoe form in order to make theactivity.- T. has to explain the

instructions of the activity.- T. has to say one letter of thealphabet and the first S. of the Ustructure has to say one verb inpast with the letter said by theteacher,-The next student has to sayanother verb with the last wordof the previous verb. (they haveto be different verbs)

--group

-None- Tointroducethe topic.-to elicit

vocabularyalready

known.

5

Extensionof theme -S. turn to p. 98 of course book.

T. explains that S. have to reada small paragraph where theyhave to infer the simple pasttense structure.-S. compare the informationthey understood, and infer thestructure requested. T. solvesdoubts and questions andclarifies the information.-S. have to complete the rest of the activities of the page- T. answers S. questions anddoubts.- S. have to work in teams, theyhave to use the attachment andput the story in order. Then T.provides the correct order o thestory, so S. could compare.

-individual

-group

-individual-Group-Teams

-coursebook-attachment

- To identifythestructureand use of the simplepast tense.-extendsimple pasttensevocabulary.-reading for familiar words tohelpunderstandtext.

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PLANNING AND EVALUATIONUTSV Task 4:

Task 4: LANGUAGE TEACHING

LANGUAGE TEACHING

Topic: Great lives

Class project to organize a biography of one important person for them, taking ideas,projects and inventions to this important person did in the past. Describe the time andcharacteristics that those inventions.

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PLANNING AND EVALUATION

Table of Contents:

b) Description of class and course

c) Theme and motivation

d) Aims of the project

e) Planning

f) Procedure

g) Conclusions

h) Evaluation of the project and self-evaluation

i) Lesson plans and attachments

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e)Procedure

You can find this topic in the chapter III Learn from the past for a better future(Unit 11) was work and in this lesson we looked at “Great lives” (attached at p.107). A good part of this lesson directly follows the lesson layout of theTeacher’s Guide. This book is an invaluable selection of guidelines and tips,which not only facilitate lesson planning, but has helped me to improve myclasses everyday, giving me strategies to improve in my teaching techniques.During UT’s term, the English academy has been able to discuss and usemany of these strategies and examples first hand, and the lessons learnedfrom trainers´ and colleagues´ experience have made us appreciate and beaware of why I include certain exercises in the lesson and what benefits they

can offer.For the first exercise, the icebreaker, paste different pictures of the whiteboard(Luciano Pavarotti, Selena Quintanilla, Indira Gandhi, John E. Kennedy, JuliusCaesar, Florence Griffith-Joyner) page 107. Each group wrote the name of those characters, the reason of death and the important event or actions thatthey are recognized and talk about with rest of their partners.

We opened the books (p. 109) and individually the students looked at SteveIrwin’s biography and read it, after they had to answer them (multiple choices).These questions could be checked in pairs. This social strategy, helping andlearning 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“The real crocodile Hunter”

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 widevariety of context taking into consideration the learnes’ needs and level of thelanguage competence as well as mixed abilities.

After that, we can use a variety of exercise types and example, students gettogethers 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 sharetheir answer and we give them instructions to close book and be prepare toplay a trivia game. Each team ask one question to another team, and they willhave 30 seconds to answer it correctly and get one point.

Then we open the book on page 112, and we review grammar points “Objectpronouns”, we use slides and present a chart showing the grammar aboutobject pronouns and we also show the differences between subject pronounsand object pronouns. After students will work by pairs and choose oneimportant 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 inpast and object pronouns) and vocabulary.

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PLANNING AND EVALUATIONTo conclude I asked the students to tell us the reason about why these peoplewhere mode role for them and explain what attitudes are they having.

6. Conclusions

I think this lesson encouraged students to know and what is their purpose inlife, what attitudes they should have it if they want to be a successful people intheir careers, It also helps to students to learn a little bit of history using newvocabulary and verbs regulars and irregulars in past. I believe that this lessonimprove students to take care about their actions and attitudes to help them inthe future, we finish our class telling students, if they want a better future, theyshould know the past event to not do the same mistakes.

b) Self Evaluation

I try to do this lesson authentic, using pictures in a language classroom, givestudents difficult classroom situations, encouraging and motivating thestudents to learn and use the language and I also incorporate learning taskand activities which encourage and facilitate learner autonomy and take intoaccount learners’ learning styles and cultural expectations.

