LANGUAGE LEARNING PROCESS / level 6 Jess Erick Bravo Garca jerickbg@hotmail.

com Language Learning Process / Level 6 Topic: Think Again!

Jess Erick Bravo Garca

TOPIC Use of social forms Learning in a group Function of the Common European Framework of Reference Which are the different learner types The four skills Speaking activities How do we draw up a lesson plan? How do I present a grammar structure? Micro-peer teaching Different types of exercises in language classrooms Using pictures in a language classroom Feedback rules Pronunciation training Learning strategies and learner autonomy Difficult classroom situations Progress tests The use of media e-learning / blended learning Intercultural learning

CONTENT AREA Language Learning Processes Language Learning Processes Planning and evaluation Language Learning Processes Self-assessment and development Language Teaching Planning and evaluation Planning and evaluation Language Teaching & Self-assessment and Development Language learning processes Planning and evaluation Self-assessment and development Planning and evaluation Language learning processes Language Teaching Language learning processes Language Teaching Language and Culture

LANGUAGE AND CULTURE / level 6

Jess Erick Bravo Garca

LEASON PLAN INTERCULTURAL LEARNING T = teacher / Ss = students

Phases of Learning Me dia/ mat eria ls Pict ure s/St s boo k Ti me (mi ns) 15

Activities

Social Form

Aim of activity

Icebreaker/ Introduction to theme Think Again!

--pair - T asks the Ss to discuss the pictures from the book in pairs. - T asks the Ss to identify what the people are doing. - T listens to some ideas from the Ss to be related with plenar y

-T introduces the theme by eliciting ideas from pictures page 67.

the diagram.

Extension of - T shows slides of the vocabulary and gives theme examples in use. -T shows famous living and dead people to make the Ss say the information about them (exercise A)

20 group indivi dual, group Pict ure s St s boo k -T leads to the topic to speculate what they seepage 68.

-T make Ss identify phrases that indicate fact and Personalisa opinion(Reading exercise B). tion

15 group - pair St s boo k -T leads in the theme to discuss. - Ss identify fact and opinion information.

-T makes the Ss work in pairs to discuss the people in the pictures and why they are famous and T makes Ss talk about their favosite famous person.

Defining words

-Ss do exercise C after the T has explained the instructions. -T asks Ss to compare their answers in pairs. - T checks the answers with the class and elicits from the Ss the words that help them make their decisions. -T makes pair to talk about a famous person they know and say the information before the group. -pair -group plenar y

-St s boo k

- Ss will use the modals of deduction to get information about famous talented people.

15

LANGUAGE LEARNING PROCESS / level 6 Focus on Grammar -T shows the students pictures from exercise A and elicits elicits the example by asking questions. -T asks Ss to listen to the conversation and then make them act out a similar one in pairs using expressions by their own ideas. plenar y Sts boo k

Jess Erick Bravo Garca -Ss will identify the structure of modal of deduction -Ss will practice the new knowledge in a controlled way. 20

-pair

Transfer

-Ask the students to complete exercise B individually. - Check the answers with the class. - T asks the Ss to identify and understand the examples in the grammar box and makes them say their own examples. - Ask them to do exercise C individually and then compare their answers in pairs, check their answers with the group.

Individ ual plenar y -group individ ual -pair

Sts boo k gra mm ar wor ksh eet

-Ss will confirm the structure by completing the grammar chart. -pre-teach -Ss will practice to enhace the use.

15

grou p
Consolidati T talks with the group about the solutions in on exercise D. T. makes them work in trios to discover the possible solutions and then make them explain what they think the answers could be. Conclusion and Evaluation -T asks the Ss in what circumstances we could use the modal of deduction by giving examples

plenar y

-trio
plenar y

Sts boo kwo rks hee t Boa rd

Ss will practice the modal of deduction in a free way.

