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TASK 4.6 Part 3 TRAINEE HANDBOOK Aim: To design a training manual for a teacher training.

HANDBOOK FOR UTSV TEACHER TRAINING

GENERAL INFORMATION The aims of the training The requirements Which language the training is offered in and for Requirements of the trainee Application form for trainees interested A questionnaire Course rules STRUCTURE AND TIMING CONTENTS CERTIFICATE General information Application form for certification Application form for lesson observation MANUAL Dossiers Explanation Instructions for dossier Elaboration EVALUATION Teaching dossiers checklists Class Observation checklist Evaluation Procedure and Assessment criteria Trainer Evaluation checklist MATERIAL Reading List Dossiers Examples Materials EXTRAS Rsum

EUROCSYS 2012

Eduardo Chvez Cruz

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GENERAL INFORMATION

The aims of the training This Trainee handbook (TH) is designed and produced by Irma Sarricolea and Cesar Hernandez members of the English Academy from Universidad Tecnologica del Sureste de Veracruz (UTSV), which has provided examinations in English for speakers since 2003. The teacher in training should know: concepts related to pronunciation training, listening comprehension, understanding different accents, learning spoken and written language, planning and preparing dossier in language awareness, language and culture, language learning processes, language teaching, planning and evaluation and self-assessment and development. This handbook also will encourage teachers in their professional development by providing steps in a developmental framework of awards for teachers of English.

The requirements The trainee handbook is suitable for:


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

Sureste de Veracruz
- Classroom assistants who work with levels 1-9 in the UTSV - Candidates taking this certification will normally have some experience of

teaching English to speakers of other language.


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

of Europes Common European Framework of Reference for Languages (CEFR), e. g. TKT band score of 2.
- English as an additional language teacher who work with non-native speaker

learners in mainstream classes.

Which language the training is offered in and for

This trainee handbook is offered only in English language for helping teachers in training to develop their own teaching dossiers. The TH includes the language used as English teachers and their activities. It guides to understand and design a dossier for the 6 areas, for any topic and level 1-9 that they choose to work on.

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Requirements of the trainee

All the candidates taking this training will normally have experience of teaching English to speakers of other language. They may also be taken:
- Candidates studying for teaching qualifications who may have non-native

learners in their classrooms.


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

Council of Europes Common European Framework of REference for Languages (CEFR)


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

teaching a represented in the glossary from level 1-9 as well as the terminology related to the description of language, subject vocabulary and concepts for this training.
- Successful candidates are likely to have experience of teaching school

subjects through the medium of English.


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

band 3.
- All trainees must receive at least major or bachelor are necessary for our

college admission.
- All trainees must update their application form for trainees interested. - We are required to send a quarter progress report on the training. - All trainees must answer the questionnaire for get integrated in their profile. - Trainees updated CVs every year - All trainees are required to be involved in conducting or teaching research and

policy. All trainees are required to present work in progress about their dossiers.
- Trainees will receive formal and informal instructions in the responsible

conduct of research, including language and teaching integrity and ethical principles of teaching.

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Application form for trainees interested

Personal Information

Saludation Email ( ) Phone Birth day Citizenship F

First Name

Last name

( ) Mobile phone / Birth month / Birth year

M Gender

Marital Status City Country Zip / Postal code Education and Experience Title of Bachelor Years of experience Certification Years as a teacher Band /Score

Signature

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A questionnaire NAME:____________________________________________________________ Instructions: Choose the best answer


1.

When you are teaching do you use the appropriate terminology to your students? a) Yes b) Sometimes c) No d) I need to improve in it

2. a)

Do you understand the principles of language learning and teaching? Yes b) Sometimes c) No d) I need to improve in it

3. Do you select the appropriate teaching points from teaching materials to suits different levels?
a) 4.

Yes

b) Sometimes

c) No

d) I need to improve in it

Do you provide your students with clear and effective explanations in a way that is helpful to them? Yes b) Sometimes c) No d) I need to improve in it

a) 5.

Do you use grammar books, platforms or websites effectively to provide your students with clear answers? Yes b) Sometimes c) No d) I need to improve in it

a) 6. a)

Do you provide to my students styles and strategies for learning? Yes b) Sometimes c) No d) I need to improve in it

7. Do you give your students feedback on their language competence in a way that is appropriate and helpful?
a) 8. a) 9. a) 10. a) 11.

Yes

b) Sometimes

c) No

d) I need to improve in it

Do you encourage and motivate your students to improve? Yes b) Sometimes c) No d) I need to improve in it

Do you define the aims of my lesson and understand how to achieve them? Yes b) Sometimes c) No d) I need to improve in it

Do you use a variety of exercise types? Yes b) Sometimes c) No d) I need to improve in it

Do you use various media forms appropriately as moodle, whiteboard, smartboard, etc? Yes b) Sometimes c) No d) I need to improve in it
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a)

Course rules This training handbook includes all the rules to do this certifications possible.
- All trainees must update their application form for trainees interested before

starting the training.


- Trainees updated CVs with their application form - We are required to send a quarter progress report on the training, depending

the english level that theyre teaching.


- All trainees must answer the questionnaire for get integrated in their profile. - All trainees are required to be involved in conducting or teaching research and

policy. All trainees are required to present work in progress about their dossiers.
- Trainees will receive formal and informal instructions in the responsible

conduct of research, including language and teaching integrity and ethical principles of teaching.
- This course should be read it completely before planning and doing the

dossier.
- The questionnaire should be answered by all candidates without any

exception.

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STRUCTURE AND TIMING Face to face The face to face program provides you an opportunity to sit in on University of Technological of south-east from Veracruz class to explore experiential learning in a small class setting. This trainee handbook can be development in different structures or way to teaching. The training will include train the trainer programmes. This course also comes with a set of a manual where it describes and explain how to do the dossier in six different areas and it will explain the topic of the dossier as Language Awareness, Language and Culture, Language Learning Processes, Language Teaching, Planning and Evaluation, Self-Assessment and Development. Members of the English academy will explain to the trainees what are the aims of the each lesson, it will give an example of the description of a class, it also will explain what are the correct procedure to do the dossier and the conclusion of the lesson. It is also important for trainees to know all attachments or resources that they could use for develop their classes. All the material or resources to support are showed face to face by the English Academy will also be made available. The ultimate objective should be to create increased the best methodology and strategies for teaching, so that all trainees can utilise the information for improvement of their quality of teaching, and to create scope for teaching skills development. All nine members of the English academy will be instructors who will teach in the face to face format. We should not forget all benefits of face to face training which are though face to face communication, additional information is available such as the deducting through body language, tone, volume and modulations of voice. Sometimes technology often does not facilitate the right type of information being shared or exchanged. This means that learning potential can be limited. However, the trainees are not entirely passive in this relationship or tutorial, as they give the instructor valuable information about how they are progressing, areas in which they are doing well and those that would benefit from further input. Face to face also delivery allows trainees to share their personal experiences, thoughts and challenges in relation to the content. This can be a rich source of learning and one that many trainees miss when undertaking distance education. The timing for this program using face to face training will be twice a week, three hours per day, counting 60 hours in total