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EngageStudents:Introduction totheme:Great lives

(Reflectingimportantevents in thepast)

Pre-teachgrammar:(regular andirregular verbsin past)

PastGrammaticalStructure andvocabulary

Grammar

PracticeSimple PastQuestions andobjectpronouns

Conclusion:(Encouragethe knowledgeabout historyof someimportantevents)

-Before lesson begins,T. Paste differentpictures or imagesfrom important peoplein the whiteboard- S. Tell what

important event or actions do they didand discuss aboutwhy they arerecognised.

- Individually studentslooked at Steve Irwin’sbiography and read it- Discuss the reading

and answer multiplechoices questions

-T. Using slides andpresent the newvocabulary- T. asks S. about thebig event in their lives.-S. Talk about these

big events and how dothey expect to be or answer when thesesituations appear.

-In pairs using SimplePast, S. ask eachother questions abouta important event in

their lives andrecognized their inventions in the past.-Most interestingdiscuss in plenary.

-S. circulate to findinformation

--group

-plenary

-Indivitual

-Plenary

- Pairs

-groups

-plenary

-board- sets of cards withimages tofamous

people(p.107)- colouredpens

- imagesfromimportantpeople(p.107-

109)

-grammar sheet(110)

-worksheet1(p.111)

--grammar sheet(112)

-engagestudentsin topic.-introduce

theme.-S.remember bigeventwherepeoplefrom thepicturesparticipated.

-S.usesimplepast totalkabout

their importantevents or actions.-S.analyzethepersonalities of importantpeople

-T.explainsgrammar structure-S. revisestructureand askquestionsif required.-S.practiceSimple

10

10

10

25

20

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Task 1 Dossier 5


Use of the present progressive as a future

Time expressions, adverbs of frequency

Theme: IN THE NEAR FUTURE

September 2012

10. Description of the area

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This area covers a wide range of needs that learners need, specially theadvanced students. For this area it is necessary to provide social forms wherelearners could face difficult situations. It is necessary that learners establish amicro 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 thecognitive 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 2 course. Most of the learners arestudents between the ages of 17 and 24, with some age exceptions.

The class is focused on let the learners use the present progressive for futureplans. For this reason it is necessary to make a review of the present progressivetense, and then establish the link with the future. Thus, students are going to beable to express future plans by making use of time expressions.

The book needed for this class is open mind 1 from Macmillan editorial; coveringthe unit 12, page 118.

12. Topic

Future tense with present progressive.


- Describing definite plans and arrangements

- Talking about intentions and resolutions- Describing personal learning plans.

- Making suggestions.

14. Personal aims

- To provide future tense contexts where students could interact and makeplans.

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- To let students know about the usage of present progressive for future,and clarify their doubts

- To let students establish communication patterns where they could makesome future arrangements.

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

- To promote learner autonomy.

15. Procedure

The utsv is focused on communicative approach development; which isachieved through a constant interaction between students. This topic is

focused in the unit 12, “In the near future” (p. 118). In this section learnershave to make use of the present progressive to express future actions. Theyalso have to make plans by using time expressions. It is necessary to reviewthe present progressive and provide more vocabulary in order to let theminteract in a context. The first thing to do is remember the structure andcharacteristic of the present continuous, by adding “ing” to the verbs.

The first exercise is an icebreaker. All the students must be organized in ahorseshoe form. The main idea is practicing the present continuous tense. Theactivity consists in creating a story. The teacher has to provide the first idea bysaying a sentence in present progressive. Example, “I am going on vacations

next holiday”, then the first student has to continue this idea with another sentence in present progressive; example, “and I´m visiting Paris”. The nextstudent has to continue with this idea with another sentence in presentprogressive, and so on. The idea is having fun by making mention of not verycommon situations.

