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ABDIAS GAVILLA HERNANDEZ

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January, 2013.

TASK 4.1PREPARING A TEACHING DOSSIER

Aim: To design a TEACHING DOSSIER for a class.

Dossier for UT Students as Technician University Superiors in Mecatronics Career.

Task 1: LANGUAGE AWARENESS – Topic: Musical notes

Task 2: LANGUAGE AND CULTURE - Topic: Culture Vulture

Task 3: LANGUAGE LEARNING PROCESSES – Topic: The 1990s

Task 4: LANGUAGE TEACHING - Topic: It could happen to

anyone!

Task 5: PLANNING AND EVALUATION - Topic: Tickets, Money,

Password!

Task 6: Group Project - SELF-ASSESSMENT AND

DEVELOPMENT

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(Future plans- Am I able to talk about my vacations plans and preferences?)

TOPIC: Musical Notes

To describe music and musical genres.

Vocabulary: words to describe music and musical genres.

The students have to choose one topic about Musical festivals, a band, a type of music or

Playlist; they will explain about it in three minutes, for example if they choose a band, they

will explain musicians, musical styles, history, recent CDs, recent tours and albums that they

recommended. They can use a Power Point presentation to support their ideas.

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January 2013

Table of Contents:

Description of the area

Description of class and course

Topic

Aims of the lesson

Personal aims

Procedure

Conclusions

Self evaluation

Lesson plan

Attachments

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Description of the area

This area includes Link between linguistic competence and communicative competence,

Target language description and appropriate terminology, language description being

understood as a system of abstract elements, constructions, and rules Awareness of

language systems differences Application of this awareness to teaching and learning

experience (i.e. analysis of learning materials).

Description of class and course

This course is an A2 course. Students will be able to understand and produce present perfect and simple past sentences with music vocabulary and musical genres. There are nineteen students between the ages of 19 and 25, 11 male and 8 female. 9 male students come from different classrooms and careers and the rest of them come from the same classroom and career.

The group meets on Monday afternoon between 5:40 and 7:20 p.m. The course book is Openmind 2 (Cambridge). The reasons for joining the course is because is part of the syllabus for University Superior Technician and when they finish the career they have to be able to communicate basic ideas with friends, at work or for travelling purposes.

Topic: Musical Notes.

Aims of the lesson

To revise and practice simple past and present perfect tense.

To expand vocabulary relating to music and musical genres.

To talk about musical genres.

To revise music and musical genres vocabulary

Personal aims

To provide an interesting, lively lesson those students will enjoy.

To explain how to use simple past and present perfect at the same time.

To motivate and encourage to learn English as a second language.

Procedure

To start the class I asked the students to tell me the names of any famous musicians or

singer that admire and the type of music that they play. Then I asked them if there are any

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performers who sing in English and what were their favorite musical instruments (e.g. Guitar,

drums, piano, saxophone, violin, etc.)

I had students to listen and match some excerpts of music with the countries on page 47 in

the student book; they had to write the number of each excerpt next to the correct country,

after that I explained the vocabulary words with a power point presentation in each slide that

I presented appear the words with a picture that reflect the meaning of it, the students

repeated at least three time each word to avoid mis pronuntiation of this vocabulary.

Then, the students used the vocabulary studied previously to create sentences. To conduct

this activity I played first an excerpt of music from different musical genres for example blues,

country, R & B, Funk, gospel, heavy metal, dance and rap, etc. I stimulated them to express

their personal opinion about each type of music using the correct vocabulary and time

expressions. After that, I asked the students to do the exercise A on page 52 part 8

individually and then compare their answer in pairs, they discussed differences in their

answers, then I checked the answer with the class, finally the student made a list of all the

musical genres that they can think and they wrote an example of a band, singer or album for

each genre. Then ask their partner for any information that they need to complete their list.

After that I listened some ideas from the class and we found which musical genre was the

most popular.

To finish this class the students read a text about music, they used the strategy prediction

using titles, headings, pictures and what they already knew about the topic to understand the

text, when they finished, they discussed in groups some questions about fusion music and

they made recommendation.

VII. Conclusions

I think this lesson contained a variety of vocabulary about music and musical genres and different kind of exercise to practice present perfect and simple past. The conversation model used recycled vocabulary and it was a good idea for integrating old vocabulary in students’ conversations or activities. The activities were very interesting because the student tried to integrate the vocabulary that they studied and gave them the opportunity to express their personal opinion about music and their favourite musical genre, this motivated them to expand the discussions, as well as promoting group adhesion.

VIII. Self Evaluation

I tried to make this lesson interesting and fun, providing material which would appeal to all

learner types and promoting learner autonomy wherever I could. I attempted to encourage

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the students to use the vocabulary studied and the grammatical structure they learned before

as a communicative tool to help them complete the task in hand, and they did it very

successfully. I also stimulated the students to express their feeling about their favorite

musical genre, singer, band, or group.

Lesson Plan. T = teacher / S = students

Phases of Learning

Activities Social Form

Media/materials Aim of activity Time(mins)

Icebreaker/Introduction to theme“Musical Notes”

Elicit from students different names of musicians or singer that they admire and the type of music they play.