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Blended course The benefits of face to face courses are well documented elsewhere on this handbook. Onsite courses have the face to face contact which online courses lack, and online courses do not include any practice teaching, and for this reason are less recommended for absolute beginner teachers There are many factors which may lead a trainee to go for online training, however, factors which include convenience, cost, access, location, learning styles and preferences. Online courses do enable you to gain a useful insight into this handbook, and where there is a lower minimum requirement for the qualifications of teachers, these courses can serve as a 'passport' into teaching. Online courses give a foundation which is ideal for helping to orientate potential teachers who may be going off on a short term teaching mission, where teaching English is not being seen as a long-term career, nor to provide a sustainable source of income, where teaching might take place on a casual or volunteer basis. This kind of course will take more time because it will required more practice for face to face and online practices. It should count 60 hours in total. Online course With our busy lives, conventional employee training can become a repetitive, timeconsuming task for all involved. In-person classroom training requires that everyone involved get together at the same time/place, and the teacher must be paid for his/her time, even though the same material is presented again and again. Conventional training involves print materials, travel expenses, and many other costproducing aspects. Flexibility: Online training works great with tight schedules. Since many people are living busy lives, these Web-based applications can be reached from home or any other Internet-accessible computer anytime! No more scheduled training sessions to work around. Trainees can train at their own pace, and work around their schedules, thereby minimizing loss of productivity. Relevance: All content-managed courses stay up-to-date, ensuring that the most accurate, relevant information reaches trainees. Affordable: Companies with a large volume of high-turnover positions where continuous training is necessary can save thousands with online training programs. They eliminate classroom related costs and materials' expenses. Now trainers can develop the course content, present it once and go on to the next project. Trainers only need to revisit the course if the content needs to be modified.
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Retention: Since trainees are learning at their own pace, the learning retention rate is often higher than in a classroom setting. They can still have opportunities to email or call the teacher to ask questions, although many online courses now offer an updatable FAQ section where they can look first for answers to the most commonly asked questions, which reduces repetitive questions. Reporting: Most applications, like Osmosis, are customizable. The reporting tools are also customized to suit the company. During the analysis phase of the project, specialists determine what components are most important and develop easy ways to gather the exact data needed for grading. This kind of course will take more time because it will required more practice for face to face and online practices. It should count 60 hours in total. Weekend course The way for this training will be only apply on weekends, it gives to teachers all the information that they need to know but on weekends so they will be able to develope their work and put in practices their experimental work in the week with their students. Compact course In this course, we use the summary of all the methodologies and strategies for teaching, it also focus in the meaning of the main concepts and includes a lot of examples about to how make the dossiers. Talking about compact course is spending the same hours for having this course but the insensitive for learning and practice increase, it means that teachers will have to spend more time practicing and doing research that reading or assist face to face to a course. It will be more practical than theoretical.

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CONTENTS This handbook helps the teachers in training to develop their own teaching dossier. It is really practical for trainees, it will help in order to design teachers teaching dossiers. This manual contents general information such as the aims of the training, the requirements of the trainee, the application form for trainees interested, the questionary and all the course rules. It also specifies all strategies, structure and timing that we are using for this training. Some strategies are face to face, blended course, online course, weekend course, compact course. This trainee handbook will develop the language awareness, language and culture, Language Learning Processes, Language Teaching, Planning and Evaluation and Self-Assessment and Development in all the trainees teachers in order to guide to meet, understand and design six dossier for different areas, for any topic and level they choose to work on. The six main areas of the training are: Language awareness, where trainees will improve their pronunciation training, learning vocabulary, listening comprehension, understanding different accents, learning spoken and written languages. Trainees will be able to describe the language I am teaching and use the appropriate terminology, to understand the principles of language learning and teaching, to select the appropriate teaching points from teaching materials to suit different levels, to provide my students with clear and effective explanations in a way that is helpful to them, to select and apply the appropriate methodological tools to highlight differences in language systems, to use reference materials (i.e. grammar books) effectively to provide my students with clear answers with regards to language-related questions at the end of the course. 2. Language and culture, the purpose in this area is awareness of socio-cultural and intercultural aspects of language use and language learning, dealing sensitively with difficult classroom situations relating to intercultural differences, understanding different backgrounds (therefore different study methods) of students, cross-cultural communication and applicacion of this knowledge to the teaching situation. Trainees will be able to take into account and incorporate into my teaching the educational experiences my students have had previously, to provide for individual learner styles and strategies in my teaching, to design my lessons with my students' needs and interests in mind in order to make it interesting, lively and motivating, to give my students feedback on their language competence in a way that is appropriate and
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3.

4.

5.

6.

helpful (i.e. error correction) taking into account the stage of language development they are at, to encourage and motivate my students to improve at the end of the course. Language learning processes, in this area the trainees will be able to take into account and incorporate into my teaching the educational experiences my students have had previously, to provide for individual learner styles and strategies in my teaching, to design my lessons with my students' needs and interests in mind in order to make it interesting, lively and motivating, to give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson, to encourage and motivate my students to improve, being aware of different types of motivation and capable to relate those to my students at the end of the course. Language teaching, trainees will be able to define the aims of my lesson and understand how to achieve them by the end of the lesson as well as make my students aware of what my aims are, to be confident in selecting, adapting and designing materials to suits those aims, to use a variety of exercise types, to use various media forms appropriately (Moodle, whiteboard, Smartboard...), to evaluate learning tasks and activities, to incorporate learning tasks and activities which encourage and facilitate learner autonomy and take into account learners' learning styles and cultural expectations, to give clear instructions and make sure they are understood, to manage a class effectively in a wide variety of contexts taking into consideration the learners' needs and levels of language competence as well as mixed abilities and clarify the meaning of new vocabulary through the use of different means and I am able to check that the students have understood at the end of the course. Planning and evaluation, in this area trainees will be able to state the general aims of a course with reference to the CEFR (European Framework), to define the aims of my lesson so that they fit within the context of the whole course, to plan lessons and teaching programmes and include appropriate tasks to suit the learning outcomes, to use various ways of conducting a course evaluation, to do a needs analysis and assess my students' language competence according to the CEFR, to inform my students on language examinations available to them and advice them on the appropriate options for them, to help my students to plan further learning to suit their needs and use a variety of inductive and deductive approaches to present a grammar structure and select an effective approach taking into account the grammar point in question and the group I'm teaching at the end of the course. At the last area but not the least Self-assessment and development, in this area trainees wil be able to reflect and draw conclusions from observations and self-observation in order to gain a better understanding of the teaching situation and validate, bring changes to and improve my own teaching, to receive and make use of feedback on my teaching performance, to give constructive feedback to colleagues , to incorporate the systematic sharing of ideas with colleagues to promote best practice, to access the relevant support
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systems that will enable me to develop further and find solutions to my teaching problems and to put forward ideas on how to ensure continuous professional development at the end of the course. CERTIFICATE General Information Getting a certification as English trainee teachers will improve the trainees teachinglearning strategies in English as second language. It gives the teacher the abilities and understanding to increase the cognitive process in the way that they teach, it also helps all the communications strategies to develop the intercultural understanding. The global necesity to learn another language, specially English, as teacher, we should motivate our student the importance of this language at present and getting this certification will help teachers to do that kind of motivation. This certification will provide to teachers to develop their own teaching strategies or metodologies for teaching. Getting this certification, teachers will improve how to correct mistakes from their students in class, it is really important to teachers use social forms and identify how adults learn a language. The documents require to obtain the certificate are:
- A bachelor degree - Teaching Knowledge Test certification (three modules with at least band 3 in

each one) - Elaborate and develop six dossier in areas as Language Awareness, Language and Culture, Language Learning Processes, Language Teaching, Planning and Evaluation and Self-Assessment and Development. - Have at least 1 year of experience in teaching - Trainee teachers should be attendance to all hours of this course The candidates receive a certificate for Trainee Teachers. Candidates performance is reported to the European Competence Systems Certificate and evaluate it by this important and international organization. This one will be who decided is the certification has been successfull and it will let the teachers know about it.

