dossier francisco antonio

Dossier for UT Students as Technician University Superiors in Manteinance Career

CONTENTS

Task 1: LANGUAGE AWARENESS – Topic: Body Talk

Task 2: LANGUAGE AND CULTURE - Topic: Developing your memory

Task 3: LANGUAGE LEARNING PROCESSES - Topic: Taking about a live performance

Task 5: PLANNING AND EVALUATION - Topic: Subject Relative Clauses

Task 4: LANGUAGE TEACHING - Topic: At a live performance!

Task 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENT: Writing descriptions

UTSV Task 1:

LANGUAGE AWARENESS

To revise and pronounce the body talk vocabulary

It´s……adjective……+ infinitive

Theme: Body Talk

JANUARY 2013

UT

Task 1: LANGUAGE AWARENESS

Table of Contents:

1. Description of the area

2. Description of class and course

3. Topic

4. Aims of the lesson

5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10.Attachments

3/67



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)


This course is level 6 . There are twenty students between the ages of 18 and 25. Most of the students do not like English language too much but all the students accept English not as their favorite subject but as a necessary subject for their carreer.

The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course book is Open Mind 3. They joined the course to pass the English class as a subject and to be able to understand English TV programs and websites.

3. Topic – It´s + adjectives + infinitive


- To revise and practice the impersonal use of the infinitive.

- To use Infinitive

- To talk about injuries

- To talk about symptoms

- To give advice for injuries

5. Personal aims

- To provide an interesting topic and a very enjoyable lesson.

- To explain the infinitive so that the students can use it in their conversation.

- To encourage the students to have English class as a necessary and important class as others.

4/67


- To provide grammar structures for giving advice.

5/67


6. Procedure

The topic of the new chapter (Unit 9 /p.87) was BODY TALK and in this lesson we looked describing student’s injuries and illness that the students suffered when they were small children.. A good part of this lesson directly follows the lesson layout of the Teacher’s Guide. This book is an invaluable selection of guidelines and tips, which not only facilitate lesson planning, but have taught me many useful strategies to improve my teaching and help my students. During our UT’s term, we have been able to discuss and use many of these strategies and examples first hand, and the lessons learned from trainers´ and colleagues´ experience have made us appreciate and be aware of why I’m including certain exercises in the lesson and what benefits they can offer.

For the Icebreaker part Teacher had to nominate a student to read some phrases in the box. She or he has to point at the muscle that he is pointing ans at the same time she or she has to pronounced. So all the rest of the class can see that that is the way to pronounce this word.. The teacher has has to ask the students to do this activity in pairs, to recognize the parts of the body. T ask the Ss to work in pairs and discuss what rules they have to follow in the school building or in the classroom. It was very important to elicit students to answer and try to think in English Ideas. Then Teacher listened several ideas from the class.Teacher ask Students to say whatever they know about social rules. After that part, Teacher elicited suggestions like : You shouldn’t run in the corridor. You shouldn’t eat in the classroom. When the SS have said their injuries, the teacher must focuss on suggestions foer each one.

For the final part of Icebreaker moment Teacher gave a moment to read the instruccions carefully and Teacher made sure they understand confession(telling the truth about something they did that was wrong). If it is nesecary several SS must give their point on view too. So they can share pieces of adivice for the injuries they talked about.

After this activity Teacher asked Students to opened the book (p.52 , 53 ) and individually Students looked at the exercises. Before th e teacher revise the exercise, if it is necessary the students must check their information in pairs in order to share their knowledge of the topic. After that processes Teacher has to point out that if you sprain your ankle , knee, or wrist , you injure it by turning suddenly , but your do not break anything. He or she has to point out that injury is normally a bit more serious that hurt.

Ask the Students to read the instructions to the class; nominate a two students to read aloud the model conversation; elicit the tense the students will need to used ( the simple past tense) Poit out that the students can describe either an accident or injury that happened to them personally or to a friend or to a relative . Ask the students to answer the questions in pairs and at the same time encourage them to to ask follow-up questions and try to keep the conversation going. And listen to some ideas from the class.

6/67


Give the students some advice in using SHOULD and SHOULN¨T to give advice. Write the words avoiding injuries on the board . Ask the students to work in pairs and discuss what people should or shouldn´t do when they are playing some sports. Listen to some ideas from the class and elicit a list of shoulds and should ( e.g. Your shouldn´t swim after a meal; You should stretch your muscles before you exercise).Students Pointed out that when a car was driving the wrong way along one-way street is very dangerous because you canget injured.. Students nominated an S to read instructions and the grammar explanation to the class. After that teacher focused on the form of the structure.

After all the information written above , each checked the answers with the class. Teacher pointed out that not paying attention, or being careless is a dangerous when your are waking down the street or a place where cars did not normally stop. So it could be very dangerous an dyiou can be damaged. The Students had to do exercise individually and then they compared their answers in pairs, discussing any differences. After that activity students answered each question in plenary.

For definition words teacher asked Students worked with their partners from Ex.B. and teacher asked Students to work in pairs and say what the man should and shouldn’t have done using new verbs. Teacher asked Students to look at the Words in the language box. If you were supposed that you should ot shouln´t do, so they can gice some adive using the infinitive for giving advice.

In the part of focus grammar teacher asked students to complete the grammar table using the information from the text in EX A; the teacher nominate students to read a liud the correct sentences; poit out that we must use TO in this structure , eg. IT IS IMPORTANT TO KEEP THE SHOULDERS RELAXED. The teacher must help the students with the comparative form of the adjectives can also be used in this structures eg, IT´S BETTER TO SPEAK TO A PROFESSIONAL; IT´S MORE IMPORTANT TO KEEP THE SHOULDER RELAXED. The teacher must elicit other ways fo giving advice with a similar meaning. E g. YOU SHOULD KEEP THE SOULDER RELAXED ; YOU´D BETTER SEE A DOCTOR; YOU OUGHT TO SPEAK TO A PROFESSIONAL.

You can continue like this: draw the students´attention to the language box. Give them a moment to read the information and elicit the target grammatical construction. The teacher can say that these are some of the other adjectives that can be used in this structure . Other examples include unusual, rare, possible, unnesessary, and other words that are important such vital, and crucial.

Make the students see the student´s book page for the audio script. Teacher asked Students to read the question and options carefully. Teacher Showed Students the grammar structure for S+Should have+past participle+C. And teacher asked students to complete the grammar table individually, by referring t the text in Ex. A teacher

7/67


nominated a Student to read the instruction and the grammar explain with a similar meaning to the class.

For Transfer part teacher drew Students´s attention to the Watch out! Box and emphazise that we cannot omit the words IT or the word TO in the infinitive when using this structure. Ask the students to do this exercise individually and then to compare their answers in pairs , disucssing any differencs. The teacher has to check the answers with the class. In this part teacher asked students do this exercise individually and then they compared their answers in pairs. Students checked the answer with the class. They read the instructions to the class.

Ask Ss to read the model sentence.