--group

-plenary

Board

Markers

-Introduce theme.-to elicit vocabulary already known.

5

Extension of theme

- Students listen and match some excerpts of music with the countries on page 47 in the student book.- T explain the vocabulary words with a power point presentation and Student repeat at least three time each word to avoid mis pronuntiation of this vocabulary.

-Teacher-Students

BoardMarkersStudent BookComputerSpeakers

-Extend vocabulary- Learn Musical genres 10

Personalizationa) T play an excerpt of

music from different musical genres for example blues, country, R&B, Funk, Gospel, Heavy Metal, Dance and Rap, etc. then students express their personal opinion about each type of music using the correct vocabulary and time expression.

-PlenaryComputerSpeaker

-Recognition of vocabulary

10

Transfer Students use the information that they learned to talk about a special topic related with the music and musical

-Pairs-Plenary

Power point presentationPicturesClues

S: Use the information in a different context - provides a progressive way to build vocabulary skills for education and for practicing vocabulary studied recently.

15

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genres.

Consolidation -Have ss read a text about music, they used the strategy prediction using titles, headings, pictures and what they already knew about the topic to understand the text.

-Individual-pairs-plenary

-Student book S:Reflect on their lifestyles and practice about music the learned vocabulary

15

Conclusion andEvaluation

Students discuss in group some questions about fusion music and they made recommendation about it.

Plenary T. Measure the progress of students about the numbers of words learned and the concept they studied.

20

Homework task Ask ss to work on activities at Macmillan platform section vocabulary

Individual Internet connection Reinforce knowledge.

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Attachments

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Task 2:

Describing and comparing art.

Discussing and comparing cultural activities.

Comparatives with as...as/not as...as- Superlatives.

Talking about movies

Discussing cultural differences.

Learning vocabulary of adjectives for describing the arts and cultural activities.

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JANUARY, 2013.

Table of Contents:

Description of the area

Description of class and course

Topic

Aims of the lesson

Personal aims

Procedure

Conclusions

Self evaluation

Lesson plan

Attachments

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Description of the area

This area will awareness of socio-cultural and intercultural aspects of language use and language learning, dealing sensitively with difficult classroom situations relating to intercultural differences, understanding different backgrounds (therefore different study methods) of students and cross-cultural communication.

Description of class and course

There are 15 students between the ages of 18 and 25, 13 male and 5 female. 3 of the ladies like to talk and express their feelings in English. The other 2 ladies joined the class but they admitted that they do not like English language too much and the male students joined the English course saying that they don’t dislike English but it’s not their favourite subject.

The group meets on Tuesday and Thursday between 9:30 and 11:10 a.m. The course book is OpenMind 2 and their English level is 3. The reasons for joining the course were to accredited their English class but also communicate with friends abroad, for being able to have a normal conversation about their abilities, places, their lives in the past and their plan in the near future.

Topic – CULTURE VULTURE

Aims of the lesson:

To learn how to compare art, discussing cultural activities, talking about movies and discussing cultural differences.

To learn comparatives with as...as/not as...as and superlatives.

To learn adjectives for describing arts and cultural activities.

To identify speaker´s opinions.

To learn how to link sentences.

To talk about cultural activities.

To develop cultural awareness.

Personal aims

To provide an interesting, lively lesson that students will enjoy.

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

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

To promote empathy with other cultures.

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Procedure

Before the lesson begins, write the topic “Culture Vulture” on the board and ask students if they

have an idea what this phrase really means giving them some clues, and finally let them know

its real meaning, once doing this, paste some images on the board with famous people, movies

and cities from different countries, then tell students they are going to test their culture

knowledge.

After ask them to look one of the pictures and telling you the name(s) of this person, movie, play

or city, making sure your students have understood your instructions. In order to make them this

activity easer, write some expressions for giving opinions on the board, e.g. I think (she) is

from... I am pretty sure (he) was...I am not absolutely sure, but I think..., please do not forget to

always encourage your students to use them when discussing the pictures, one way to achieve

this is encourage them to share any other information they know about the people and

characters in the pictures, and eliciting some more ideas from the class.

Once doing this activity, think of 6 or 8 words which are form of art (in order to teach them

adjectives for describing the arts) e.g. theatre, photography, music, painting, opera, ballet,

sculpture, movies, etc., write the words on the board in scramble order (anagrams) and have

your students work in pairs to unscramble the words and write the correct spellings, the first pair

to correctly guess and spell all the words wins.

In order to teach your students the comparatives with as... as/not as... as highlight that these

comparative forms are fixed forms and we cannot use them with that. Then ask them to do the

practice exercise (p. 19 part C.) individually and then compare the answers in pairs, and check

the answer with the class. The next step will be to make your students to speak using these

comparative forms, make them look at the pictures (p.19 part. D) and compare them in oral

form. An extra practice of the comparatives would be make the students to work in groups of 4

or 5, setting a time limit of 5 minutes and then tell them to make as many sentences as possible

in that time comparing the different members of their groups e.g. Tony isn´t as tall as Anna,

Simon´s watch is not as expensive as Paula´s. Eliciting some ideas from the class and correct

any errors in the use of as...as.. /not as... as. The group with the most correct sentences will be

the winner.