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Application form for certification Fill of the boxes with your information, all required fields must be completed or your form will be returned. LAST NAME (as photo ID)

FIRST NAME (as photo ID)

ADDRESS. LINE 1 ADDRESS. LINE 2 CITY COUNTRY PHONE NUMBER ZIP CODE GENDER M AL E Y E A R

FEMAL E

DATE OF BIRTH MO D NTH A Y

NATIVE LANGUAGE

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Application form for lesson observation Date / Time: Teacher: Support Staff: Context: Where the teaching was effective, it was because: Duration: Level. & Subject: Observer:

No. in Class:

Where the teaching was not so effective it was because:

Where the learning was effective, it was because:

Where the learning was not so effective it was because:

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Agreed areas for development

MANUAL Dossiers Explanation The first area is Language Awareness. Here the trainee is going to be able to describe the language taught in class, and making reference about appropriate terminology. The apprentice is going to learn how to select the appropriate teaching points from materials, in order to share the principles of language learning; also he/she is going to learn how to provide effective explanations to the learners through the use of appropriate methodological tools. By doing this, is necessary to make use of reference materials which are going to provide clear information related to the language.

Instructions for dossier Elaboration Cover.- Your dossier must contain a cover where you specify the area that you are going to work with. Provide the title, the date, and the name of the person that is elaborating the dossier. Description of the area.- Here you have to explain the characteristics of the area that you are developing, providing just a brief explanation about the area in no more than a full page. Description of the class and course.- here you have to explain the participants of the class. You have to include number of students that are in the class, the level of the learners, their age; the characteristics of the course like the goals of the session, the topic, and the order which is going to be performed. Topic.- You have to provide the main topic that you are using to elaborate your dossier.
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Aims of the lesson.- provide the objectives that learners have to achieve at the end of the lesson according to the topic. Personal aims.- provide the personal objectives that you want to achieve at the end of the lesson. Procedure.- In this section you have to describe all the activities of the class. This description has to be very detailed. It must be described in order, and explaining what should the learners do and the dynamic issues. It is important to add the materials that students need in every activity. It must cover the whole class, from the introduction to the conclusion. Conclusion.- here you have to write a general conclusion about the way you developed the dossier. You have to provide your thoughts about the aims you completed, and if it is necessary changing anything. Self evaluation.- in this section you have to elaborate a personal evaluation about your performance and if you found any problem during the dossier creation. You have to include what you have learnt, and what do you think you could improve for future activities. Lesson plan.- here you have to include the lesson plan that you elaborated for the dossier. You have to consider all the activities of the class, the material that you are going to use, the time for each activity, and how is going to be the interaction per activity. Attachments.- in this section you have to include all the extra materials that you are going to use for the class; they could be worksheets, flashcards, pictures, etc. Dossier Format Cover.ENGLISH LEVEL

Objectives of the lesson Topic

Theme:

NAME OF THE AREA

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Date Body.You have to consider this format: Font: Arial 12 Line space: 1.5 Include a content table. Note: The information of each section of the dossier, does not have to pass 15 lines, only the procedure section must be no less than a full page EVALUATION Teaching dossiers checklists

Teaching Dossier Area: Language Awareness Necessary point to cover Covered? yes The teacher is completely familiar with the basic tools for language analysis. The teacher is able to make general comparisons between the source language of the learners and the target language. The teacher can deploy this knowledge in his/her teaching, using it in particular for the planning of language lessons and language courses. The teacher is able to check his/her knowledge of the language system and to further develop it, using relevant reference sources. Uses correct and appropriate terminology to describe language. Formulates learning objectives clearly and comprehensibly for language lessons and parts of language lessons
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Observation/comment

no

Analyses language and help learners to understand language structures Perceives and understand difficulties related to the structures of the target language which learners encounter and to provide appropriate didactical and methodological measures to deal with such problems Provides grammatical explanations which are readily comprehensible and accessible to his/her learners

Teaching Dossier Area: Language and Culture Necessary point to cover Covered? yes The teacher is aware of sociocultural and intercultural aspects in language use and language production. The trainer is able to sensitive learners to cultural differences. Shows empathy with/sensitivity to the cultural background(s) of the learners Promotes sensitivity towards cultural differences whilst avoiding cultural stereotypes in his/her learners. Integrates socio-cultural intercultural topics into language lessons. and the no Observation/comment

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Teaching Dossier Area: Planning and Evaluation Necessary point to cover Covered? Yes Is the teacher able to plan and evaluate language lessons within the context of a given curriculum/course of studies. Understands the institutional context of his/her teaching activities and is familiar with the overall training programmes offered within his/her institution. Understands the levels of competence defined in the European Framework of Reference, is familiar with the main language examinations offered in the target language and is able to prepare learners to take such examinations. States general aims and objectives for a course or a series of lessons Defines aims and objectives for a lesson and integrate them in the context of a course Plans lessons, selecting appropriate learning tasks and activities to suit the aims and objectives of the lesson no Observation/comment

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Teaching Dossier Area: Language Acquisition Necessary point to cover Covered? yes The teacher is aware of the most important concepts related to current theories of language acquisition, can recognise development patterns in the target language, and is able to integrate these into the planning of language lessons, thus structuring and supporting the language learning process. Integrates learners' previous learning experience in his/her language lessons Presents learning materials in a lively and relevant manner Takes into consideration the needs and interests of the learners Recognises the level of language competence of the learners Anticipates possible language problems and show evidence of envisaged solutions in his/her planning no Observation/comment

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Teaching Dossier Area: Global Evaluation Necessary point to cover Covered? yes Combines theoretical knowledge with practical language teaching Acquires basic methodologicaldidactic competence and skills and know when and how to apply them Understands the different aspects and problems related to modern language teaching Reflects and analyse own teaching, based on practical examples, and draw conclusions for own further development. Tries out and evaluate new and alternative solutions. Learns from others. Works together with others. no Observation/comment

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Class Observation checklist Name of trainee _____________________ Class observed _____________________ Observer ___________________________ Date ______________________________

Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed Teaching Dossier Area: Global Evaluation Necessary point to cover 1 Before the lesson takes part: The planning of the lesson The choice of material, activities and tasks Reflection on potential problems Well designed materials During the lesson: Review of previous topic Invites to class discussion Solicits students input Demonstrates awareness of individual needs of students aims of the lesson (clear and transparent) correction (how) language of instruction 2 Result 3 4 5 Observation/ Comment

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Context appropriate? classroom management social forms atmosphere Confidence provider Content organized Relates concept to students needs and experience After the lesson: topics to be discussed Commitments Proper feedback Personal needed) and clear (if

feedback

Evaluation Procedure and Assessment criteria The evaluation criteria for the trainee are going to be according to the way which evaluation is held in the institution. The evaluations university is divided in two parts, 70% practice and 30% theoretical knowledge. Based on this, the observation must be considered by following the practical part. It is important that the trainee provides practical activities, more than grammar explanation. Also, the institution is focused on communicative approach; for this reason, the interaction must be by speaking practices. The evaluation criteria would be obtained by taking into account the next activities: Class preparation, class development, and class ending. The first part must contain the way which the trainee is getting ready for the class, including material, resources, and how there is an anticipation to possible problems. During the class development, it is considered the interaction between the trainee and the students. It is necessary to catch students attention by providing interesting information for them. One of the most important points to consider in this part is clarifying doubts and questions properly, as well as providing clear explanations about grammar structures and communication patterns.