Ask Ss to work in pairs and tell their partner about the actions and their consequences. He asked Students to look at the examples in the Watch out! Box, teacher reminded them that they should not forget to use IT IS......TO......, e. Teacher gave Students a few minutes to think about some things that are importan to do.

For conclusion and evaluation part for the class teacher put the students into groups of three or four to discuss the questions. When the groups finished, teacher elicited some ideas from the class. Teacher listened to some ideas from the class and correct any errors in the use of should have/ shouldn´t have. Then teacher asked Students to work in pairs and told their partners about the things they didn’t do, using the phrases in the box. For final part a homework teacher asked Students to complete asked Students to complete WORKBOOK p- 52, section 1. And for the other topic teacher asked Students to do exercises from WORKBOOK page 53,section 3.

7.- Conclusions

This lesson contained many exercises for revising the modal SHOULD/SHOULDN’T and IT IS........TO....... for giving advises. With the examples we use pictures or images for auxiliary verb and short answers appealed to the students and it hopes to help them to understand the structure. As a teacher it gives the chance to personalize the subject and talk about something as rules and advises. This lesson motivates the Students to apply their ideas for expressing advises and at the same time help them to improve vocabulary for being creator of their own learning processes . As we are in a very modern world sttudents must creat their own knowledge of the language according to their likes.

8. Self Evaluation

In this part of this work, it is important to say that it was a very interesting way to introduce the topics for encourage the students to use grammar rules and structure as a communicative tool for communicating each other. However it has been created with

8/67


the best tools to improve their vocabulary. This plan was a good option for helping the students to create a good communicative approach.

9. Lesson Plan

T = teacher / S = students

Phases of Learning Activities Social Form

Media/

materialsAim of activity

Time(mins

)

Icebreaker/Introduction to themeBODY TALK

T ask the Ss to work in pairs and discuss what rules they have to follow when they are practicibng any sports.. T listen several ideas from the class.T elicit suggestions like IT IS IMPORTANT TO......T gives Ss a moment to read the instruccions carefully so the SS can anderatant and aqquires the structure properly.

Group

Brainstorming

Workbook

Students´s book

Introduce theme.-to elicit rules Ss have to follow when donig sports.

-

400

Extension of theme

Ask Ss to work In pairs and compare the examples they found of rule-breaking ,discussing any injuries and hurts and maybe accidents.Ask Ss to decide which is the most serious injury they have had i ytheir lives and why.

Elicit several responses from the class. Along with each example of INJURIES AND acccidents , elicit more information about why it is important to be careful, e.g. IT IS IMPORTANT TO ........Point out that it is important to be cafelu to avoid accidents and injuries.

Nominate an S to read instructions and the grammar explanation to the class.Focus on the form of the structure. Point out that IT and TO are part of the structure

-individual

-partner-Brainstorming

- Student book

Copies

Workbook

-InjuriesAccidentts

Advice

Speak about injuries and their possible advice

.

400

Personalization

Check the answers with the class. Point out that injuries cabn be avoided if you have acution and it is a dangerous not to be carefull.

Have Ss to do exercise individually and then compare their answers in pairs, discussing any differences.- S. answer each question in plenary.

-partners

- plenary

-Student book

600

9/67


Defining words Have Ss work with their partners from

Ex.B.Ask Ss to work in pairs and say what the man should and shouldn’t have done using new verbs. And the impersdonal structire for givibg adive IT IS IMPORTANT TO...

Ask Ss to look at the Words in the language box. If you were supposed to do something. The meaning is very similar to the idea to corealtion between disease, injuries and accidents prevention..

-individual-plenary -Student

book

- practice circumlocution.-familiarize students with more vocabulary which can be implemented with next exercises.

600

Focus on Grammar

See the student’s book page for the audio script.Ask Ss to read the question and options carefully.Show Ss the grammar structure forIt IS -----TO.......... Ask Ss to complete the grammar table individually, by referring t the text in Ex. ANominate a S to read the instruction and the grammar explanation to the class.

-plenary-board-grammar sheet

-Ss can see structure clearly.Ss can apply it.

600

Transfer Draw Ss´s attention to the Watch out! Box.,. The response to the question must therefore also refer to the past.Have Ss complete the grammar table individually by referring to the text in Ex. A and then compare their answers in pairs, discussing any differences..

Individually

pairs

-board-grammar worksheet

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

400

Consolidation Have the Ss do this exercise individually and then compare their answers in pairs.Check the answer with the class

Read the instructions to the class.Ask Ss to read the model sentence.Ask Ss to work in pairs and tell their partner about the INJURIES and the advice for evoiding them.

Ask Ss to look at the examples in the Watch out! Box, remind them that they should not forget to useIT IS:......TO..... fot structuring this sentence.

-plenary -worksheet -T give exercises and express answers in pairs to do a coevaluation.

400

10/67


Conclusion andEvaluation

- Put the students into groups of three or four to discuss the questions. When the groups finish, elicit some ideas from the class.

T listen to some ideas from the class and correct any errors in the use of should have/ shouldn´t have. AND it is important/ vita/ useful, etccc toAsk Ss to work in pairs and tell their partner about the things they didn’t do, using the phrases in the box.Correct any errors in the use of was/were going to

-individual

-plenary

worksheet 3student book

Get the Ss´s ideas and correct any errors with the grammar structure.Do a feedback about the used structures.

200

Homework task

-T. asks S. to complete WORKBOOK p- 52, section 2.T ask Ss to do exercises from WORKBOOK page 53,section 3.

-individual -workbook Feedback the structure.

11/67

11. Attachments

12.

Shortening that-clauses It Expressions Followed by Clauses

IT (ADJ) THAT + SUBJUNCTIVE VERB CLAUSE IT (ADJ) FOR + INFINITIVE CLAUSE

It's + adj can be followed by a that-clause with should or Or It's + adj can be followed by an infinitive clause. Use a

12/67

a subjunctive verb to express a wish, recommendation or suggestion. The subject is mentioned in the clause.

[for+ noun / pronoun] to include the subject "doer of the activity" of the infinitive clause. (Omit it if it refers to everyone in general. )

EXPRESSION

It is important

THAT

that

SUBJUNCTIVE CLAUSE

you be careful at all times.

EXPRESSION

It is important

FOR + PRON.

for you

INFINITIVE CLAUSE

to be careful at all times.

It is a good idea (noun!)

that Jack close all cages at night.

It is a good idea for Jack to close all cages at night.

It is essential that it go well. It is essential for it to go well. It's not necessary that they work until 3 a.m. It's not necessary for them work until 3 a.m. It is rare that we wear lab coats. It is rare for us to wear lab coats.

Infinitive Clause | Imperative Clauses | "Order" + Noun + InfinIt…for Pattern List

It is/ was for you to do that.

advisable dangerous difficult easy

essential exciting a good idea (noun) good manners (noun!)

hard impolite important likely (climate, temperature)

logical necessary not easy not so hard

rare rude smart wrong

worksheet 1

one.

