assignment

1. PLANNING AND EVALUATION / level 5 Ana Laura Vela Velueta
Ana Laura Vela Velueta
nickyveva@hotmail.com
Plannig and Evaluation / Level 5
Topic: Decisions, decisions
TOPIC CONTENT AREA
Use of social forms Language Learning Processes
Learning in a group Language Learning Processes
Function of the Common European Framework
Planning and evaluation
of Reference
Which are the different learner types Language Learning Processes
The four skills Self-assessment and development
Speaking activities Language Teaching
How do we draw up a lesson plan? Planning and evaluation
How do I present a grammar structure? Planning and evaluation
Micro-peer teaching Language Teaching & Self-assessment and
Development
Different types of exercises in language
Language learning processes
classrooms
Using pictures in a language classroom Planning and evaluation
Feedback rules Self-assessment and development
Pronunciation training Planning and evaluation
Learning strategies and learner autonomy Language learning processes
Difficult classroom situations Language Teaching
Progress tests Language learning processes
The use of media e-learning / blended learning Language Teaching
Intercultural learning Language and Culture

2. PLANNING AND EVALUATION / level 5 Ana Laura Vela Velueta
LEASON PLAN LANGUAGE AND CULTURE
T = teacher / S = students
Phases of Media Time
Social
Learning Actvities /mater Aim of activity (min
Form
ials s)
Icebreaker/ - T. Have the students look at some cartons, read the --group introduce theme. 15
Introduction captions, and decide which one they think is the Cartoo -to elicit situations
to theme funniest. ns they had to make
¨Decisions, - Focus on some of the language in the captions. Ask difficult decisionsin.
decisions” students to compare their choices in pairs.
- Elicit some ideas from the class. Make sure the -plenary - Cross-cultural
students tell you why they think a particular cartoon is communication
the funniest.
Extension of 20
theme T. With slides the professor teach meaning, form and Stude -extend “responding
pronunciation of vocabulary individual nt to dilemmas”
, partner, book vocabulary.
S. Go to the page 58 of their book (atteched) and work plenary -reading aloud
individually and match the expressions in the box to the (drilling grammar and
statements they describe. vocab.) correct any
pronunciation errors.
T. Tell your students to write an imaginary or
hypothetical situations in the present, using the second
conditional..
15
Personalisat T.Read the instruccions to the class. Have the students -partner - -giving reasons for
ion read the questions carefuly first.Nominate a student to Stude decisions.
read the categories aloud to the class. - plenary nt -talk about imaginary
-Give them a couple of minutes to work individually and book situations in the
make notes on each of the questions. present.
- Ask them to work into groups of four or five to do the - Practice in the
task. They have to use second conditional. rhythm of second
- Monitor while the students are working, and give help conditional.
as required. - Motivate to
students to improve
- When the students finish discussing the questions,
elicit some ideas from the class
Defining T.Have the students listen to the recording and underline - - practice 15
words the stressed words in the sentence. individual - pronunciation.
- Elicit a few examples from the class. Correct any errors -plenary Stude -students elicit
in the pronunciation of the words that are stressed. nt imaginary or
a)If you had a job, you could stay in college. book hypothetical
b) if you didn’t have a job, you couldn´t stay in situations in the
college. present.
T. play the recording. Ask the studentes to tell you what
they can , and ask the students to mark the intonation
using arrows up and down.
- Play the recording again, pausing after each sentence
so that the students can repeat it. Make sure they say
each sentence with a raising intonation at the end of the
if clause and a falling intonation at the end of the main
clause.
-ask the students to work in pairs and practice saying
the sentences to each other.
-Listen some examples from the class.

3. PLANNING AND EVALUATION / level 5 Ana Laura Vela Velueta
Focus on -Focus on the use of I wish + the simple past to -plenary -Students can see 20
Grammar talk about things we would like to be different in board structure clearly.
the present. ,gram -Each student
-Focus on the use of I wish + could. mar makes decisions.
T. explains them that hope is different from wish sheet
because it is followed by the simple present.
T.Use the board to explain the grammar about
hope and wish.
Transfer -Ask the students to work individually and then to - -S. practices the
compare their answers in pairs, discussing any Individu - structure in a
differences. ally & board controlled form. 15
- Check the answers, nominate students to write pairs - -pre-teach
their sentences on the board. Have the class gram vocabulary for next
check the sentences and make corrections as mar exercise.
necessary. works -Talk about wishes
- Ask to your students to read through the model heet and hopes.
sentences. Point out that they can use I wish…,I
hope…, and the second conditional in this
exercise.
- Give them two or three minutes to make some
notes before you ask them to work in pairs.
Consolidati T. Elicit the meaning of decisive (able to make a -plenary - -drilling questions,
on decision quickly and confidently). Elicit the works match answers
opposite (indecisive) . heet -vocabulary.
“You’ -reflect on and talk 15
T. Ask to your students if they think they are ve about wishes and
decisive or indecisive. make hopes.
T. Elicit the meaning of I´m out of there! The (I decisi
leave th. place quickly. ons”
T. Check that the students understand hope for the
best (to hope that a bad situation will have the best
result that is possible)
Conclusion Put the students into groups of three or - Stude -Talk by groups
and four to write how they think they could individu nt’s about their 20
Evaluation change to respond to some situations al book experiences about
better. At the end the students have to give making decisions.
constructive advices. -plenary -T. Give the
a) Write three things you wish different about students feedback
yourself. on their language
b) Think abut what is stopping you from competence.
achieving each wish.
Homework -T. asks S. to complete WORKBOOK(p.34-37) - - -Dealing sensitively
task individu workb with difficult
al ook classroom situation
and similar
personalities.