Referring the identification of speaker´s opinions you could give the students time to read the

information in the skill box (p.20 part A) and ask them to name some aspects that could help

them identify the opinion of the person who is speaking and invite them to tell you any word of

phrases they know that introduce an opinion.

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To teach Superlatives it will be necessary to focus on the superlative forms and then invite the

students to tell you the superlative forms of these one-syllable adjectives: short, long, young,

new and cold (shortest, longest, etc). Then focus on one-syllable adjectives ending in

consonant–vowel-consonant and emphasized that the final consonant is doubled. Ask the

students to spell the superlative forms of big, sad and wet (biggest, saddest, wettest). Then ask

them to practice these rules by doing an exercise (p. 22 part C) individually and then to

compare their answers in pairs, checking the correct answers with the class.

Another way to put all this knowledge in practice is through a “guessing game”, asking the

students to think of five culture-related categories using superlatives, have them write their

answer for each one. In pairs, have the students read aloud their answers, their partner has to

guess the category for each answer, the winner will be the student who guesses the most

answers within a set time limit.

On the other hand, we cannot leave the writing practice behind, mainly at the time of liking

sentences, we most highlight our students the use of words so and because to link ideas,

eliciting them why it is a good idea to use these words when writing (because they allow them to

form longer sentences, which can make them writing more interesting.)

Finally, but not less important is to ask the students what they understand by the term cultural

awareness. If necessary explain that it means knowing that people from other cultures do things

differently from them and understanding and respecting these differences. Explain that the word

awareness means knowledge or understanding of a particular subject or situation, emphasizing

that in order to be culturally aware, it is important to understand not just the differences between

cultures but the reasons for those differences.

Conclusions

This lesson encourages our students to compare art, and discuss about different cultural activities, make students aware of the patience, tolerance and respect on their own culture.

Self Evaluation

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

Lesson Plan T = teacher / S = students

Phases of Learning Activities Social Form

Media/ materials

Aim of activity

Time(Minutes)

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Engage Students:

Introduction to theme:“Culture Vulture”

(Reflecting on what this expression

really means)

Pre-teach grammar:

(comparing art)

PresentGrammatical

Structure

Grammar Practice:

Comparative with

as..as/not as... as

Grammar Comparative

s and superlativesConclusion:(Reflect on

cultural differences

and similarities)

- Before lesson begins, T. tells students (ss) they are going to test their culture knowledge.

- T. Ask ss to lok at the fourth picture (Name the artist.

- T. Will write some expressions for giving opinions on the board... I think she is from.., I´m pretty sure he was..., I´m not absolutely sure, but I think...

- T will ask ss to work in pairs and take the quiz, then ss will work in groups of 4 and will compare their answers to the quiz.

- T. Will ask ss to look at the picture. Inviting them to say where they think these people are...

- Asking ss questions about their opinions of photography: Do you prefer paintings or pictures?, Do you like abstract pictures? Why or Why not?

- T. Will highlight the comparative forms as...as and not as... as are fixed forms and they cannot used them with that.

- T. Will ask ss to do a practice exercise individually and then compare their answers in pairs and checking the answer with the whole class.

- Have the ss to work individually to look at the pictures and make notes to compare them. Encourage them to use as many adjectives as possible.

- Have the ss to work in groups of three to compare the pictures. Once they have compared the pictures, listen some ideas from the class.

- T. Will ask the ss to work in groups of four. Set a time limit of five minutes and tell them to make as many sentences as possible in that time comparing the different members of their group.

- Elicit some ideas from the class, and correct any errors in the use of as...as/not as...as, and the group with the most correct sentences is the winner.

- group

- Pair work

- Team work

- plenary

- plenary

- Individual

- plenary

- Individual

- groups

- groups

- plenary

- board

- set of six different pictures.

-Grammar structure (p. 78-79)-grammar sheet

-worksheet 1(p.21)

- worksheet 2 (p.22)

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

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

-T. explains grammarstructure-S. revise structure and ask questions if required.-S. practice and use demostrative and comparatives-S. talk about differences with other country-S. reflect on and evaluate their behaviour and response to cultural situations and encounters.

-S. practice comparatives, superlatives-S.talk about demostrative adjectives-encourage awareness and evaluation of own culture and other cultures.

10

10

10

25

20

15

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

X. Attachments

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Task 3:

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Talking about the effect of technology.

Talking about past events (review of the simple past and past progressive).

Evaluating different sources of information.

Talking online activities (internet activities)

Taking about you birth year.

Describing people´s reactions

Table of Contents:

Description of the area

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Description of class and course

Topic

Aims of the lesson

Personal aims

Procedure

Conclusions

Self evaluation

Lesson plan

Attachments

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January, 2013.

Description of the area

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

Description of class and course

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

This class is going to let students understand main ideas in a conversation, and talk about previous experiences. The main purpose is to make use of the simple past, including regular and irregular verbs. At the end, learners have to be proficient to express past ideas and memorable experiences. The book needed for this class is open mind 1 from Macmillan editorial; covering the unit 10, page 97.

Topic - Simple past tense

Aims of the lesson

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.