Appearance Adjectives

adorable

beautiful

clean

drab

elegant

fancy

glamorous

handsome

long

magnificent

old-fashioned

plain

quaint

sparkling

ugliest

unsightly

wide-eyed

Color Adjectives

red

orange

yellow

green

blue

purple

gray

black

white

Condition

Adjectives

alive

better

careful

clever

dead

easy

famous

gifted

helpful

important

inexpensive

mushy

odd

powerful

rich

shy

tender

uninterested

vast

wrong.

Feelings (Bad) Adjectives

angry

bewildered

clumsy

defeated

embarrassed

fierce

grumpy

helpless

itchy

jealous

lazy

mysterious

nervous

obnoxious

panicky

repulsive

scary

thoughtless

uptight

13/67

easy

worried

Should or Shouldn´t .Giving advice

Read the sentences. Write should or shouldn´t

1)If it´s rainy you take an umbrella.

2)Tom eat so many lollipops. It´s bad for his teeth.

3) a) I drink hot tea if I have a sore throat?

b) Yes, you .

4) They have a test tomorrow. They go to the cinema . They stay at home and study!

5) Children eat lots of vegetables but they eat lots of sweets.

6) I have a party tonight. What I wear? A dress or a pair of trousers?

7) The doctor said: "_ You eat healthy food. You eat fast food. You

TV. You walk 1 hour a day. You drink fruit juice and water. You

Look at the pictures . Make sentences giving advice to these people . Use should.

He has a so

14/67

He has a so

He has a so

He has a so

He has a so

15/67

WISH FOR REGRETS

TSV Task 2:

LANGUAGE AND CULTURE

Theme: Wish for regrets

Learning REGRETS

Sensitising students to use wish for regrets

Using I wish::::...........................................

Learning vocabulary of ideas, past events , hobbies or interests, wishes and regrets.

16/67

JANUARY, 2013

UTSV

Table of Contents:



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10. Attachments

17/67


This area will awareness of socio-cultural and intercultural aspects of language use and language learning, with different situations related to intercultural differences, understanding different social backgrounds of students, crosscultural communication, e.g. wishes and regrets that took place in the past but that are affecting until now in the present.


This is the same group above mentioned. There are twenty students between the ages of 18 and 25 Most of the students do not like English language too much but they take it as a very important subject for their carreer. English is not their favorite subject but they need it as all the up-to-date material is in English.

The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course book is Open Mind 3. They joined the course for passing their English class as a subject and for being able to understand English songs

3. Topic –I WISH...........


- Talking about wishes and regrets

- Talking about past events

- Use If ONLY......

- Talking about having your wishes

- Describing your best regrets

18/67

- Use past events and hypothetical sentences

- Practicing wishes and regrets

5. Personal aims

- To promote students for being critical.

- To provide a very funny lesson.

- To encourage students to communicate their wishes and regrets

- To introduce the grammar structure in an easily way.

6. Procedure

The teacher has to write the word REGRET on the board , and he will ask the students what regrets means in their mother language . Elicit that regrets is a feeling of sadness about something that has already happened . Tell the students that they are going to learn how to express regrets a bout the past in English. Point out that regret can be a noun or a verb, eg, I REALLY REGRET EATING THAT SECOND PIECE OF PIE ( verb), ONE OF MY BIGGEST REGRETS IS NOT EXERCISING MORE WHEN I WAS YOUNGER (noun).

For the correct development of this lesson, Teacher gave Students a moment to read the instruccions carefully after that teacher made sure they understood confession(telling the truth about something you regret that has happened in the past.).

For the developments of this part teacher nominated a Student to read instructions and the grammar explanation to the class. Teacher try to focus on the form of the structure. And teacher pointed out that the structure to expresss regrests is I WISH.

For the moment of personalization teacher checked the answers with the class. Teacher pointed out that all the people without exeption have regrets and wishes they did not make them come true. So that is the reazon of these lesson: to express wishes and regrest.

Teacher asked students to do exercise individually and then compare their answers in pairs, discussing any differences and students answered each question in plenary.As the next step, defining words teacher asked Students to work with their partners from Ex.B.

The teacher elicit what an autobiography is (the story of someone´s life written by that person; a biography is the story of someone´s life written by someone else.). Ask

19/67

the students to read the questions carefully ; have the students to complate the task indivdually and then compare to the classmates in pairs , discussin g any difference. Check the answer with the class . Encourage the sttudents to explaian the answer (eg because she smoked, she had a poor immmune system ; she didn´t eat well; she dindn´t do much exercise).

Teacher also Ask ed Students to work in pairs and say what they regret . Teacher asked students to look at the Words in the language box. If you were supposed to do something. The meaning is very similar to the idea to of a past intention. It suggests to check answers with the class. Note that the topic sentence is, in this case,two sentences. An alternative way for expressing this as a single sentence a d use the sttructure I WISH I HAD..........

When the teacher try to Ask Ss to complete the grammar table individually, by referring t the text in Ex. After that teacher nominated a Student to read the instruction and the grammar explanation to the class.and the question was in the simple past. The response to the question must therefore also refer to the past PEREFCT for the structre of the I WISH I HAD WRITTEN , for example. Students had to complete the grammar table individually by referring to the text in Ex. A and then compared their answers in pairs, discussing any differences.

As following step teacher gave Students a few minutes to think about some things they wish they haven done and use regrets and wishes- to do in the past but he didn´t and why they didn´t do them. Next of these activities teacher asked students to work in pairs and tell their partner about the things they didn’t do, using the phrases in teh box. When this activity finished teacher corrected any errors in the use I WISH I HAD.........

For concluding with this part, it was taking into account to do put students into groups of five or six, and students had te read each other’s descriptive paragraphs Have the students to work in pairs and reapeat the exercise using IF ONLY instead of I WISH , SHE WISHES ETC... Check the answer with the class. Eg.. IF ONLY SHE HAD GONE TO COLLEGE , IF ONLY THEY HADN´T GONE ON VACATION LAST YEAR.....

7. Conclusions

It believes that this lesson help students to know the different ways to think in a different ways to face the some kinds of problems in past perfect and using at the same time I WISH and IF ONLY... for expressing wishes and regrets. What would have happened if something had been too diffrente. In short using hypothetical sentences.

8. Self Evaluation

Most of the time design a a very interesting lesson is very important when using some attitudes for completing the activities and teacher tried to share and listened student´s

20/67

comments. It required not only to have a good knowledge about any topic, it needs t have some other structures that are extremely important as simple past, and past perfect.

9. LESSON PLAN “Culture”


Phases of Learning Activities Social Form

Media/

materialsAim of activity

Time(mins

)

Icebreaker/Introduction to themeWish for regrets

T gives Ss a moment to read the instruccions carefully.make sure they understand confession(telling the truth about WISHES

Group

Brainstorming

aderogramsIntroduce theme.-to elicit some importanta wihes i your life

- Cross-cultural communication

400

Extension of theme

Nominate an S to read instructions and the grammar explanation to the class.Focus on the form of the structure. Point out that it is necessary to remenber tyhe simple past ant past perfect, to put them together in the structure I WISH or IF ONLY

-individual

-partner-Brainstorming

- Student book

-

Speak about wishes for regrets

.