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Finally, the class ending must cover a feedback about the topic. It is important that during this section of the class, students clarify all the doubts. It is needed a general review of the session as well. In order to achieve a satisfactory evaluation of 70% of practice, and 30% theoretical knowledge, the teacher has to achieve those three sections in every session. For that reason, the trainee has to comprehend and put into practice all those requirements. The evaluation will be divided in the next form: Class preparation.- 30% Class development.- 45% Class ending.- 25%

Trainer Evaluation checklist

Name of trainer _____________________ Class observed ______________________

Date ______________________________

Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed Trainer Evaluation Point to cover Result Observation/

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1 1. The training met my expectations. 2. I will be able to apply the knowledge learned. 3. The training objectives for each topic were identified and followed. 4. The content was organized and easy to follow. 5. The materials distributed were pertinent and useful. 6. The trainer was knowledgeable. 7. The quality of instruction was good. 8. The trainer met the training objectives. 9. Class participation and interaction were encouraged. 10. Adequate time was provided for questions and discussion. 11.- The trainer showed patience during the training 12.- The trainer showed fairness and objectivity in evaluations

Comment

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MATERIAL 1.- English Language Learners and the Five Essential Components of Reading Instruction (Phonemic awareness) http://www.readingrockets.org/article/341/ 2.- REVIEW: Linguistic Awareness in Multilinguals: English As a Third Language, by http://www.fau.edu/linguistics/volume_2.pdf#page=151

Ulrike

Jessner

3.- The Language Awareness of the L2Teacher: Its Impact Upon Pedagogical Practice:http://www.freewebs.com/agapemanian/Language%20Teaching/The %20Language%20Awareness%20of%20the%20L2.pdf 4.-Language, Culture and Learning:http://www.tllg.unisa.edu.au/lib_guide/gllt_ch2.pdf 5.- The Place of "Culture" in the Foreign Language Classroom: A Reflection http://iteslj.org/Articles/Tang-Culture.html 6.The Importance of Culture in Language Learning: http://billzart.wordpress.com/2012/03/04/the-importance-of-culture-in-languagelearning/ 7.CULTURE IN LANGUAGE LEARNING http://www.readingmatrix.com/articles/genc_bada/article.pdf AND TEACHING:

8. Learning about Language Assesment: Dilemmas, Decisions, and Directions & New Ways of Classroom Assessment: http://www.teslej.org/wordpress/issues/volume4/ej14/ej14r1/?wscr= 9.- The Application of Dynamic Methods to Language Assessment A Nonbiased Procedure: http://sed.sagepub.com/content/26/3/269.short
10. Assessing Language Ability in the Classroom, 2nd ed.

http://www.tesl-ej.org/wordpress/issues/volume1/ej03/ej03r12/

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Dossiers Examples

UTSV

Task 1:

LANGUAGE AWARENESS

To revise and practice the modal can/cant to talk about peoples abilities

Can you .? Can She .? How many people can.? How can he .? and their short answers:

Theme: YOU HAVE A TALENT!

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SEPTEMBER 2012 UT

Table of Contents:

Description of class and course Aims of the lesson Personal aims Procedure Conclusions Self evaluation Lesson plan Attachments

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3. Description of class and course

This course is level 2 course. There are eighteen students between the ages of 19 and 23, 6 male and 12 female. Six of the ladies like to talk and express their feelings in English. The other six ladies joined the class but they admitted that they do not like English language to much and the male students joined the English course saying that they dont dislike English but its not their favorite subject.

The group meets on Monday mornings between 9:30 and 11:10 a.m. The course book is OpenMind 1. 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.

4. Aims of the lesson

b) To revise and practice question forms of the modal verb CAN/CANT. c) To revise and practice giving short answers. d) To expand vocabulary relating to frequently activities, skills and talents to

they have them.


e) To read and talk about peoples skills and abilities. f)

Students talk about talents.

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

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5. Personal aims

h) To provide an interesting, lively lesson that students will enjoy. i) j)

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.

k) To promote learner autonomy. l)

To motivate and encourage the students to experiment with their skills and abilities.

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

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b) Procedure

The topic of the new chapter (Unit 7/p.67) was YOU HAVE A TALENT! and in this lesson we looked describing students own talents and asking about other peoples, describing peoples positive qualities, talking about abilities and talking about who can do what in a group. A good part of this lesson directly follows the lesson layout of the Teachers 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 UTs 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 Im including certain exercises in the lesson and what benefits they can offer. For the first exercise, the Icebreaker, I had 2 worksheets, the first one with images about activities saying How many people can...? in each image (see WORKSHEET 1). Students cut and take one card with an image and ask themselves if they have the ability to do the activity that appears in the card. example: Can I write a horse?. After they will do a chart , the names of the columns are going to be NAME / CAN / CANT. Then each student is going to ask his/her partners about if they can or cant do that activity. Every one has to ask another partner. This was a nice exercise, as the individual was meeting what the others are able to do or what abilities do they have, so it motivated them to express and talk about themselves. I explained that verbs in those cards, they already learned in level 1, plus are the most common used verbs in English. Images can be a good way to remember vocabulary and many people find it an easier way to learn and remember verbs. We now opened the books (p.67) and individually the students looked at the 5 pictures and read the talent that those people have, asking to their partners about if they have those talents. This was checked in groups. This social strategy, helping and learning from each other, not only benefits group cohesion, but promotes autonomous learning. I now asked two students to read aloud the first vocabulary talents and abilities on p.71(see attachment p.), which explain that concentrating on words in the text we know, or pictures accompanying texts can help us solve the problem. Reading these aloud gave the students time to think the information and reflect if he or she has these talents or abilities (which can be found throughout the book). In plenary we read the sentences and discussed which verbs or parts of the pictures had helped in the matching process. New vocabulary was explained. The next exercise (p.68), discussing in pairs which personality do they have, allowed the students to use the vocabulary and express personal opinions and their personality adjectives. Each student then repeated 1 sentence. As this is a medium group, we can work more often in plenary, but I use pair work a lot, as peer help can be a strong motivating factor. Also students have the possibility to formulate answers in a closed atmosphere, before presenting ideas in a big group. This is particularly advantageous for the shy or weaker students. Another advantage is that students are recycling and using the vocabulary and all students are involved. We followed up with ex. WORKSHEET 2_7A a circumlocution exercise, finding words in the texts with the same meaning as the explanation. I reminded my students that they often wont

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know or remember the exact word they are looking for, but they can describe what they need by using other words they know. We now looked at the vocabulary personality adjectives box on p. 68 and I asked one student to read the instructions aloud. As these vocabulary had already been used and discussed in the reading and picture exercise above, there were no problems understanding them. All the students had also covered modal CAN/CANT in present and short answers earlier on in their learning process. However, I explained how questions are formed with the modal CAN/CANT in present. I tried to keep the rules and terminology simple. I didnt want the students confused and overwhelmed by difficult terms they couldnt grasp or understand. I told the students that the verb can be use to express their talent, only they have to use the modal in present. As a consolidation exercise we played with the WORKSHEET 3 Take a challenge. I told the students that each would have to interview to five partner and dare them to do the challenge of the worksheet 3. They could ask questions about their partners abilities, but would only get short answer responses. Before we started, I gave the worksheet 3 to each student. At this level its important to give students time to gather their talents. I circulated and gave help where required. We circulated, asking questions to try and guess the talent that they have. I always join in these extra activities. It is not only a good opportunity to monitor whether the structure has been understood and can be employed, but also shows the students that you are a part of the group. Using games in the classroom is a firm favorite with all the students. It encourages them to use the language, its motivating, all the students are involved and engaged emotionally and its fun. To conclude I asked each student to write down the talents that they have or found in this class, using ex. WORKSHEET 3 as an example. I circulated, asking students to look again at any question forms with mistakes. Its important to give students the opportunity to correct their own mistakes, as this makes them reflect on what theyve learned and helps them to monitor their progress. Where students were unable to correct errors, I helped and explained again where necessary. Each student now read his/her talents and the others tried to guess what common activity do they do. The homework, another consolidation task, was the home study exercises from WORKBOOK (see p. 67 of workbook) and I told the students I would be looking for volunteers to be interviewed the following week. The students could then write sentences they were prepared to talk about or decide not to talk if they so wished. This group has never been shy about joining in, but I want my students to know that they are not being forced to do something. Learning English is a fun even they are talking and using it without notice.