Personal aims

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

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

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

To promote learner autonomy.

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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 10, “Speaking of the

past” (p. 97). In this section learners have to make use of past information and express it by

making use of the regular and irregular verbs. They also have to understand the main idea in a

past context, and also share information related to the topic they are discussing. For this reason

the first aim that students must cover is getting in contact with verbs in past. The book is going

to provide clear examples of how to express ideas in past, and activities that are going to help

the learners as practice.

The first exercise is an icebreaker. All the students must be organized in a horseshoe form. The

main idea is practicing simple past verbs, regulars and irregulars. The activity consists in saying

a simple past verb (regular or irregular), starting with a letter said by the teacher, then the next

student have to say another verb that begins with the last letter of the previous word said by the

student. Example, the teacher says the letter “S”, and then the first student says “studied”, the

second student says “died”, and so on until all the students say a verb in past. It is

recommended that learners say the verbs as fast as they can.

The next activity is in the book (p.98). Here the learners are going to understand the grammar

section of the simple past tense. They have to read a small text where they have to infer the

grammar structure of the simple past tense. After understanding the structure they have to

make all the activities of the same page. After they finish, it is necessary a full review of the

exercises in the page in order to correct mistakes and clarify questions and doubts.

Once all the doubts are covered, the learners have to get together in groups of eight. They are

going to work with the attachment activity which consists in creating a story (unit 10A activity).

Each member of the team is going to take one piece of paper, then they have to put all the

pieces together in order to create a story with simple past verbs. The story is about a terrible

experience in a date; students have to find the correct order to give the correct sense of the

story. When they finished, the teacher has to lead them to have a group discussion about the

topic.

Students have to learn new vocabulary; they are going to get the attached list of verbs and

make brief reading, so they could understand what the meaning of those words is. Then, they

have to get in pairs and improvise a small role play by using at least five of the verbs in the list.

The rest of the class has to put attention on the conversation, and identify which were those five

verbs that the learners used in their conversation.

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

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Conclusions

I consider this topic one of the most important because it is necessary to understand and remember all the verbs in simple past (regular and irregulars). I consider that these activities are helpful to let students realize about the knowledge that they posses already, then they acquire more knowledge (vocabulary). Finally they have to use that new knowledge. In the end, they are going to learn progressively, and they are going to notice it.

Self Evaluation

The main objective of all the lessons is having a communicative approach, for this reason it is important that learners interact between them. Activities have to be different, interesting, and valuable for the students. Grammar is boring for most of the students; so, the grammar activities have to be joyful and related to the daily life, otherwise they are going to forget it and dispose the information. Interaction with the learners has to be taken into account. No matter the topic, it is important to provide confidence to them, so they could feel eager to interact and make questions when necessary.

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T = teacher S = students

Phases of Learning

ActivitiesSocial Form

Media/materials

Aim of the activity

Time

(mins)

Icebreaker/ Simple past

- 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 say one letter of the alphabet and the first S. of the U structure has to say one verb in past with the letter said by the teacher,-The next student has to say another verb with the last word of the previous verb. (they have to be different verbs)

--group -None

- To introduce the topic.-to elicit vocabulary already known. 5

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.-S. compare the information they understood, and infer the structure requested. T. solves doubts and questions and clarifies the information.-S. have to complete the rest of the activities of the page - T. answers S. questions and doubts.- S. have to work in teams, they have to use the attachment and put the story in order. Then T. provides the correct order o the story, so S. could compare.

-individual

-group

-individual-Group-Teams

-course book -attachment

- To identify the structure and use of the simple past tense.-extend simple past tense vocabulary.-reading for familiar words to help understand text.

40

Personalization

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

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

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I. Attachments

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Task 4:

Class project to do an oral presentation using power point presentation to talk about their good and bad experiences from their life for example good experiences: I won the lottery, I got married, my daughter was born, etc. Bad experiences I had a car accident; I lost my wallet, I failed my exam, etc.

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January 2013

Table of Contents:

Description of the area

Description of class and course

Topic

Theme and motivation

Aims of the project

Planning

Procedure

Conclusions

Evaluation of the project and self-evaluation

Lesson plans and attachments

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Description of the area

This area includes Selection of appropriate methods to suit learning and teaching objectives, evaluation, selection and adaptation of teaching and learning materials to suit the aims of the lesson, evaluation of language learning tasks, use of media, definition of teacher's and learners' role in a learner-centred approach, use of target language versus lingua franca for instructions and explanations and classroom management

2. Description of class and course

This course is an A2 course. Where students will be able to understand and produce present perfect with ever and never to talk about opinions and discussing good and bad experiences. This course will help to our students to express their ideas about their experiences with the correct structure from a list of facts and using brainstorm. There are nineteen students between the ages of 19 and 25, 11 male and 8 female. 9 male students come from different classrooms and careers and the rest of them come from the same classroom and career.

The group meets on Monday afternoon between 5:40 and 7:20 p.m. The course book is Openmind 2 (Cambridge). The reasons for joining the course is because is part of the syllabus for University Superior Technician and when they finish the career they have to be able to communicate basic ideas with friends, at work or for travelling purposes.