400

Personalization

Have Ss to do exercise individually and then compare their answers in pairs, discussing any differences.- S. answer each question in plenary.

-partners

- plenary

-Student book

600

Defining words

Ask Ss to look at the Words in the language box. If you were supposed to do something. The meaning is very important because you are going to to use past and past perfect and the Structure I WISH

-individual-plenary -Student

book

- practice circumlocution.-familiarize students with more vocabulary which can be implemented with next exercises.

600

Focus on Grammar

Ask Ss to complete the grammar table individually, by referring t the text in Ex. ANominate a S to read the instruction and the grammar explanation to the class.

-plenary-board-grammar sheet

-Ss can see structure clearly.Ss can apply it.

600

21/67

Transfer Point out that for expressing wishes for regrest in the past is very omportant remenber some past tenses that support the structure.

Have Ss complete the grammar table individually by referring to the text in Ex. A and then compare their answers in pairs, discussing any differences..

Individually

pairs

-board-grammar worksheet

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

400

Consolidation Ask Ss to look at the examples in the Watch out! Box, remind them that they should not forget to use going to, even f the main verb is go.Give Ss a few minutes to think about some things they were going to do in the past but he didn´t and why they didn´t do them.

-plenary -worksheet -T give exercises and express answers in pairs to do a coevaluation.

400

Conclusion andEvaluation

Ask Ss to work in pairs and tell their partner about the things they regret using the phrases in the box.Correct any errors in the use of I WISH OR IF ONLY

-individual

-plenary

worksheet 3student book

Get the Ss´s ideas and correct any errors with the grammar structure.Do a feedback about the used structures.

200

Homework task

T ask Ss to do exercises from WORKBOOK page 54,section 5 Y 6.

-individual -workbook Feedback the structure.

10. Attachments

If only = I wish. Se emplea para sugerir un deseo o pero más fuerte sobre el presente o el pasado o would + el infinitive sin “to”

If only he were here.If only we hadn’t taken the bus we would have arrived earlier.- Si no hubiésemos cogido el autobús habríamos llegado antesIf only you could stop talking.- Si al menos dejara de hablar

Fill in the blanks with the correct form of the verb.

1. Tom’s mother wished he ………….. (be) tidier around the house.

2. Jenny wished she …………….. (be) prettier.3. Mike wishes he ……………. (can) swim as well as Tom.4. I wish we ……………….. (not have) exams tomorrow.5. Tom and Mary wish they ……………. (can) buy a new car.6. I wish I …………………. (buy) that sweater I saw last week; now

it is been sold.

22/67

7. Do you wish we ……………………. (spend) more time at Madame Tussaud’s when we were in London?

8. Tom now wishes he ………………… (work) harder when he was at school.

9. Mike wishes he …………………… (go) to see his grandfather while he was in hospital.

10.Gary wished you ……………………. (not tell) everyone where he lived.

11. I wish it ……………………. (not rain) so much when we were in England.

12. I wish my children ……………… (not spend) so much money!13. I wish I ………………….. (win) the first prize instead of John.14. If only he ……………. (have) a dog when he was a child.15.His parents wish he ……………. (read) more and ………………….

(not watch) so much television.16.Mary wishes she …………… (buy) that necklace she saw, but it

was much too expensive. Here are some situations make suitable wish sentences for each one.

1. Tommy would love to have a baby sister. Tommy wishes …2. Bill is not looking forward to going to the dentist tomorrow. Bill

wishes …3. I am really sorry I can’t come with to the theatre tonight. I wish

…4. The neighbour was upset about the loud noise Bob was

making. The neighbour wishes …5. Jill is upset that he quarrelled with his girlfriend. Jill wishes …6. What a pity Jean missed the film last night. Jean wishes …7. I don’t really want to go to the dentist. I wish …8. John is too short to be a basketball player. John wishes …9. The Smiths regret cancelling their holiday in Turkey. The

Smiths wish …10.Dad really wants you to stop smoking. Dad wishes …11.What a shame you missed the school trip. I wish …12. I hope it snows at the weekend. I wish …

23/67

Task 3 JANUARY 2013

UTSV

LANGUAGE LEARNING PROCESSES

To learn subject relative clause

Object relative clause

Relative pronouns

Theme: Subject Relative Clause

25/67

UTSV

Table of Contents:



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10.Attachments

26/67

January 2013


This area covers the needs that students require when they are learning a language. It is focused on correcting mistakes and a the same time gives the students all the tools for help them to learn through self-learning in order to improve their own learning process.


This work has been designed for learners in level 6. Most of students are studying so they are between ages of 18 and 25, and some students older than them.

This lesson has been designed to help students to comprehend the main ideas in oral exercises. The main purpose is to encourage to use the relative clause as subject and object, .At the end they must be able to talk about people, places and things. For completing this activity teacher should use Open Mind 3 from MacMillan editorial, covering unit 12, page 97.

3. Topic : Subject Relative Clauses


-Talking about live performance and entertainment

-Giving information about people, places, and things

-Talking about electronic forms of entertainment

-Descriving Tv shows and movies.

- Discussing the characteristics of good teams and team players.

-Evaluating individual and team performance

5. Personal aims

- To help students to use different subject relative clauses. And object relatgive clauses

- To help them to make the difference between both uses.

- To help students to write descriptions.

- To recycle some vocabulary about people, places and things

- To guide students to use communication patterns to use the vocabulary with clauses.

27/67

- To motivate and encourage the students to do a good use with the language.

- To promote student´s autonomy.

6. Procedure

This lesson has been designed on communicative approach development. This topic is focused in the unit 12, “STAGE AND SCREEN!”(p.97) . In this section students have to make use of RELATICE CLAUSES and express it when they make difference between CLAUSES as subject and object. And at the same time students interchange information. The main topic is to recycle vocabulary and some adjectives to describe characters. In this case the book is going t be the mail tool ,which will help us with some activities and they are going to use in the activites.

As icebreaker moment. All students should be organized to play with recycle vocabulary. Ask the students to keep their book closed. Write the word entertainment on the board . Elicit words for different types of entertainment , weg,, movies, theater, dancing, opera, musicals, ballet etc…. Teacher asks students to cover the list of entertainment with a strip of paper. Ask students to work in pairs and discuss what the entertainment in the pictures are most common . Elicit some ideas from the class. Then ask them to uncover the list of entertaiment and match them with the pictures.

As a second activity is in the book (p.97) teacher asks students to look at the picture on the book and the students have to discuss what their favorite activity is. . Then teacher ask them some questions: Whay is that activity so important ? Give the students some minutes to read the questions . The teacher has tyo explain the difference between watch a play and got ot the thaerter, generallye referws to seein g a professional theater production , while wate a play can refer to professional show but it can also mean going to an amateur or children performance, or watchibng a play on Tv.

All the answers are covered, teacher nominates a student to read the grammar explanation to the class. After that teacher ask students to work individually and find examples in the text in Ex. A to complete the grammar table (p-98)

Teacher asks students to compare their answers in pairs and finally teacher ask students to compare their answers in pairs and as last activity teacher check the answers with the class.