6. Conclusions

I think this lesson contained a variety of exercises for revising the modal CAN/CANT in present. The examples using pictures or images for auxiliary verbs and short answers appealed to the students and I hope helped them to understand the structure. Giving them the opportunity to personalize the subject and talk about something real and interesting to each of them motivated them to expand the discussions, as well as promoting group
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adhesion. Using visual aids is also very popular in this group. It helps them remember and produce vocabulary, without inhibiting their own input. I also believe this lesson motives our student to identify their talents or their abilities in a personal and professional way.

7. Self Evaluation

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

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8. Lesson Plan

T = teacher / S = students Phases of Learning Socia l Form Media/m aterials Aim of activity introduce theme. -to elicit verbs already known. Tim e (min s) 10

Activities

Icebreaker/ Introduction to theme Talents

- S. divided into 3 groups. Each get a paper, cut cards with images included and pick one each student with the question how many can...? written on the top. - Groups make a survey of how many students can do the activity that the image shows it. - Pass cards to next group, who also exchange their cards. - Groups talk about how many students are able to do more than one activity that the images show them. -S. turn to p. 67 of student book. (attached) T. explains there are 5 pictures and 2 short texts. S. read texts and match with pictures. - One S. reads vocabulary abilities on p.71 (att.) Then S. read texts aloud and discuss words which helped them with the matching task.

-group Workshe et 1 Scissors plena ry

Extension of theme

indivi dual partn er plena ry

-Student book

-extend talents vocabular 10 y. -reading for familiar words to help understan d text. -reading aloud (drilling grammar and vocab.) -giving reasons 5 for decisions. -talk about abilities and skills they have

Personalisa -In pairs, S. discuss which talents tion do they have and how improve it (p.71). - S. repeat 1 sentence each in plenary.

partn er plena ry

-Student book

Defining words

Task 1: LANGUAGE -S. read definitions (p.69) and find words in texts. -Answers checked in plenary

AWARENESS indivi -Student dual book plena ry

- practice circumloc ution. familiarize students with more vocabular y which can be implement ed with next exercises.

Focus on Grammar

-Look at Personality adjectives box. (p.69) In plenary read questions aloud. -T. explains how to ask questions and give short answers with transparency and grammar sheet.

plena ry

-S. can -board see structure grammar clearly. sheet -Each S. makes notes according to his learning strategies. -board grammar workshe et -S. practice the structure in a controlled form. -pre-teach vocabular y for next exercise. - talk about own personaliti es.

10

Transfer

-Each pair (or 3) gets a worksheet 2 and answer it - answer true or false questions. -S. gives short answer to these questions for his own personality adjectives

-pairs or three s indivi dual

15

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Task 1: LANGUAGE Consolidati -T. puts up transparency (p.68) on and tells S. they will each get a worksheet 3 and they will have to do challenges, but they dont know what they are. Using ideas from the previous exercise and the transparency they must find out the way to do all challenge that appear in the worksheet. -S. come forward and choose a picture which is tacked to their back. S. circulate, asking questions. Partner gives short Yes/No answer only.

AWARENESS plena workshe ry et 3

-drilling questions, short answers 15 and personaliti es adjectivies vocabular y. -reflect on and talk about what abilities, skills and talents. -write about skills, talents and abilities. -S. see what they have learned and that they can apply it. -speak about personal facts. -reflect on vocabular y needed. encourage active participati on. 20

Conclusion -T. asks S. write about their and challenges. Evaluation -S. read their challenges. Others guess what are the most common activities that they do.

indivi dual plena ry

1. wor

ksh eet 3 2. stu den t boo k

Homework -T. asks S. to complete task WORKBOOK(p.68) and informs S. she will ask for volunteers to be interviewed on their H4 sentences the following week.

indivi dual

workboo k

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UTSV

Task 2:

LANGUAGE AND CULTURE

Theme: Shopping around the world

b) Learning comparatives adjectives c) Sensitising students to different cultural standards d) Using this/that/these/those adjectives e) Learning vocabulary of words for clothing in different countries

SEPTEMBER 2012 UT

Table of Contents:
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Task 2: LANGUAGE AND CULTURE


6. Description of class and course 7. Aims of the lesson 8. Personal aims 9. Procedure 10. Conclusions 11. Self evaluation 12. Lesson plan 13. Attachments

a)Description of class and course

This is the same group as for the language awareness. There are eighteen students between the ages of 19 and 23, 6 male and 12 female. Six of the ladies like to talk and express their feelings in English. The other six ladies joined the class but they admitted that they do not like English language to much and the male students joined the English course saying that they dont dislike English but its not their favorite subject.
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The group meets on Monday mornings between 9:30 and 11:10 a.m. The course book is OpenMind 1. 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.

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

b)Aims of the lesson

n) To learn comparatives adjectives. o) To talk about visits to different countries and the clothing that they use it. p) To ask and talk about personal experiences with people in different

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

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

countries.

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Task 2: LANGUAGE AND CULTURE

c)Personal aims

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

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

u) To encourage my students to become critically aware of different cultural v) To promote empathy with other cultures.

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d) e)Procedure

Before the lesson began, I wrote the topic different countries, different cultures on the board and pasted some images with traditional customs from different countries. I then walked around the group letting each student take 1 county card WORKSHEET 4, which I was holding face down. I asked the students to circulate and find the partners in their group. This exercise was intended to awaken the students interest in the theme, which it did, and they quickly found their partners and sat down in groups. The next step was to complete the word wheels with things the groups associated with their culture cards. They will have to find different clothing that common people use in these countries. I wanted the students to initially reflect on their own culture. This is not always easy as we often see and do things at an unconscious level, but its our cultural background, experiences and values which make us see and do things in a certain way. It was interesting to see that all groups mentioned the usual stereotypes associated with Mexico. Then they present those images to the rest to group and explain the different clothing that wear in the different countries. I now spread out a variety of pictures on a central desk (p.15-19) and the students gathered around. I asked have you worn to any of these clothing? and what did you notice about the country and the people? There were some very interesting observations and the students were reflecting on similarities and differences to their own culture, using comparatives adjectives and this/that/these/those adjectives. At this stage, I kept correction of the grammar element to an absolute minimum, repeating what the student said, in the correct form, as part of the conversation only where understanding would otherwise be difficult. Thus the conversation flow continued smoothly and the students were not inhibited in any way. The students returned to their seats and we looked at the grammar structure in more detail with the help of the transparency (p. 78-79) I had also copied this for the students as a grammar sheet, so that they could make notes or comments as they wished. I tried to keep the rules and terminology simple. I didnt want the students confused and overwhelmed by difficult terms they couldnt grasp or understand. I also hoped that the use of different colours to demonstrate how the two tenses are formed would help students understand and remember the rules. I believe that vocabulary named adjectives for describing gadgets should be a means for communicating. It is therefore important to take time to practice the structure in a meaningful context. For the next exercise the students worked in pairs, asking each other about some clothing or objects that they owned (p.81). Here the students recognised the importance of adapting themselves to different cultural situations. One said he used simplified language to make it easier for both sides to communicate. All agreed that it is important to find out something about the country and people and understand what different clothing and objects wear and use. They had all experienced
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Task 2: LANGUAGE AND CULTURE


cultural otherness and had compared this experience with matters usually taken for granted in their own culture. To conclude I asked the students to discuss in groups which of these clothing are wear in their cultures and why they had bought things which are not typical for them. Here we determined that culture is not just something concerned with different countries, but also different groups of people. One mentioned that although she had been to discos late when she was younger, she would not do it now because its a young thing. The students determined that respect for other cultures was essential, but to respect cultures we need knowledge of those cultures.
f)Conclusions