15

Ss will comment the way they got the grammar and use of the topic

20

Homework Ss will do the activities from their workbook p. 40 task section 1 and 2.

individ ual

wor kbo ok

-Dealing sensitively with difficult classroom situation and similar personalities.

LANGUAGE AND CULTURE / level 6 TIMETALBE FOR 2 WEEK COURSE Main input: 60 hours of face to face training sessions Lesson observations: 4 teaching session observable live or filmed. WEEK 1 Monday 7:50 - 8:20 Ice breaker. Use the ice breaker in class. LT Teaching Vocabulary LT Meaning, form and pronunciation LA 8:30 - 10:00 Demo: Using slides explaining vocabulary and give to the students Cultural notes LA LLP LC PE Also give them the goals of that class CEFR: Can students talk about information about famous people? PE LT Lesson Planning: Ss will recognize opinion and fact information PE 10:15 - 11:45 Classroom management Students will talk about famous people LC

Jess Erick Bravo Garca

12:00 - 13:30 What is the teacher for? Take into account and incorporate into my teaching the educational experiences my students have had previously. LLP LC LT SA What kind of speaker are your students? Reflection on the speaking skill LLP LC LT SA

Tuesday

Classroom management: Students will discuss about the information of famous persons.

Skills work: Speaking Activities and different tasks LT LLP LC Teaching grammar points LT LC

Wednesday

Lesson Planning: Selection material and worksheets PE LC LLP

Teaching grammar (Modals of deduction: might, must could, cant) PE LA

Skills work: Reading, activities and tasks LT LLP

What kind of listener are you? How do you expect your students to listen on the listen skills LLP LC LT SA What kind of reader are you? How do you expect your students to real reflecion on the reaging skills LLP LC LT SA What kind of the reader are you? LLP LC LT SA

Thursday

Teaching vocabulary 2 LT Talking about their emotions and attitude LA PE

Micro peer teaching SA

Skill work: reading Activities and tasks LT LLP

Friday

Dealing with errors: analyzing and anticipating LA error correction LC LLP

Micro peer teaching SA

Skills work: writing Activities and tasks LT LLP LC

LANGUAGE LEARNING PROCESS / level 6 WEEK 1 Monday 7:50 - 8:20 Students should identify their their emotions and feelings LT Teaching Vocabulary LT Meaning, form and prodnunciation LA 8:30 - 10:00 Demo: Using slides explaining vocabulary and give to the students Cultural notes LA LLP LC PE Also give them the goals of that class CEFR: Can students use too, either, so and neither to express agreement? PE LT Lesson Planning: read and identify the similar or different caracteristics about their personalities. PE Teaching grammar (too/either, so/neither) PE LA 10:15 - 11:45

Jess Erick Bravo Garca 12:00 - 13:30 What is the teacher for? Take into account and incorporate into my teaching the educational experiences that the students have had previously. LLP LC LT SA What kind of speaker are your students? Reflection on the speaking skill LLP LC LT SA

Classroom management: Student interation Presentation of the grammar table LA LT

Tuesday

Classroom management: Students will discuss about their feelings and emotions

Skills work: Speaking Activities and different tasks LT LLP LC Teaching grammar points LT LC

Wednesday

Lesson Planning: Selection material and worksheets PE LC LLP

Skills work: Reading, activities and tasks, students can indentify emotion and attitude in peoples voices. LT LLP Skill work: reading Activities and tasks LT LLP

What kind of listener are you? How do you expect your students to listen on the listen skills LLP LC LT SA

Thursday

Friday

Teaching vocabulary 2 LT Talking and organize a paragraph expressing their feelings LA PE Dealing with errors: analysing and anticipating LA error correction LC LLP

Micro peer teaching SA

What kind of reader are you? How do you expect your students to real reflecion on the reaging skills LLP LC LT SA What kind of the reader are you? LLP LC LT SA

Micro peer teaching SA

Skills work: writing Activities and tasks LT LLP LC