Then, it is necessary a small introduction about how the present progressive isrelated to the future tense. The next activity is in the book (p.118). In order toclarify the topic, it is necessary that students listen a conversation in this page,and make a full inferring about the usage of the present progressive for futureplans. The conversation also shows a few time expressions that students

could use. After this activity, it is necessary a quick review about the topic sofar, 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 correctionson the activities, more feedback time is required to answer to learners´ doubts.

After the questions, each student has to work on the attachment activity (Unit12A activity). They are going to see some pictures, and then they have to putthem in the table below as a schedule. After they finish, they have to “invite” toa classmate that has available time in his/her schedule time table. They haveto use specific questions in order to know what she/he is doing a specific day.

The activity finishes when the learner has a full schedule table.

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18. Lesson Plan


Phases of

Learning

Activities Socia

lForm

Media/m

aterials

Aim of

activity

Ti

me(mins)

Icebreaker/Presentprogressive

- S. Have to seat in a horse shoeform in order to make the activity;the group has to invent a story.- T. has to explain the instructions of the activity.- T. has to start with a sentence inpresent progressive

- S. has to continue this idea withanother sentence in presentprogressive and so on until everyoneexpresses an idea.

--group

-None - To introducethe topic.-to elicit

vocabulary

already

known.

5

Extension of theme

-S. turn to p. 118 of course book.T. explains that S. have to listen asmall conversation where they haveto infer the grammatical structureand usage of the main topic.- T. solves doubts and questions andclarifies the information.

-S. have to complete the rest of theactivities of the page- T. answers S. questions anddoubts.- Ss. have to work individually, theyhave to use the attachment andcomplete a schedule table wherethey have to plan 7 activities. Thenthey have to talk to rest of the classand full the table.

-individual

-group

-individual-Group-individual-Teams

-coursebook-attachment

- To identifythe structureand usage of the presentcontinuous asfuture.-to extend

vocabulary.-listening toinfer information.

40

Personalisation

-S. have to write a letter about their plans for the weekend, they have tosend it to a partner.- The students have to correct themistakes of the letter they received,and give it back to the sender.-T. has to provide a conclusion of theclass (Feedback), and homework inthe eurocsys platform.

-group - None -write aboutfuture plans.- Providefeedback of the lesson- providehomework

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UTSV TRAINEE HANDBOOK

a)Description of class and course

This course is a B1 course. Where students will be able to understand anduse the present progressive to talk about their plans in the future. They willnote the different between verbs ending in -y and -ing correctly and also willbe able to understand and use going to talk about future intentions. Studentswill use start and stop with gerunds (-ing words) to talk about intentions. Thislesson improve students to talk about some of their personal futures plansusing sequencing words (first, then, next, etc) to connect ideas.

Topic: In the near future. What are your plans in the near future?

Theme and motivation

The real motivation for this course was the students start thinking about their personal future plans and make conscience about their long and short goals inlife. We believe that it is a success lesson because our students get moreinteresting about their future and also they put times and form to their purposeor goals in life. It will help our students to describing definite plans andarrangements, talking about their students and resolutions, describingpersonal learning plans and making suggestion.

We believe that the students will be motivated when they define their personalplans and learn from them and as teachers we can help them to use differentresources and sources to get clear their goals. how much effort did thosetalent people did and attitudes they had when they did such amazingdiscovers.

b) Aims of the lesson

12. students describe definite plans and arrangements

13. Talk about intentions and resolutions

14. talk about ways of improving your English

15. describe personal learning plans

16. Make suggestions

17. understand and use going to to talk about future intentions

18. use verbs with ground to talk about their intentions in the near future.

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19. create brainstorm ideas in a group.

20. developing autonomous learning and self-awareness

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d)Procedure

You can find this topic in the chapter III Learn from In the Near future (Unit 12)was worked (attached at p. 117). A good part of this lesson directly follows thelesson layout of the Teacher’s Guide. This book is an invaluable selection of guidelines and tips, which not only facilitate lesson planning, but has helpedme to improve my classes everyday, reflect and draw conclusions fromobservations and self-observation in order to gain a better understanding of the teaching situation and validate, bring changes to and improve my wonteaching, put forward ideas on how to ensure continuos professionaldevelopment, receive and make use of feedback on my teaching performance.During UT’s term, the English academy has been able to discuss andincorporate the systematic sharing of ideas to promote best practice.