Check that the students underatntd some words that are very important for this lesson for example STAND-UP COMIC ( some one whose job is to tos stand in front of the audience and entertain them by telling jokes and stories to make them laugh . The term STAND-UP COMEDIAN is also widely used.

Give tehs students time tot do the task individually . There may be another choice fdor this activity: askl the students gto work individually and rank the activities from 1 (favorite) to 5 (least favotite). Ask them to compare tair

28/67

ranking in pairs . To wrap up , fin out which activity are the most popular in the class and which are the least popular.

Start with a physical warm up that is related to the theme of acting and performing . Ask the students to stand up and for a circle . If you have a class with more than 15 students ask them to form two circles. Nominate a student to start the activity . Ask them to imagine that they are holding an incredibly valuable antique vase , and that they should pass it very carefully around the circle . Repeat the mime activity with other imaginary object , eg and angry cat, a crying baby, a piece of smelly cheese , a hot potato, a full glass of water.

The teacher asks the students to read the instructions before they listen to the recording , play the recording once. Check the answer with the class and he should ask the students what the word or words helped them to decide the answer, eg. Lightning , scenery, ballerina. There is another alternative, the teacher ask the students to keep their books closed. Write the words play, ballet and stand-up comic on the board. Tell the students they will hear two people discussing one of these performances. Play the recording once and ask the students to compare their answer in pairs and at the end, check the answer with the class.

Finally teacher gives students extra practice, ask them to complete sentences using subject relative clause: HE IS THE DIRECTOR WHO´S WORKING ON THIS SHOW, THE LAST SCENE IS ALWAYS THE ONE THAT MAKES PEOPLE CRY. OR THIS IS THE VENUE THAT IS USED FOR THE OSCAR CEREMONY.

7. Conclusions

Personally, I consider this topic so important because it is necessary to understand and remember and express some ideas that are more complex, I mean that are compound sentence; The compound sentences have more than one main verb. All the verbs in simple past (regular and irregulars, most of the time), then they acquire more knowledge (vocabulary) to express their iades in a complex structure.. Finally they have to use that new knowledge. In the end, they are going to learn progressively, and they are going to notice it. They are going to recycle also some vocabulary that they learnt in the previous lessons so they can re-use and remember in order to enrich their background.

8. Self Evaluation

29/67

The main objective of all the lessons is having a communicative approach, for this reason it is important that learners interact between them. Activities have to be different, interesting, and valuable for the students. Grammar is boring for most of the students; so, the grammar activities have to be joyful and related to the daily life, otherwise they are going to forget it and dispose the information. Interaction with the learners has to be taken into account. No matter the topic, it is important to provide confidence to them, so they could feel eager to interact and make questions when necessary. When the students are facing some grammar structure they do not want to follow ordinary lessons but different ones where the SS can interact in pairs or in groups.

9. Lesson Plan


Phases of Learning

Activities Social Form

Media/materials

Aim of activity

Time(mins)

Icebreaker/ Simple past Past PerfectRelative pronouns

- S. Have to seat in a horse shoe form in order to make the activity.- T. has to explain the instructions of the activity.- T. has to draw the SS´s attention to the picture by pointing out they type of performance they are looking at, in the images.- the students give ideas about the performances

-They comment about their own experience

--group-None

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

5

30/67

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

T. explains that S. have to read a small paragraph where they have to infer the simple past tense structure.

- The students have to share their aideas about the reading and they have to comment the general idea of the text and they have to make a relation about their experience.

-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 using the relative clause as a subject and a s object. In order to use more complex structures in their language performing.

-individual

-group

-individual

-course book-attachment

- To identify the structure and use of the past perfect and present.-extend past perfect of the verbs .-reading for familiar words to help understand text.

To read for general ideas To recycle vocabulary

40

Personalisation

-S. have to talk about a similar experiences in the past perfect using relative clause as subject and as a object.

-T. has to provide a conclusion of the class (Feedback)

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

15

31/67

10. Attachments

Exercise on Relative Clauses (Contact clauses)

Relative Pronouns (who / which / whose)

Choose the correct relative pronoun (who, which, whose).

1. This is the bank was robbed yesterday.

2. A boy sister is in my class was in the bank at that time.

3. The man robbed the bank had two pistols.

4. He wore a mask made him look like Mickey Mouse.

5. He came with a friend waited outside in the car.

6. The woman gave him the money was young.

7. The bag contained the money was yellow.

8. The people were in the bank were very frightened.

9. A man mobile was ringing did not know what to do.

10. A woman daughter was crying tried to calm her.

11. The car the bank robbers escaped in was orange.

12. The robber mask was obviously too big didn't drive.

13. The man drove the car was nervous.

14. He didn't wait at the traffic lights were red.

15. A police officer car was parked at the next corner stopped and arrested them.


Subject Pronouns or Object Pronouns?

Decide whether the relative pronoun is a subject pronoun or an object pronoun.

1. Do you know the girl who I danced with? -

32/67

02 0

w hose

05 0

2. Do you know the girl who danced with me? -

3. The apples that are lying on the table are bad. -

4. The apples that we bought in the shop are bad. -

5. We will stay at a hotel which is not far from the beach. -

6. We will stay at a hotel which my friend has recommended to us.

7. That is a museum which I like very much. -

8. That is a museum which lies in the heart of the town.

9. This is the man who Barbara visited in Scotland.

10. This is the man who lives in Scotland.


Definitions with Relative Clauses

Choose the correct definition.

1. A library is

2. A butterfly is

3. A waiter is

4. A night is

5. A bricklayer is

6. A dictionary is

7. A pickpocket is

8. A carnivore is

9. A synonym is

10. Spring is

33/67

08 0

Task 4: LANGUAGE TEACHING

UTSV Task 4:

LANGUAGE TEACHING

Topic: Object Relative Clauses

The class in this them has the main goal to understand and make sentences using Object Relative Causes

35/67


Table of Contents:



3. Topic

4. Theme and motivation

5. Aims of the project

6. Planning

7. Procedure

8. Conclusions

9. Evaluation of the project and self-evaluation

10. Lesson plans and attachments

36/67



This area includes Selection of appropriate methods to suit learning and teaching objectives, evaluation, selection and adaptation of teaching and learning materials to suit the aims of the lesson, evaluation of language learning tasks, use of media, definition of teacher's and learners' role in a learner-centered approach, use of target language in order to get accuracy and fuency in the second language learnes process.


This course is a course for the students of level six. Where students will be able to understand and produce simple past sentences with When clauses, use object pronoun, talk about major life events, describe some historical event, stress object pronouns in a sentence correctly and listen and understand details in a life story. This course will help to our students to create a short biography from a list of facts and using brainstorm.

3, Topic: Stage and Screen (Object Relative Clauses)


Motivation is a essential part in the language adquisition, most of the tiome when the students like what they are learning and how they are learning. That is why they have to use the information they like. I mean fashion, Tv shows and performing lifestyle. The real motivation for this course was the students read and talk about someone who they admired and they want to show them the rest of their partners . We believe that it is a success project because our students get more interesting about their careers and also they care about the qualities, abilities and values to those people who they admired. It is very important to involve the students in searching the knowledge or information to get a complete biography.