3. Topic: It could Happen to Anyone!

4. Theme and motivation

The real motivation for this course was the students talk about their good and bad experiences using the vocabulary and the correct structure. We believe that it is a success project because our students get more interesting about their careers and also they can share personal information about some experiences that they happened and it creates an excellent atmosphere in the class.

We believe that the students will be motivated when they know that others students happened the same situation and how they do an effort to follow with their normal life.

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5. Aims of the lesson

Understand and produce present perfect sentences with ever/ never.

Talk about opinions.

Discuss good and bad experiences.

Talk about life events and changes.

Talk about feelings.

Create brainstorm ideas in a group.

Developing autonomous learning and self-awareness

6. Personal aims

To provide an interesting, lively lesson that student will enjoy.

To motivate students to talk about their experiences.

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

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

To promote learner autonomy.

7. Procedure

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Teacher asked to the students to keep their book closed. Then teacher created on the board a table that separate in good and bad experiences, after that teacher invited the students to tell me some good experiences or bad experiences that they happened in their lives for example: I went to other country, I lost my wallet, I found a cell phone, I broke my arm, I had a car accident, etc.

Then teacher asked the students open their books and read the four statements. Teacher checked that the students understand the vocabulary, especially definitely (for sure) and winning (being first in a competition or race, or being successful in a match). Teacher asked the students to work individually on their book page 37 exercise “A” and match the statements to the picture, and then teacher checked the answer with the class. Then teacher asked the students to work individually to read the four statements in ex. “A” again and check the ones they agree with, teacher told them that they can check as many as they want to (or none at all). When the students finished this activity they shared their opinions about it.

After that teacher chose a good and bad experience that teacher wrote before on the board and teacher wrote some sentences about it. Then teacher asked the students to work individually on their book on page 38, exercise “A”, and then teacher and students checked the answers together.

Before, teacher started to work in grammar section; teacher asked the students if they ever buy lottery tickets. How many do they buy? What prizes can they win? Do they know anyone who won a big prize? And Why do people buy lottery tickets?, then teacher played the track 19 to the students listen the conversation, then teacher asked the students to read the questions, then teacher played the record again, and teacher and students checked the answers together and teacher explained that the expression guess what? Teacher and students use when teacher and students want to tell a friend some interesting or exciting news to attract their attention and create a sense of suspense. Then teacher asked the students to look at the conversation again and read the phrases in bold. And teacher explained that this structure is named present perfect, then students work individually to read the rules and circle the correct answer in the third rule and we checked the answers together. Teacher told the students that present perfect can also be used to talk about an activity or action that was repeated several or many times in the past and teacher explained that the exact time when it was done it is not specified because it is not important. For example teacher has won several times.

Then teacher explained on the form of the present perfect is necessary to use the auxiliary have + past participle. Students read the grammar table and note how the affirmative, negative, question, and short answers are formed with the present perfect that appears on page 39 in their student book. After that the students worked in the same page in exercise C to complete the questions with the correct structure.

To finish this class the students read a text about Fortune Cookies, and analyzed the information to check the structure about present perfect. They used the information that they studied then students worked in pairs and asked the questions about Fortune Cookies, finally we checked the answer in class.

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8. Conclusions

Teacher 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 their experiences using new vocabulary and verbs regulars and irregulars in present perfect. 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 life, they should learn about their experiences it doesn’t care if these are good or bad.

9. Self Evaluation

I try to do this lesson authentic, using power point presentation in a language classroom, give students vocabulary that they could use to express their experiences, 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.

10. Lesson plan

Phases of Learning

Activities Social Form

Media/materials Aim of activity Time(mins)

Icebreaker/Introduction to theme“good and bad experiences”

Teacher asked to the students to keep their book closed. Then teacher created on the board a table that separate in good and bad experiences, after that teacher invited the students to tell me some good experiences or bad experiences that they happened in

--group

-plenary

Board

Markers

-Introduce theme.-to elicit vocabulary already known.

5

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their lives

Extension of theme

- Teacher asked the students open their books and read the four statements. Teacher checked that the students understand the vocabulary, especially definitely (for sure) and winning (being first in a competition or race, or being successful in a match).

-Teacher-Students

BoardMarkers

Student BookComputerSpeakers

-Extend vocabulary(competition or race, or being successful in a match).

10

PersonalizationTeacher asked the students to work individually on their book page 37 exercise “A” and match the statements to the picture, and then teacher checked the answer with the class. Then teacher asked the students to work individually to read the four statements in ex. “A” again and check the ones they agree with, teacher told them that they can check as many as they want to (or none at all). When the students finished this activity they shared their opinions about it.

-PlenaryComputerSpeaker

-Recognition of vocabulary

10

Transfer After that teacher chose a good and bad experience that teacher wrote before on the board and teacher wrote some sentences about it. Then teacher asked the students to work individually on their book on page 38, exercise “A”, and then teacher and students checked the answers together.

-Pairs-Plenary

Power point presentation

PicturesClues

S: Use the information in a different context - provides a progressive way to build vocabulary skills for education and for practicing vocabulary studied recently.