For the first exercise, the icebreaker, ask the students what their plans for thenear future, example for this evening, or next weekend. Ask them to work inpairs and make a list of the things they plan to do. Don’t expect them toproduce any future forms here (present progressive or going to) If they writethings like (dinner with friends on friday night, this is sufficient at this point).Have the students look at the statements again and think about members of their family of their friends. Have them work in pairs and talk about their familyand friends in this way: My sister always plans everything very carefully, butmy friends do not make plans.

Present slides to the students and remind them of the form of the presentprogressive: the verb be + the -ing form of the verb and remember to them itwill be used for future arrangements. We opened the book (p. 118) andindividually the students choose a present progressive sentence from theconversation in this page and write it on the board. Elicit the same sentenceusing different pronouns. Focus on the contractions of the verb to be. Ask thestudents to read the conversation again and underline all the examples of thepresent progressive. Elicit the answers from the class, emphasize that we usethe present progressive for the future to talk about plans that are definite.

The next step have the students look at the picture (p. 119). Ask somequestions to set the scene (probably at one of their homes, in their lateteens/early twenties, they look relax, etc). Tell the students that they will hear a conversation between the two people in the picture and that some words aswell as the singular, as these are the ones which are heard in the recording.Check the meaning and pronunciation of these words, chorally andindividually. Encourage the students to write the key words. Tell the studentsto listen for the extra syllable in the words in the left hand and have thestudents repeat the words, firs chorally and then individually. Encourage themto practice saying just hose words first, focusing on the difference inpronunciation when the verb ends in consonant y + -ing.

After that, we can open the book (p.120) read the instructions and the three

target phrases to the class. Tell the students that these are three verycommon, useful expression that use the verb go. Read the instruction to theclass. Refer the students to the grammar table, and point out the future form

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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 practicein the worksheet 12A, tell them the difference between the present progressiveand going to when talking about future plans. Tell students that we use thepresent progressive when the plans are definite. Emphasize that we use thegoing 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 whatdifferent skills they have practiced while suing this book. Elicit speaking,reading, listening, and writing. Ask them which of these skills is the easiestand 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 andwhy. (p. 124 & worksheet 12B)

5. Conclusions

I think this lesson encouraged students to know and what is their purpose inlife, what plans they have in life, make future intentions about them andidentify them in short and long terms. The students can understand and usethe present progressive to talk about the future, can understand and use goingto to talk about future intentions, use some phrases with go, use start and stopwith gerunds (-ing words) to talk about intentions. They can say verbs endingin -y + -ing correctly. Students can use sequencing words as first, then, next,ect to connect ideas and the most important they can evaluate their strengthsand weaknesses and make plans for improvement.

6. Self Evaluation

I try to do this lesson authentic, using slides in a language classroom, givestudents difficult classroom situations, encouraging and motivating thestudents to learn and use the language and I also incorporate learning taskand activities which encourage and facilitate learner autonomy and take intoaccount learners’ learning styles and cultural expectations. I also incorporatethe systematic sharing of ideas with colleagues to promote best practice andaccess the relevant support systems that will enable me to develop further andfind solutions to my teaching problems. One of the most important facts, I putforward ideas on how to ensure continuous professional development.

b) Lesson plan

Phases of Learning

Activities SocialForm

Media/materials

Aim of activity

Time(mins)

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3.- Useful material for each area

LANGUAGE AWARENESS

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worksheet 3

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Can you …?

Can she……?

How many people can………?

How can you………?

LANGUAGE AND CULTURE

9.

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WORKSHEET 4

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Personalisation

-S. have to talk about a similar experiences in the past.-T. has to provide a conclusionof the class (Feedback)

-group

- None -Talk aboutpastexperiences.- Providefeedback of the lesson

15

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Worksheet 2

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VOCABULARY

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SELF-ASSESSMENT AND DEVELOPMENT

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p.119

worksheet 12A

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Worksheet 12B

Work in pairs. Follow the instructions.