Being involve in today´s fashion world is very easy for the students because currently we have a lot of technology and they can have the newest information We believe that the students will be motivated when they know how much effort did those talent people did and attitudes they had when they did such amazing discovers.

37/67


- understand and produce simple past sentences with when clauses.

- understand and use object pronouns (me, you, us, etc)

- talk about some important life events from very important people´s life..

- describe some historical events that were so known by everybody in the world

- Point out the importance of object pronouns in a sentences correctly.

- Take into account some phrases to take time to think when they do not remember some information

- listen to and understand details in their own life and other people´s life

- To think about and write a biography from .

- To brainstorm some ideas in a group that are very helpful in the class development

38/67

6. Personal aims

- To provide an interesting, lively lesson that students will enjoy according to the students´ likes and dislikes so they will comfortable with the topic.

- To motivate students to present and talk about people who they admired and they want to like them.

- To explain the structure in simple steps that the students understand and can easily use in their everyday performance in the class.

- To motivate and encourage the students to experiment with new language and new structure to enrich their language awareness

- To promote learner autonomy.

- To promote learners to study about important events in their lives and other people´s life.

39/67

7. Procedure

You will find the information on page101 from the unit 10 that its title is STAGE AND SCREEN A good part of this lesson directly follows the lesson layout of the Teacher’s Guide. This book is an invaluable selection of guidelines and tips, which not only facilitate lesson planning, but has helped me to improve my classes everyday, giving me strategies to improve in my teaching techniques. During UT’s term, the English academy has been able to discuss and use many of these strategies and examples first hand, and the lessons learned from trainers´ and colleagues´ experience have made us appreciate and be aware of why I include certain exercises in the lesson and what benefits they can offer.

For the first exercise, the icebreaker, the teacher has to write on the board : THE BEST MOVIES I HAVE EVER SEEN WAS……THE WORST MOVIE I HAVE EVER WAS……..; THE FUNNIEST MOVIE I HAVE EVER SEEN WAS…… Ask the students to complete the sentences individually . Then ask them to work in groups of four or five and compare their answer . Elicit some ideas from the class.

paste different pictures of some actor s an d actress who were starring t

some famous and popular movies. Each group have to talk about those movies and give their opinin why they like those films or why they did not like in order to start getting into the main topic. OBJECT RELATIVE CLAUSE.

Read the isntructyions to the class , and check that the students understand the word TAGLINE ( a short phrase or slogan for advertising something) . Movies tagline are the shortest sentences that sometimes appear after a title of a movie and are used to promote a movie in advertisements . They usually give a small clue as to what the movies is going to be about. Encourrage the students to look at the type of movie if they need an additional hint

We opened the books (p. 101) and individually the students looked at the language in context and the read read all this information, after they had to match them and understand the information. These sentences could be checked in pairs. This social strategy, helping and learning from each other, not only it is a benefit of knowledge, but it promotes autonomous learning. We ask to student to read aloud the language context some information that has Object Relative Clause.

The next step is clarify the meaning of new vocabulary through the use of different means and we are able to check our students have understood (p.101) with this vocabulary we can manage the class effectively in a wide variety of context taking into consideration the learners’ needs and level of the language competence as well as mixed abilities.

Ask the students to do the matching task individually and then compare their answer in pair or in group and if necessary discuss any different point of view. Check the answer with the class . Ask the students give reasons for their

40/67

choices. Point out that dude ir a very informal expression for man ant that it is generally used in a friendly way to address a man . In this context rendition is the process of transferring terrorist suspects from one jurisdiction to another.

After that, we can use a variety of exercise types and example, students get together in groups of 4 and read page 111, they should answer all the question trivia, an example What famous tenor died in 2007? etc. they share their answer and we give them instructions to close book and be prepare to play a trivia game. Each team ask one question to another team, and they will have 30 seconds to answer it correctly and get one point.

Then we open the book on page 101, and we review grammar points “Object pronouns”, we use slides and present a chart showing the grammar about object pronouns and we also show the differences between subject pronouns and object pronouns. After students will work by pairs and choose one important person, who is recognized for their inventions or actions in the past. They are going to do a biography about this important person and they are going to present in front to their partners using all grammar points (verbs in past and object pronouns) and vocabulary.

To conclude I asked the students to tell us the reason about why these people where mode role for them and explain what attitudes are they having .Ask the students to keep a record of all TV shows they watch in one week . Ask them to write the names of the show and what type of show it is. They should also give each show a rating from 5 (very good/ interesting ) to 1 (very bad/boring). At the end of the week , ask them to work in groups of four or five students and compare their findings. Ask each group to report back to the class and say which programs were the most and the least popular. The students have to answer The Workbook, p 59 section 3 and 60 section 4.

7. Conclusions

I think this lesson encouraged students to know and what is their purpose in life, what attitudes they should have it if they want to be a successful people in their careers, It also helps to students to learn a little bit of fashion world and famous people for their careers and their performance in life out of the stage. using new vocabulary and verbs regulars and irregulars in past. I believe that this lesson improve students to take care about their actions and attitudes to help them in the future, we finish our class telling students, if they want a better future, they should know the past event to not do the same mistakes.

8. Self Evaluation

The class shoulg have all the element that are necesry por the students like sounds, images, some videos and performing or acxting so that is way I try to do this lesson more dynamic with the slide projector because students want to look at their favorite actors and actress , and also using pictures in a language

41/67

classroom, give students different classroom situations in order to be prepared for the real life. Even these scenes are not the real life, students use their imagination for locate themselves in those situation. , encouraging and motivating the students to learn and use the language and I also incorporate learning task and activities which encourage and facilitate learner autonomy and take into account learners’ learning styles and cultural expectations.

42/67

9. Lesson plan

Phases of Learning


Media/materials

Aim of activity

Time(mins)

43/67

Engage Students:Introduction to theme:Stage and Screen(Object Relative Clause)

PastGrammaticalStructure and vocabulary

Grammar PracticeSimple Past Questions and object pronouns

Conclusion:(Encourage the knowledge about history of some important events)

-Before lesson begins, T. Paste different pictures or images from important people in the whiteboard- S. Tell what important event or actions do they did and discuss about why they are recognised.

- Individually students looked at small text about entertainment

- Discuss the main ideas and share ideas about the nwe way of entertaimnet

-T. Using slides and present the new vocabulary- T. asks S. about the entertainment .-S. Talk about these big events and how do they expect to be or answer when these situations appear.

-In pairs using Simple Past, S. ask each other questions about a important event in their lives and use some tenses that support present events

-S. discuss why this world nowadays is full of entertainment, if this is good or bad and why. Give the reason s you think they are acceptable for the place where you live

--group

-plenary

-Indivitual

-Plenary

- Pairs

-groups

-plenary

-board- sets of cards with images to famous people (p.107)- coloured pens

- images from important people(p.107-109)

-grammar sheet (110)

-worksheet 1(p.111)

- -grammar sheet (102)

-engage students in topic.- introduce theme.-S. remember big event where people from the pictures participated.