15

Consolidation -. Teacher started to work in grammar section; teacher asked the students if they ever buy lottery tickets. How many do they buy? What prizes can they win? Do they know anyone who won a big prize? And Why do people buy lottery tickets?, then teacher played the track 19 to the students listen the conversation, then teacher asked the students to read the questions, then teacher played the record again, and teacher and students checked the answers together and teacher explained that the

-Individual-pairs-plenary

-Student book S:Reflect on grammar structure and practice about prizes and learned vocabulary

15

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expression guess what? Teacher and students use when teacher and students want to tell a friend some interesting or exciting news to attract their attention and create a sense of suspense. Then teacher asked the students to look at the conversation again and read the phrases in bold. And teacher explained that this structure is named present perfect, then students work individually to read the rules and circle the correct answer in the third rule and we checked the answers together. Teacher told the students that present perfect can also be used to talk about an activity or action that was repeated several or many times in the past and teacher explained that the exact time when it was done it is not specified because it is not important. For example teacher has won several times.

Conclusion andEvaluation

. Then teacher explained on the form of the present perfect is necessary to use the auxiliary have + past participle. Students read the grammar table and note how the affirmative, negative, question, and short answers are formed with the present perfect that appears on page 39 in their student book. After that the students worked in the same page in exercise C to complete the questions with the correct structure.

To finish this class the students read a text about Fortune Cookies, and analyzed the information to check the structure about present perfect. They used the information that they studied then students worked in pairs and asked the questions about Fortune Cookies, finally we checked the answer in class.

Plenary T. Measure the progress of students about the numbers of words learned and the concept they studied.

20

Homework task Ask ss to work on activities at Macmillan

Individual Internet connection Reinforce knowledge.

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platform section vocabulary

10. Attachments

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Task 5:

Use of the present progressive as a future

Time expressions, adverbs of frequency

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Table of Contents:

Description of the area

Description of class and course

Topic

Aims of the lesson

Personal aims

Procedure

Conclusions

Self evaluation

Lesson plan

Attachments

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September 2012

Description of the area

This area covers a wide range of needs that learners need, specially the advanced students. For this area it is necessary to provide social forms where learners could face difficult situations. It is necessary that learners establish a micro peer teaching, where they are going to learn by interacting with classmates. Media e-learning is important in order to complement their knowledge. Other techniques as materials use and pronunciation training are required to cover the cognitive development that learners need. The teacher has to play as a counselor and lead the students into an environment of awareness of the language,

Description of class and course

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

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

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

Topic - Tickets, Money and Passport.

Aims of the lesson

- Describing definite plans and arrangements- Talking about intentions and resolutions - Describing personal learning plans. - Making suggestions.

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Personal aims

To provide future tense contexts where students could interact and make plans.

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 make some future arrangements.

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

To promote learner autonomy.

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 12, “In the near future” (p. 118). In this section learners have to make use of the present progressive to express future actions. They also have to make plans by using time expressions. It is necessary to review the present progressive and provide more vocabulary in order to let them interact in a context. The first thing to do is remember the structure and characteristic of the present continuous, by adding “ing” to the verbs.

The first exercise is an icebreaker. All the students must be organized in a horseshoe form. The main idea is practicing the present continuous tense. The activity consists in creating a story. The teacher has to provide the first idea by saying 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 next student has to continue with this idea with another sentence in present progressive, and so on. The idea is having fun by making mention of not very common situations.

Then, it is necessary a small introduction about how the present progressive is related to the future tense. The next activity is in the book (p.118). 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 present progressive for future plans. 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.

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After the questions, each student has to work on the attachment activity (Unit 12A activity). They are going to see some pictures, and then they have to put them in the table below as a schedule. After they finish, they have to “invite” to a classmate that has available time in his/her schedule time table. They have to 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.

For the last activity, learners have to write a letter to a partner. They have to write their future plans for the weekend. Then they have to deliver the letter to a partner. Learners have to response the letter and include the mistakes in the letter. The learner has to point the mistake and correct it, and then they have to give the letter back to the sender.

To finish the session, the teacher has to provide a complete feedback for the entire class, and provide homework in the eurocsys platform (questionnaire 3). The teacher has to check the homework, and provide feedback of it next session.

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 main topic, and then use it for different purposes. It is also a good opportunity to let students evaluate themselves as a group. The topic enforces vocabulary already known by the students, and they acquire new vocabulary. The aim is to provide more complex activities that are going to make students analyze situations. In the end, learners are going to feel eager to face more difficult contexts, they are going to use self correction, and become autonomous gradually.

Self Evaluation

The class is designed to cover some grammar points related to the future. The activities provides an important section where students are able to make peer correction. As this area specifies, it is important to have evaluation (as soon as possible). However, instant evaluation turns complex when having groups with many students. For that reason, evaluation could be considered as an extra class activity for the teacher; providing results next session. Digital environment is helpful to cover this task. In the case of eurocsys platform, it is easy to obtain the results based on learners´ performance. According to the information showed in the platform, the teacher is able to enforce the weaknesses of the class, by clarifying the topic where learners could have problems. The aims cited before are easy to obtain; however, it

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takes time to cover them all, especially in the same class. Thus, it is necessary to invest extra time for grading and evaluating.