I believe that this lesson encourage our students to know different cultural attitudes, and it also improve in them patient, tolerance and respect on their own culture. I also like be spontaneous with my students and why even play a STOP game, where they need to run and have fun, but they will learn about different countries and their cultures using demostrative adjectives and they talk about different way to dress in different countries, they will learn vocabulary about it.
g)Self Evaluation

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

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h)LESSON PLAN Culture

T = teacher / S = students Phases of Activities Learning Social Form Media/ma terials Aim of activity Ti m e (m in s)

LANGUAGE LEARNING PROCESSES


-Before lesson begins, T. Engage writes theme different -group Students: countries/different cultures Introductio on board. n to - S. divided into groups of theme: 3 or 4 with county cards. different 1. Each group gets countries/d worksheet 4 paper ifferent - Groups make a search -plenary cultures. about the country on the (Reflecting card on own - Discuss results in plenary culture) -T. places pictures of other Pre-teach countries on central desk. grammar: a) T. asks S. have (comparin you worn to any of g cultures) these clothing? what did you notice about the country and the people? -S. relate observations. -plenary -board - sets of cards with county names and flags(p.911) a)Wor kboo k4 - coloured pens, scissors - country pictures (p.15-19) -engage students in topic. - introduce 10 theme. -S. reflect on culture in own country.

-plenary -T/S see and comment Present grammar structure in more Grammatic detail with the help of the al transparency ( Structure -partner Grammar Practice Simple Past Questions: (Exploring intertercult ural competenc e) -In pairs using Simple Past, S. ask each other questions about a country visited (on holiday, business, etc.) and a person/people they met there. -Most interesting discuss in plenary. -S. circulate to find information Grammar Comparati ves and superlative s Conclusion -In groups S. discuss if these actions are normal practice in their culture -S. discuss why they perhaps did clothing or tradition which were not - plenary

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

-S.use clothing vocabulary 10 , comparati ves and superlative s to describe it. -S. reflect on life/people in other countries 10 and acknowled ge similarities and difference s. 25 -T. explains grammar structure -S. revise structure and ask questions if required. -S. practice and use demostrati ve and comparati ves -S. talk about difference

workshee t 1(p.21) -plenary

20

-groups -plenary workshee t 2 (p.22)

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Dossier 3

LANGUAGE LEARNING PROCESSES

To learn the simple past tense, and express past experience Regular verbs, Irregular verbs

Theme: SPEAKING OF THE PAST

September 2012

1. Description of the area 48/100

LANGUAGE LEARNING PROCESSES


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.

2. 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.

3. Topic

Simple past tense

4. 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.

5. Personal aims

To let learners to be aware of past contexts where they could interact. To let students establish communication patterns where they could make use of the simple past tense.
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To motivate and encourage the students to experiment with the language. To promote learner autonomy.

6. Procedure

The utsv is focused on communicative approach development; which is achieved through a constant interaction between students. This topic is focused in the unit 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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LANGUAGE LEARNING PROCESSES


7. Conclusions

Personally, 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.

8. Self Evaluation

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

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9. Lesson Plan

T = teacher / S = students Phases of Activities Learning Soci al For m Media/ Aim of material activity s Ti m e (m in s) 5

Icebreaker/ Simple past verbs review

- S. Have to seat in a horse -shoe form in order to make the grou activity. p - 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) -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. indivi dual grou p indivi dual Grou p Tea ms

-None

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

Extension of theme

-course book attachm ent

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

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LANGUAGE LEARNING PROCESSES

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

grou p

- None

-Talk about 15 past experiences . - Provide feedback of the lesson

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PLANNING AND EVALUATION


UTSV Task 4:

Task 4: LANGUAGE TEACHING

LANGUAGE TEACHING Topic: Great lives

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

PLANNING AND EVALUATION

Table of Contents:

b) Description of class and course c) Theme and motivation d) Aims of the project e) Planning f)

Procedure

g) Conclusions h) Evaluation of the project and self-evaluation i)

Lesson plans and attachments

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a)Description of class and course

This course is a B1 course. 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.

Topic: Great Lives


b)Theme and motivation

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. 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.

c)Aims of the lesson 11. understand and produce simple past sentences with when clauses. 12. understand and use object pronouns (me, you, us, etc) 13. talk about some major life events. 14. describe some historial events 15. stress object pronouns in a sentences correctly. 16. use phrases to take time to think in a conversation. 17. listen to and understand details in a life story 18. create a biography from a list of facts. 19. create brainstorm ideas in a group. 20. developing autonomous learning and self-awareness 56/100

PLANNING AND EVALUATION


21. 22. 23.

d)Personal aims w) To provide an interesting, lively lesson that students will enjoy. x) To motivate students to present and talk about people who they admired. y) To explain the structure in simple steps that the students understand and

can easily employ.


z) To motivate and encourage the students to experiment with the language. aa) To promote learner autonomy. bb) To promote learners to study about important events in their lives.

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e)Procedure

You can find this topic in the chapter III Learn from the past for a better future (Unit 11) was work and in this lesson we looked at Great lives (attached at p. 107). A good part of this lesson directly follows the lesson layout of the Teachers 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 UTs 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, paste different pictures of the whiteboard (Luciano Pavarotti, Selena Quintanilla, Indira Gandhi, John E. Kennedy, Julius Caesar, Florence Griffith-Joyner) page 107. Each group wrote the name of those characters, the reason of death and the important event or actions that they are recognized and talk about with rest of their partners. We opened the books (p. 109) and individually the students looked at Steve Irwins biography and read it, after they had to answer them (multiple choices). These questions 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 The real crocodile Hunter The next step is clarify the meaning of new vocabulary through the use of different means and we are able to check our students have understood (p.110) with this vocabulary we can manage the class effectively in a wide variety of context taking into consideration the learnes needs and level of the language competence as well as mixed abilities. After that, we can use a variety of exercise types and example, students get togethers 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 112, 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.

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PLANNING AND EVALUATION


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.

6. 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 history 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.

b) Self Evaluation

I try to do this lesson authentic, using pictures in a language classroom, give students difficult classroom situations, encouraging and motivating the students to learn and use the language and I also incorporate learning task and activities which encourage and facilitate learner autonomy and take into account learners learning styles and cultural expectations.

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11.

Lesson plan

Phases of Learning

Activities

Social Form

Media/ma Aim of terials activity

Time (min s)

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PLANNING AND EVALUATION


-Before lesson begins, Engage T. Paste different --group Students: pictures or images Introduction to from important people theme: in the whiteboard Great lives - S. Tell what (Reflecting important event or important actions do they did plenary events in the and discuss about past) why they are recognised. Pre-teach grammar: (regular and - Individually students Indivitu irregular verbs looked at Steve Irwins al in past) biography and read it - Discuss the reading and answer multiple choices questions Past Grammatical -T. Using slides and Structure and present the new vocabulary vocabulary Plenary - T. asks S. about the big event in their lives. Grammar -S. Talk about these - Pairs Practice big events and how do Simple Past they expect to be or Questions and answer when these object situations appear. pronouns -In pairs using Simple Past, S. ask each other questions about a important event in their lives and Conclusion: recognized their (Encourage inventions in the past. the knowledge -Most interesting about history discuss in plenary. of some important events) -S. circulate to find information -board - sets of cards with images to famous people (p.107) - coloured pens - images from important people (p.107109) -engage students in topic. 10 introduce theme. -S. remembe r big event where people from the pictures 10 participat ed.