-S.use simple past to talk about their important events or actions.-S. analyze the personalities of important people

-T. explains grammarstructure-S. revise structure and ask questions if required.-S. practice Simple Past question forms-S. talk about personal experience

10

10

10

25

20

15

44/67

s about entertainment and tv shows .-S. reflect on and evaluate their behaviour and response to cultural situations and encounters.

-S. practice present perfect and simple past question forms.-S. talk about personal experiences using given structure-encourage awareness and evaluation of own culture and other cultures.

-S. develop empathy with other cultures.-develop critical cultural awareness, evaluating own and other

45/67

10. ATTACHMENT

1. Is that the same song we heard yesterday?

2. Mary, has only been in France for a few weeks, speaks excellent

French.

3. Who was the man you were talking to ?

4. My brother, wasn´t feeling very hungry didn´t go to the restaurant.

5. I´ve lost all the money you gave me.

6. Hastings, is a town of historical importance, is by the sea

7. This is the letter came this morning.


Relative Pronouns (who / which / whose)

Choose the correct relative pronoun (who, which, whose).

1. This is the bank was robbed yesterday.

46/67

02 0

2. A boy sister is in my class was in the bank at that time.

3. The man robbed the bank had two pistols.

4. He wore a mask made him look like Mickey Mouse.

5. He came with a friend waited outside in the car.

6. The woman gave him the money was young.

7. The bag contained the money was yellow.

8. The people were in the bank were very frightened.

9. A man mobile was ringing did not know what to do.

10. A woman daughter was crying tried to calm her.

11. The car the bank robbers escaped in was orange.

12. The robber mask was obviously too big didn't drive.

13. The man drove the car was nervous.

14. He didn't wait at the traffic lights were red.

15. A police officer car was parked at the next corner stopped and arrested them

VOCABULARY

47/67

5

PLANNING AND EVALUATION

Giving Medical Advice

Vocabulary for symptoms

Theme: Body Talk

48/67

UTSV

Table of Contents:



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10.Attachments

49/67

11. September

2012


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 6 course. Most of the learners are students between the ages of 18 and 25, with some age exceptions. The class is focused on let the learners use the present and the impersonal for giving medical advice. For this reason it is necessary to make a review of the present tense and the impersonal con IT IS……. TO…Thus, students are going to be able to express medical advice by making use of time expressions and new vocabulary about illness and symptoms. The book needed for this class is open mind 6 from Macmillan editorial; covering the unit 9, page 92.

3. Topic – Writing Information on a Medical Form


- Talk about injuries

50/67

- Asking for and giving medical advice

- Asking for clarification

- Describing health problems

- Making suggestions.

5. Personal aims

- To provide information about health.

- To let students know about caring about thier health and some prevetion for some illness.

- To let students establish communication patterns where they could make medical advice.

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


6. Procedure

The utsv is focused on communicative approach development; which is

achieved through a constant interaction between students. This topic is focused in the unit 9, “BODY TALK” (p. 87). In this section learners have to make use of a medical form. They also have to give some advice for some symptoms by using body talk and illness expressions. It is necessary to review the present and the vocabulary for symptoms and diseases in order to let them interact in a context. The first thing to do is remember the structure and characteristic of medical conditions, medical vocabulary, and of course symptoms.

The first exercise is an icebreaker. All the students must be organized in a horseshoe form. The main idea is practicing the new vocabulary and recycle the previous vocabulary that the students learnt in the past.. The activity consists in creating a filling a medical form. The teacher has to provide the first idea by showing a real medical prescription. Ask the students to work in pairs and discuss in what situation people have to fill in medical forms . Listen to some ideas from class . Possible situations : when starting a new job, when enrolling

51/67

in a school, college or university, when taking out an insurance policy, or when applying for a driver´s license , etc..

Then, it is necessary a small introduction about how the medical topic, I mean illness, symptoms atc,,. The next activity is in the book (p.91). In order to clarify the topic, it is necessary that students listen a conversation in this page, and make a full inferring about the usage of the medical advice in the real life arter that the SS will brainstorm about similar situation in a doctor´s office. The conversation also shows a few time expressions that students could use. After this activity, it is necessary a quick review about the topic so far, it is necessary to have a small feedback and clarify the grammar. After that, they have to continue working with the rest of the activities of the page. Once they finished, the teacher provides clarification and mistakes corrections on the activities, more feedback time is required to answer to learners´ doubts.

After this activity the SS will listen to a dialogue between a patient and a doctor so that they get into these atmosphere and use their imagination for this topic.. They are going to see some pictures, and then they have to describe the situation accordinf to the topic o f the unit. MEDICAL FORM .

For the last activity, learners have to make a medical form and a prescription to a partner. They have to write their illness, the symptoms and the possible pieces of davice thy need for healing this medical problem.. Then they have to deliver the medical form to a partner. Learners have to response the medical form with a prescrioption performing as doctors. The teacher has to point the mistake and correct it, and then they have to read the prescription to the class.

To finish the session, the teacher has to provide a complete feedback for the entire class, and provide homework in the workbook page 54 section 5. The teacher has to check the homework, and provide feedback of it next session.

7. Conclusions

This topic is helpful to make use of a grammatical structure into a different usage. For this reason it is important that learners get aware about how much to they know about the symptoms and injuries or diseases , and then use it for different purpose in the class to give help or to express symptoms.. It is also a good opportunity to let students evaluate themselves because they already know this topic since it is obvious they have gone to the doctor and they have this experience in mind. They just need to put ii into a classroom context. The topic enforces vocabulary already known by the students, and they acquire new

52/67

vocabulary. The aim is to provide more complex activities that are going to make students analyze situations. In the end, learners are going to feel more satisfied to face more difficult contexts like this topic.

8. Self Evaluation

The class is designed to cover some grammar points related to medical situartions. The activities provides an important section where students are able to make correction. As this area specifies, it is important to have evaluation (as soon as possible). However, instant evaluation turns complex when having groups with many students. For that reason, evaluation could be considered as an extra class activity for the teacher; providing results next session. Digital environment is helpful to cover this task. As a very quick evatuation of the topic, the students participate everyday at the end of the class in a daily oral evaluation. This is a very useful tool in the teaching area because you can realize that SS really catch the theme, the way you expected.. By clarifying the topic where learners could have problems, the ss will feel more comfortable with the new structures they learnt .

53/67

9. Lesson Plan


Phases of Learning


Media/materials

Aim of activity

Time(mins)

Icebreaker/ Medical Form

- S. Have to seat in a horse shoe form in order to make the activity; the group have to imagine past event of medical situations

- T. has to explain the instructions of the activity.- T. has to start with a real prescription a a role-play situation

- S. has to continue with the description of their own experience

--group-None - To introduce the topic.-to elicit introduce new vocabulary about medical form

5

Extension of theme

. T. explains that S. have to listen a small conversation where they have to infer the grammatical structure and usage of the main topic.- 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.- Ss. have to work individually, they have to use the listening section and pronounce

. Then they have to talk to rest of the class and share and compare a dialogue they have to prepare about medical situations

-individual

-Group

-course book-attachment

- To identify and fill in a medical forma

-to extend vocabulary.