Lesson Plan

T = teacher / S = students

Phases of Learning

Activities Social Form

Media/materials

Aim of activity Time(mins)

Icebreaker/ Present progressive

- S. Have to seat in a horse shoe form 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 in present progressive- S. has to continue this idea with another sentence in present progressive and so on until everyone expresses an idea.

--group -None - To introduce the 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 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 attachment and complete a schedule table where they have to plan 7 activities. Then they have to talk to rest of the class and full the table.

-individual

-group-individual-Group- individual-Teams

-course book-attachment

- To identify the structure and usage of the present continuous as future.-to extend vocabulary.-listening to infer information.

40

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Personalisation

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

-group - None -write about future plans.- Provide feedback of the lesson- provide homework

15

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UTSV TRAINEE HANDBOOK 10. Attachments

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UTSV TRAINEE HANDBOOK

Task 6:

This lesson we will use feedback rules, difficult classroom situations, progress tests, also

students will use a learning diary. As teacher, our purpose is development our student

observation skills, 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 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 near future.

They will put forward ideas about their plans in the near future.

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UTSV TRAINEE HANDBOOK Table of Contents:

Description of the area

Description of class and course

Topic

Aims of the lesson

Personal aims

Procedure

Conclusions

Self evaluation

Lesson plan

Attachments

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UTSV TRAINEE HANDBOOK

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.

Description of class and course

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

Topic: Future plans- Am I able to talk about my vacations plans and preferences?

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 in life. We believe that it is a success lesson because our students get more interesting about their future and also they put times and form to their purpose or goals in life. It will help our students to describing definite plans and arrangements, talking about their students and resolutions, describing personal learning plans and making suggestion.

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

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UTSV TRAINEE HANDBOOK

Aims of the lesson

Students describe definite plans and arrangements

Talk about intentions and resolutions

Talk about ways of improving your English

Describe personal learning plans

Make suggestions

Understand and use going to to talk about future intentions

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

Create brainstorm ideas in a group.

Developing autonomous learning and self-awareness

Personal aims

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

To receive and make use of feedback on my teaching performance

To give constructive feedback to colleagues

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

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

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

To promote learner autonomy.

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UTSV TRAINEE HANDBOOK 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 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 every day, 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 won teaching, put forward ideas on how to ensure continues 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 what their plans for the near future, example for this evening, or next weekend. Ask them to work in pairs and make a list of the things they plan to do. Don’t expect them to produce any future forms here (present progressive or going to) If they write things 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 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 has the students look at the picture (p. 119). Ask some questions to set the scene (probably at one of their homes, in their late teens/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 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 individually. Encourage the students to write the key words. Tell the students to listen for the extra syllable in the words in the left hand and have the students repeat the words, firs chorally and then individually. Encourage them to practice saying just hose words first, focusing on the difference in pronunciation 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 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.

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UTSV TRAINEE HANDBOOK

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. (p. 124 & worksheet 12B)

Conclusions

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

Self Evaluation

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

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UTSV TRAINEE HANDBOOK

I. Lesson plan

Phases of Learning

Activities Social Form

Media/materials

Aim of activity Time(mins

)

Engage Students:Introduction to theme:The near future(Reflecting important plans in your life)

Pre-teach grammar:present progressive as future

going to / -y + -ing and vocabulary

Language Wrap-up

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

-Before lesson begins, T. ask the students what their plans for the near future, example for this evening- S. they write things like (dinner with friends on friday night, this is sufficient at this point)

- Individually students l To present and practice using present progressive for future plans- Talking about weekend plans

-T. Using slides and present the new vocabulary and going to- T. asks S. To identify syllables and practice word stressS. To present and

practice phrases with go

S. To present and practice going to for future intentions

-In pairs use present progressive for future plans and going to, talking

-S. Discussing intentions and resolutions

-S. Writing about intentions and resolutions

-group

-plenary

-Indivitual

-Plenary

- Pairs

-groups

-plenary

-board- book - coloured pens

- image

-grammar chart (121)

-worksheet 12A

- worksheet 12B

-engage students in topic.- introduce theme.-S. look at the statements again and think about members of their family of their friends

-S. To present and practice using start/stop + gerund-S. To present and practice going to for future intentions

-T. To provide an opportunity for students to assess their own progress and help them according to their results-S. go + start/stop + gerund to talk about intentions.-S. To provide an opportunity for students to assess their own progress culture and other cultures.

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

10

10

10

25

20

15

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UTSV TRAINEE HANDBOOK

II. Attachment

worksheet 12A

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UTSV TRAINEE HANDBOOK

MATERIAL

1.- A reading list

1.- The importance of language awareness, Maria Prtic Soon; see the article at: http://dspace.mah.se/bitstream/handle/2043/6229/Examensarbete100%25vers.fin.pdf?sequence=1

2.- Language awareness: an international project, Dolors Masats; see the article at: http://jaling.ecml.at/pdfdocs/articles/English.pdf

3.- 100+ ideas to promote language awareness, Joe Debono; see the article at: http://www.newburypark.redbridge.sch.uk/langofmonth/activitiesbooklet.pdf

4.- Culture and Language, Edward P. Lazear; see the full article at: http://faculty-gsb.stanford.edu/lazear/personal/PDFs/culture%20and%20language.pdf