-grammar sheet (110)

-groups plenary

-S.use simple past to 10 talk about their worksheet important 1(p.111) events or actions. -S. analyze 25 the personali ties of important people -grammar sheet -T. (112) explains 20 grammar structure -S. revise structure and ask questions if required. -S. practice Simple
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Task 1

Dossier 5

PLANNING AND EVALUATION

Use of the present progressive as a future Time expressions, adverbs of frequency

Theme: IN THE NEAR FUTURE

September 2012
10. Description of the area

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This area covers a wide range of needs that learners need, specially 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,

11. 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.

12. Topic

Future tense with present progressive.

13. Aims of the lesson -

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

14. Personal aims

To provide future tense contexts where students could interact and make plans.
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To let students know about the usage of present progressive for future, and clarify their doubts To let students establish communication patterns where they could make some future arrangements. To motivate and encourage the students to experiment with the language. To promote learner autonomy.

15. Procedure

The utsv is focused on communicative approach development; which 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 Im 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. 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.

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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.

16. 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.

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

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18. Lesson Plan

T = teacher / S = students Phases of Learning Activities Socia l Form -group Media/m aterials Aim of activity Ti me (mi ns)

Icebreaker/ - S. Have to seat in a horse shoe Present form in order to make the activity; progressive 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. Extension of -S. turn to p. 118 of course book. 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 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.

-None

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

-course individ book ual attachme nt -group individ ual Group individ ualTeam s

- To identify 40 the structure and usage of the present continuous as future. -to extend vocabulary. -listening to infer information.

Personalisat -S. have to write a letter about their -group - None ion 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.

-write about future plans. - Provide feedback of the lesson - provide homework

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Task 6: SELF-ASSESSMENT AND DEVELOPMENT

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

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 ones own stregths and weaknesses, and awareness of possibilities for further professional devolpment. Students will develop their used to resources and sources of help. Students will be able to reflect and draw conclusion from observations and selfobservation 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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Table of Contents:

b) Description of class and course c) Theme and motivation d) Aims of the project e) Planning f)

Procedure

g) Conclusions h) Evaluation of the project and self-evaluation i)

Lesson plans and attachments

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a)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 improve students to talk about some of their personal futures plans using sequencing words (first, then, next, etc) to connect ideas.

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

Theme and motivation

The real motivation for this course was the students start thinking about their personal future plans and make conscience about their long and short goals 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.

b)Aims of the lesson 12. students describe definite plans and arrangements 13. Talk about intentions and resolutions 14. talk about ways of improving your English 15. describe personal learning plans 16. Make suggestions 17. understand and use going to to talk about future intentions 18. use verbs with ground to talk about their intentions in the near future. 71/100

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19. create brainstorm ideas in a group. 20. developing autonomous learning and self-awareness

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21. 22. 23.

c)Personal aims cc) 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.
dd) To receive and make use of feedback on my teaching performance ee) To give constructive feedback to colleagues ff) To incorporate the systematic sharing of ideas with colleagues to promote

best practice
gg) To access the relevant support systems that will enable me to develop

further and find solutions to my teaching problems.


hh) To put forward ideas on how to ensure continuous professional

development.
ii) To promote learner autonomy.

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d)Procedure

You can find this topic in the chapter III Learn from In the Near future (Unit 12) was worked (attached at p. 117). A good part of this lesson directly follows the lesson layout of the Teachers 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 won teaching, put forward ideas on how to ensure continuos professional development, receive and make use of feedback on my teaching performance. During UTs 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. Dont 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 have 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
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with going to. Elicit that it is always proceeded by the simple present form of be and followed by the base form of the verb, tell the students should 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. (p. 124 & worksheet 12B) 5. 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. 6. 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.

b) Lesson plan

Phases of Learning

Activities

Social Form

Media/ma Aim of terials activity

Time (min s)

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-Before lesson begins, Engage T. ask the students --group Students: what their plans for Introduction to the near future, theme: example for this The near evening future - S. they write things (Reflecting like (dinner with plenary important friends on friday night, plans in your this is sufficient at this life) point) Pre-teach grammar: present progressive as future - Individually students l To present and practice using present progressive for future plans - Talking about weekend plans Indivitu al

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

- image (p.119)

-grammar chart (121)

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

10

10

10

-S. To present and 25 going to / -y + practice -ing and -T. Using slides and using vocabulary present the new Plenary worksheet start/stop vocabulary and going 12A + gerund to -S. To Language - T. asks S. To identify - Pairs present Wrap-up syllables and practice and word stress practice 1. To present and going to 20 practice phrases with for future go intentions S. To present and practice going to for worksheet future intentions 12B -T. To Conclusion: provide 15 (Encourage -In pairs use present an the knowledge progressive for future opportuni about history plans and going to, -groups ty for of some talking students important to assess events) -S. Discussing plenary their own intentions and progress resolutions and help them accordin g to their -S. Writing about results intentions and -S. go + resolutions start/stop + gerund to talk
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3.- Useful material for each area LANGUAGE AWARENESS

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worksheet 1

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worksheet 3

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Can you ?

Can she?

How many people can?

How can you?

LANGUAGE AND CULTURE

9.

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WORKSHEET 4

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LANGUAGE LEARNING PROCESSES

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

grou p

- None

-Talk about past experiences . - Provide feedback of the lesson

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LANGUAGE TEACHING

Worksheet

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Worksheet 2

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VOCABULARY

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PLANNING AND EVALUATION

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SELF-ASSESSMENT AND DEVELOPMENT

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p.119

worksheet 12A

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Worksheet 12B Work in pairs. Follow the instructions. 1 Student A, take a card and read it aloud. 2 Student B, ask What are you going to do? 3 Use going to. Say three things youre going to do or not going to do. 4 Change roles. Student B, take a card and follow steps 13 above. Take turns choosing cards.

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EXTRAS RESUME NOMBRE COMPLETO IRMA E. SARRICOLEA DIRECCIN Tepehua 28 Col. Fovissste 1 Coalzacoalcos, Veracruz. Mexico C. P. 96537 EMAIL sarryesme@hotmail.com PGINA WEB PERSONAL O DE SU EMPRESA Y/O DATOS EN LINKEDIN O SIMILAR UNIVERSIDAD TECNOLOGICA DEL SURESTE DE
VERACRUZ

TELFONO +52 (921) 1497636

SKYPE
IRMASARRICOLEA

MASTER OF ADMINISTRACIN Accouter | English Teacher | Auditor Collaborative in as a English, Cost and Budget teacher in the Technological University of the South-east of Veracruz with a passion for serving educational organizations. Engaging communicator with strong people skills and breadth of knowledge from life-long learning. Fluent in Spanish and English. Developing new technics in training always giving the confident and motivation to my students to get knowledge. Conferring with people who concern different auditing, Elaborating worksheets to get anomalies or observations in our final opinion. Auditing the financial status of student organizations and facility account. Register different economic operation Elaborate Financial statements, elaborate tax company payment Report different revenues Update all company assets and liabilities