-listen to the pronunciation

40

54/67

Personalisation

-S. have to medical prescription and a medical forma, they have to work on it with a partner.- The students play the role of patient and doctor respectively. -T. has to provide a conclusion of the class (Feedback), and homework in the workbook

-group - None -write a prescription and a medical form- Provide feedback of the lesson- provide homework

15

55/67

10. Attachments

Task 6:

SELF-ASSESSMENT AND DEVELOPMENT

Topic: Writing descriptions

This lesson we will use feedback rules, difficult classroom situations, progress tests, also students will use a summary of tasks and homeworks specially about writing . As teacher, our purpose is development our student observation skills and in this section, writing. Dealing with feedback, awareness of one’s own strengths and weaknesses, and awareness of possibilities for further professional development. Students will develop their used to resources and sources of help. Students will use the knowledge they have learnt so sar.

Students will be able to reflect and draw conclusion from observations and self-observation in order to gain a better understanding of the teaching situation and validate their skill when they are writing and using all they are learning. They will put forward ideas about the fashion world .The students will have some time to read the information in the skills box .

59/67

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 and attachments

60/67

1.Description of the area

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


This course is level 6. Where students will be able to understand and write descriptions and use relative clauses. They will note the different between object relative clause and subject relative clause . Students will use the past vocabulary and the teacher will use the feedback in order to be able to write a description.

3. Topic: Writing Descriptions

Theme and motivation

The real motivation for this course was the students start thinking about how to make composition using new vocabulary and the object relative clause and the subject relative clause. We believe that it is a success lesson because our students get more interesting about their improvement because they are learning more complex structure for writing skills. It will help our students to describe and definite TV shows, programs, and film and other like plays, performance and other thins like that.

We believe that the students will be motivated when they define their personal plans and learn from them and as teachers we can help them to use different resources and sources to get clear their goals. how much effort did those talent people did and attitudes they had when they did such amazing discovers.

61/67


- Students will feedback relative clause

- Talk about TV shows, programs, plays , etc…

- talk about ways of entertainment

- understand and use relative clauses

- Create brainstorm ideas in a group.

- developing autonomous learning and self-awareness

5. Personal aims

- To reflect and draw conclusions from observations and self-observation in order to gain a better understanding of the teaching situation and validate, bring changes to and improve my own teaching.

- To receive and make use of feedback on my teaching performance

- To incorporate the systematic sharing of ideas with colleagues to promote best practice in our way of teaching and our classrooms

- To access the relevant support systems that will enable me to develop further and find solutions to my teaching problems.

- To put forward ideas on how to ensure continuous professional development.


62/67

6. Procedure

You should look up this information on page 103 from level 6. A good part of this lesson directly follows the lesson layout of the Teacher’s Guide. This book is an invaluable selection of guidelines and tips, which not only facilitate lesson planning, but has helped me to improve my classes everyday, reflect and draw conclusions from observations and self-observation in order to gain a better understanding of the teaching situation and validate, bring changes to and improve my teaching, put forward ideas on how to ensure continuous professional development, receive and make use of feedback on my teaching performance. During UT’s term, the English academy has been able to discuss and incorporate the systematic sharing of ideas to promote best practice.

For the first exercise, the icebreaker, ask the students to read the instructions, and ask them to complete the task individually and tghen to compare with a partner their answer, and discussing any difference. Check the answer with the class. Note that the topic sentence is , in this case, two sentences. An alternative way of expressing this as a single sentence would be PROJECT RUNAWAY IS MY FAVORITE REALITY TV SHOW . Ask the ss to why the writer has chosen to start her paragraph with a question (eg. To raise the level of interest)

Ask the students what their plans for the writing, example Tv show a play etc... Ask them to work in pairs and make a list of the programs they like. Don’t expect them to produce any future forms here ( If they write things like . Have the students look at the statements again and think about members of their family and the like the have about television. Have them work in pairs and talk about their family and friends in this way: My sister always plans everything very carefully, but my friends do not make plans.

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

The next step have the students look at the picture (p. 103). Ask some questions to set the scene. Tell the students that they will hear a conversation between the two people in the picture and that some words as well as the singular, as these are the ones which are heard in the recording. Check the meaning and pronunciation of these words, chorally and

63/67

individually. Encourage the students to write the key words. After that, we can open the book (p.103) read the instructions and the three target phrases to the class. Tell the students that these are three very common, useful expression that use the verb go. Read the instruction to the class. Refer the students to the grammar table, and point out the future form with going to. Elicit that it is always proceeded by the simple present form of be and followed by the base form of the verb, tell the students should practice in the worksheet 12A, tell them the difference between the present progressive and going to when talking about future plans. Tell students that we use the present progressive when the plans are definite. Emphasize that we use the going to form to express plans in the form of intentions (things that we strongly want to do).

Finally ask the students to keep their books closed. Elicit from them what different skills they have practiced while suing this book. Elicit speaking, reading, listening, and writing. Ask them which of these skills is the easiest and which is the most difficult, and shy. Then ask them what general areas of language they have practiced. Elicit grammar, vocabulary and pronunciation. Ask them which of these they think is the most important, and why. Finally, have them say which skills and areas of language they like the most/least and why.

7. Conclusions

I think this lesson encouraged students to know and what is their purpose in life, what plans they have in life, and they can describe some situation about play, comic programs and in general about television. The students can understand and use object relative clause and subject to talk about and describing TV shows, and use this description to use all the knowledge learnt before.

8. Self Evaluation

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

64/67

9. Lesson plan

Phases of Learning


Media/materials

Aim of activity

Time(mins)

65/67

Engage Students:Introduction to theme: Writing description

Pre-teach grammar: Relative pronouns

Language Wrap-up

Conclusion:(Encourage the knowledge about history of some important events for the TV and entertainment )

-Before lesson begins, T. ask the students what they know about TV

- Talking and write description

-T. Using slides and present vocabulary

-In pairs discuss about Tv shows

-S. Discussing about fashion world

-S. Writing about intentions and resolutions

--group

-plenary

-Indivitual

-Plenary

- Pairs

-groups

-plenary

-board- book (p.117)- coloured pens

- image(p.119)

-grammar chart (121)

-worksheet 12A

- worksheet 12B

-engage students in topic.- introduce theme.-S. look at the statements again and think about as many tV shows as they remenber

-S. To present and practice how to write descrition about TV programs

-T. To provide an opportunity for students to assess their own progress and help them according to their results

-S. practice present perfect and simple past question forms.

-S. develop empathy with other cultures.-develop critical cultural awareness, evaluating own and other culture and the entertainment the students have in their own

10

10

10

25

20

15

66/67

10. ATTACHMENT

67/67

dossier francisco antonio

Documents