5.- culture and language studies-wonderland through the linguistic looking glass, Biljana Misic Ilié; see the article at: http://facta.junis.ni.ac.rs/lal/lal2004/lal2004-01.pdf

6.- Factor affecting the language learning process, Bilqees Shabbir; see the complete article at: http://www.usindh.edu.pk/irjah/irjah_37/6.%20Bilqees%20Shabbir.pdf

7.- Interpreting communicative language teaching, Sandra J. Savigon; see the complete article at: http://yalepress.yale.edu/yupbooks/pdf/0300091567.pdf

8.- Planning, conducting, and evaluating parenting education programs, Karen DeBond; see the full article at: http://www.ces.ncsu.edu/depts/fcs/temp/parent_ed/pdfs/planning%20family%20programs.pdf

9.- Self-assessment and development planning; you can see the full article at: http://dera.ioe.ac.uk/4104/1/self-assessment-and-development-planning.pdf

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UTSV TRAINEE HANDBOOK

TASK 4.3PREPARING FOR LESSON OBSERVATION

A live lesson observation will take part in your training exam. The lesson observation consists in the preparation, actual teaching, a written self-assessment by the trainee and a written evaluation of the teacher trainer of a language lesson. Please consider the following questions and send a file with your responses:

1. - How would you as a teacher trainer introduce the peer lesson observation?

When organizing a peer observation, it is essential to discuss the following at least a week

before the observed lesson is due to take place. 

Which year group or class to observe

The time, date and duration of the observation

The observation focus

The aims and lesson structure and content

The role of the observer during the lesson, e.g. where they should sit, their

involvement (if any) in the lesson itself

The composition of the group, e.g. numbers, boys, girls, special educational

needs; band, set or mixed ability

The nature of any in-class support

The observation recording format to be used

Whether the observer can ask students questions and look at their work

The information that will be required by the observer prior to the observation, e.g.

the lesson plan

When feedback will be given – time should be allowed for reflection but the

feedback should be given within a week of the observation taking place Any concerns the colleague being observed may have.

2. - Which observation tasks could be interesting for your trainees? Write down some ideas.

How to introduce vocabulary, how to practice grammar and how to correct mistakes.

3. - How would you prepare your visit with the trainee? Which information do you need before the observation?

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UTSV TRAINEE HANDBOOK

Focus on the areas agreed beforehand with your colleague.

Record information as accurately as possible.

Only record information relevant to what was agreed prior to the observation.

Arrive on time.

Be positive and courteous.

Do not move around the room, look at books or talk with students unless you

previously agreed to do so. If colleagues and students are not used to others in

the classroom, this can cause a change in the classroom dynamic.

5. - How long should the lesson observation last? At least 20 minutes.

6.-How would you write down your feedback? Create a feedback sheet which you could use for your future lesson observations. For feedback to be effective it must be given in an environment of trust; that is, we should all be committed to helping each other learn and improve as much possible. In the feedback we need to be honest, specific and remember to focus on positive.

Group Observation Form

Teacher’s Name: __________________________________ Date: ________________________

Observer’s Name: _________________________________ Time in class: from _________ to _________

Level: __________ Unit: ___________ Number of students: ____________

In the box on the left mark a check () if you observed this step or area and it was okay, make a cross () if the step or area was not done well, and leave it blank if you didn’t see this area or step during the observation.

STEPS/AREAS COMMENTSTeacher behavior toward studentsThe T was organized and preparedThe T was confident and transmitted enthusiasmThe T motivated and encouraged studentsThe T always used EnglishThe T’s instructions were appropriate for the level of SsThe T was in control of the classThe T maintained a good pace in the classThe T kept eye contact with studentsThe T’s LOE is adequate for the level s/he’s teachingStudent learningSs were using the target languageSs understood T instructions in EnglishSs were participating in English

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UTSV TRAINEE HANDBOOK

Ss were able to carry out the tasks that the T set upSs were able to self correctSs were interested in the classSs were motivated Ss achieved the objectives of the class

Weak students I noticed: Areas to work on with the group:

Classroom set up:

Teacher’s signature: ________________________________ Date: _________________________

7.- How would you manage the feedback-discussion? Write down the most important rules.

Acknowledge strengths – there are always some good things, but sometimes the skill of the

observer lies in identifying them develop confidence – in the early stages of peer

observation, that is what you are there for identify best or developing practice be explicit and

specific be evaluative rather than descriptive reflect only on what was agreed before the

observation encourage self-reflection and self-evaluation – ask questions such as “What do

you think?’ and ‘Why is it like that?’, and help colleagues move beyond initial responses to

consider practice in greater detail only offer advice and alternative approaches if they are

asked for – but remember in the early stages they may be neither required nor valued.

8. - What happens if the trainee fails? What advice would you give him/her?

We give another opportunity, and she/he needs to prepare better.

9. – What can the trainee do, if he does not accept the feedback of the trainer?

He needs to do an auto-evaluation that help what are the areas that he needs to do an effort.

10. - Is a second visit possible? With the same trainer?

Yes, it is possible, it depend on the situation that was generate the first visit with the staff.

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