ESOL Teaching Knowledge Test. Module 1-3 TENARIS TAMSA Accounts payable internal audit process internal audit process Core Program TECNOLOGICO DE MONTERREY

Accounting and reporting Internal audit. Methodology

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Herramientas Metodologicas para la formacin Basada en Competencias COLEGIO DE CONTADORES PUBLICOS Taller de Finiquitos y Liquidaciones laborales Elaboracin de Papeles de Trabajo PROFESSIONAL EXPERIENCE Universidad Tecnologica del Suereste Nanchital de Lazaro Cardenas, Ver 2011 Present English teacher, member of the English Academy and starter of the project English by Levels English Teacher Experience in English Teaching for 5 years, development project as English by levels in the University and co-founder of the English Academy. Membership Development. Creation of the English Academy Fundraising. Coordinator of assignment english levels and groups in the institution. Communications. Participate in cultural events in English as The day of the deaths in English Program Management. Created and implemented groups of levels and assign students to those groups

EDUCATION Master of Administration, UNIVERSIDAD ISTMO AMERICANA, Coatzacoalcos, Ver 2010 BA in Accounting, UNIVERSIDAD VERACRUZANA Coatzacoalcos, Ver 2009 C. EDUCATION Diploma of tools of methodology to teaching by competences, TECNOLOGICO DE MONTERREY, Coatzacoalcos, Ver 2012 Certification in Teching Knowledge by ESOL of tools of methodology to teaching by competences, CAMBRIDGE UNIVERSITY, Coatzacoalcos, Ver 2012 PROFESSIONAL DEVELOPMENT Exchange Student, JOLIET HIGH SCHOOL, MONTANA, USA Spanish teacher and English professor assistant Winner, ENTREPRENEURS FAIR BY UNIVERSIDAD VERACRUZANA First place in the innovation and most economic sustainable project. Recognition of Scholastic Achievement by the Joliet, Montana, USA Spanish language Native Italian Language beginner
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COMMUNITY LEADERSHIP ( Board member, ENGLISH ACADEMY IN UTSV, 2011 Board member, INSTITUTO MEXICANO DE CONTADORES PUBLICOS, 2008

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TASK 4.3 PREPARING 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 selfassessment 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:
How would you as a teacher trainer introduce the peer lesson observation?

I consider that the best option is to have a real practice, so the most efficient way to do it is by providing a sample class where the observation is going to be made. First of all it is necessary an introduction about what a peer lesson observation is; also, it would be helpful if the there was a video recording of an observation example. Then it would be time to take a real peer lesson observation.
Which observation tasks could be interesting for your trainees? Write down

some ideas. The most interesting task for me would be identifying certain behaviours, for example, finding communicative patterns while students are having a speaking activity, finding behaviours of students when they are exposed to the language in long periods of time, to identify when learners feel frustrated or blocked when expressing an idea (marking their actions in order to express an idea), identify what kind of activities do students enjoy most, and based on that start with an analyze of the kind of learners that the group has.
How would you prepare your visit with the trainee? Which information do you

need before the observation? The preparation would be based on the kind of materials that the observer could need for support. The observation could be helped with a diary, or a video recorder, it is important to have an extra tool that clarifies and provides the most important points in the observation. Before an observation, it is necessary to know the amount of participants involved in the process. It is important also to know what would be the most important points to cover with the observation, and the time required for it.
How long should the lesson observation last?

The appropriate time would depend on the objective(s) of the observation; however, a good observation process must be precise, and held in a brief period of time. The analysis of the observation could be covered by the tools selected to support the process.

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How would you write down your feedback? Create a feedback sheet which

you could use for your future lesson observations. Observation Point Example of proper Comments on the real teaching observation. strategy/technique Provide the objectives of - Explains the objectives the class to the learners, - Makes questions to the learners to check their understanding Involve learners in self- Helps learners to assessment understand learning outcomes in the context of the topic - Provide time to the learners in order to reflect on what they have learned. - provides opportunities for discussion, so that learners are able to make comments, express ideas, in order to improve their skills. Provide feedback that lead - Questions the learners the learners clarify doubts about the activity. and continue practicing - Provides information that let students continue learning and improving. - Provides a brief general explanation about the topic at the end of the class. Promote confidence to the - Provides challenging learners objectives to their needs. - Provides positive comments and constructive feedback. -Congratulates the good performance of the learners. Involve the learners in - Maintains continuous reviewing and reflecting on dialogue about the assessment information progress of the learners. - Constantly reminding about the objectives that learners had covered.

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How would you manage the feedback-discussion? Write down the most

important rules. - Feedback discussion must be covered by following the most important points on the topic. - It is important to consider every comment as something important; it is not allowed to minimize any participation. - To avoid conflict generated by differences in the points of view. - To provide time to every participant equally. -To manage the discussion by making direct questions about learners understanding. -Making proper correction on the possible misunderstandings presented by learners - To conclude the topic with brief and general feedback about the topic.
What happens if the trainee fails? What advice would you give him/her?

First of all, it is important to have a record of his/her performance, could be a checklist, a video recording, a report, etc. Based on this, clarify the strong points and weaknesses that the trainee has to cover. It is important to make the observation process as clearer as possible. Then, it is necessary to provide examples of good techniques that the trainee could use to improve the performance.
What can the trainee do, if he does not accept the feedback of the trainer

The best solution would be requesting for the evidence of the observation process that provided the feedback. If that is not enough, it would be good having a second opinion, or even doing the observation again; only if it is necessary.
Is a second visit possible? With the same trainer?

It would be possible if it is necessary; only if the results and the evidence are questionable, or if it is necessary to make a deeper analysis on the performance of the trainee. It is not recommended that the same trainer covers the observation; this would be taken as personal. The best solution is to have a second opinion in order to corroborate or deny the first feedback.

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Eduardo Chvez Cruz Reforma # 17 Col. Las Delicias. Minatitln, Ver. Tel. (922) 221 0399 Cel. 922 102 0681 / 922 107 8366 edinsider@hotmail.com/edchavez@uv.mx

I.- ESCOLARIDAD 200 Licenciado en Lengua Inglesa por la Universidad 5 Veracruzana. 201 Candidato a Maestro en Ciencias de la Educacin 1

II.- EXPERIENCIA PROFESIONAL 201 Universidad Veracruzana. Acadmico del Centro de Idiomas desde agosto del 2 2006 201 Universidad Tecnolgica del Sureste de Veracruz. Acadmico de Ingls desde 2 agosto del 2011 201 Universidad Veracruzana. Acadmico de la Facultad de Odontologa en el 1 departamento de especialidades 201 Universidad Veracruzana. Acadmico de la Facultad de Qumica en el rea 0 Ingeniera Petrolera 201 Universidad Veracruzana. Acadmico de la Facultad de Medicina en el primer 0 periodo 2010 201 1 Universidad Villa Rica. Acadmico de Idiomas en periodo septiembre del 201 2010 - julio 2011 0 201 1 200 7

Universidad Golfo de Mxico. Acadmico de Ingls desde agosto del 2007

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200 Universidad Veracruzana. Acadmico de la Facultad de Enfermera de la 6 experiencia Ingls II del AFBG

III.- FORMACIN Y ACTUALIZACIN 201 Asistencia al 3er Congreso Internacional de la UTCV, titulado Applying 2 Technology for a Better Life 201 Certificacin en TKT por la Universidad de Cambridge, Inglaterra 2 201 Curso de certificacin en competencias europeas por Eurocsys, Los Angeles, 2 California 201 Grupo corporativo CETEC SURESTE. CURSO TALLER DE MICROENSEANZA 1 con una duracin de 10 horas impartido en la ciudad de Minatitln, Ver.

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