1 Student A, take a card and read it aloud.

2 Student B, ask What are you going to do?

3 Use going to. Say three things you’re going to do or not going to do.

4 Change roles. Student B, take a card and follow steps 1–3 above. Take turnschoosing cards.

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Herramientas Metodologicas para la formación Basada en CompetenciasCOLEGIO DE CONTADORES PUBLICOS

Taller de Finiquitos y Liquidaciones laborales Elaboración de Papeles deTrabajo

PROFESSIONAL EXPERIENCE

Universidad Tecnologica del Suereste Nanchital de Lazaro Cardenas, Ver • 2011–PresentEnglish teacher, member of the English Academy and starter of the project “Englishby Levels”

English Teacher Experience in English Teaching for 5 years, development project as English by levelsin the University and co-founder of the English Academy.

· Membership Development. Creation of the English Academy· Fundraising. Coordinator of assignment english levels and groups in the

institution.· Communications. Participate in cultural events in English as The day of the

deaths in English· Program Management. Created and implemented groups of levels and

assign students to those groups

EDUCATIONMaster of Administration, UNIVERSIDAD ISTMO AMERICANA, Coatzacoalcos,Ver 2010BA in Accounting, UNIVERSIDAD VERACRUZANA – Coatzacoalcos, Ver 2009

C. EDUCATIONDiploma of tools of methodology to teaching by competences, TECNOLOGICODE MONTERREY, Coatzacoalcos, Ver 2012Certification in Teching Knowledge by ESOL of tools of methodology to teachingby competences, CAMBRIDGE UNIVERSITY, Coatzacoalcos, Ver 2012

PROFESSIONAL DEVELOPMENT

Exchange Student, JOLIET HIGH SCHOOL, MONTANA, USA – Spanish teacher and English professor assistant

Winner, ENTREPRENEURS FAIR BY UNIVERSIDAD VERACRUZANA– Firstplace in the innovation and most economic sustainable project.

Recognition of Scholastic Achievement by the Joliet, Montana, USA

Spanish language Native

Italian Language beginner

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COMMUNITY LEADERSHIP (Board member, ENGLISH ACADEMY IN UTSV, 2011Board member, INSTITUTO MEXICANO DE CONTADORES PUBLICOS, 2008

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

- Feedback discussion must be covered by following the most important pointson the topic.

- It is important to consider every comment as something important; it is notallowed to minimize any participation.- To avoid conflict generated by differences in the points of view.- To provide time to every participant equally.-To manage the discussion by making direct questions about learners´understanding.-Making proper correction on the possible misunderstandings presented bylearners- To conclude the topic with brief and general feedback about the topic.

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

· What can the trainee do, if he does not accept the feedback of the trainer The best solution would be requesting for the evidence of the observationprocess that provided the feedback. If that is not enough, it would be goodhaving a second opinion, or even doing the observation again; only if it isnecessary.

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

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Eduardo Chávez Cruz

Reforma # 17 Col. Las Delicias. Minatitlán, Ver.

Tel. (922) 221 0399Cel. 922 102 0681 / 922 107 8366

[email protected]/[email protected]

I.- ESCOLARIDAD

200

5

Licenciado en Lengua Inglesa por la Universidad

Veracruzana.

2011

Candidato a Maestro en Ciencias de la Educación

II.- EXPERIENCIA PROFESIONAL

201

2

Universidad Veracruzana. Académico del Centro de Idiomas desde agosto del

2006

2012

Universidad Tecnológica del Sureste de Veracruz. Académico de Inglés desdeagosto del 2011

2011

Universidad Veracruzana. Académico de la Facultad de Odontología en eldepartamento de especialidades

2010

Universidad Veracruzana. Académico de la Facultad de Química en el áreaIngeniería Petrolera

2010

Universidad Veracruzana. Académico de la Facultad de Medicina en el primerperiodo 2010

2011

2010

Universidad Villa Rica. Académico de Idiomas en periodo septiembre del2010 - julio 2011

2011

2007

Universidad Golfo de México. Académico de Inglés desde agosto del 2007

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task 4.6(part 3)

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