4. PLANNING AND EVALUATION / level 5 Ana Laura Vela Velueta
TIMETALBE FOR 2 WEEK COURSE
Main input: 60 hours of face to face training sessions
Lesson observations: 4 teaching session observable live or filmed.
WEEK 1 7:50 - 8:20 8:30 - 10:00 10:15 - 11:45 12:00 - 13:30
Monday Ice breaker. Use the Demo: Using slides Classroom What is the teacher
ice breaker in class. explaining management: for?
LT vocabulary. Student interaction Take into account
Teaching Vocabulary LA LLP LC PE Presentation of and incorporate into
LT Also give them the imaginary or my teaching the
Meaning, form and goals of that class hypothetical educational
pronunciation LA situations in the experiences my
present, using the students have had
second conditional. previously.
LA LT LLP LC LT SA
Tuesday Classroom CEFR: Can students Skills work: What kind of speaker
management: talk about the Speaking are your students?
Students will discuss different activities Activities and Reflection on the
about situations that that they want to different tasks speaking skill
they want to change change in the LT LLP LC LLP LC LT SA
in the present. present? Teaching grammar
LT LC PE LT points
Lesson Planning: LT LC
read an advice
column and give
different advices..
PE
Wednesday Lesson Planning: Teaching grammar Skills work: What kind of listener
Selection material (hope and wish) Reading, activities are you?
and worksheets PE LA and tasks How do you expect
PE LC LLP LT LLP your students to
listen on the listen
skills
LLP LC LT SA
Thursday Teaching vocabulary Micro peer teaching Skill work: reading What kind of reader
2 LT SA Activities and tasks are you?
Talking about their LT LLP How do you expect
emotions and your students to real
attitude LA PE reflecion on the
reaging skills
LLP LC LT SA
Friday Dealing with errors: Micro peer teaching Skills work: writing What kind of the
analysing and SA Activities and tasks reader are you?
anticipating LA LT LLP LC LLP LC LT SA
error correction
LC LLP

5. PLANNING AND EVALUATION / level 5 Ana Laura Vela Velueta
WEEK 1 7:50 - 8:20 8:30 - 10:00 10:15 - 11:45 12:00 - 13:30
Monday Students should Demo: Using slides Classroom What is the teacher
identify their explaining management: for?
emotions and vocabulary. Student interaction Take into account
feelings LT LA LLP LC PE Presentation of the and incorporate into
Teaching Vocabulary Also give them the grammar table my teaching the
LT goals of that class LA LT educational
Meaning, form and experiences that the
pronunciation LA students have had
previously.
LLP LC LT SA
Tuesday Classroom CEFR: Can students Skills work: What kind of speaker
management: use wish + simple Speaking are your students?
Students will discuss past, wish + could Activities and Reflection on the
about their wishes and hope + simple different tasks speaking skill
and hopes. present? LT LLP LC LLP LC LT SA
PE LT Teaching grammar
Lesson Planning: points
read and identify the LT LC
wishes and hopes
using the second
conditional.
PE
Wednesday Lesson Planning: Teaching grammar Skills work: What kind of listener
Selection material (wish and hope) Reading, activities are you?
and worksheets PE LA and tasks, students How do you expect
PE LC LLP can use the your students to
questions that they listen on the listen
are given to help skills
them predict what LLP LC LT SA
they are going to
hear.
LT LLP
Thursday Teaching vocabulary Micro peer teaching Skill work: reading What kind of reader
2 LT SA Activities and tasks are you?
Talking and organize LT LLP How do you expect
a paragraph your students to real
expressing the form reflecion on the
that they make their reaging skills
decisions and take LLP LC LT SA
risks.
LA PE
Friday Dealing with errors: Micro peer teaching Skills work: writing What kind of the
analysing and SA Activities and tasks reader are you?
anticipating LA LT LLP LC LLP LC LT SA
error correction
LC LLP