1. Certificación de tutores de docentes de idiomas
ROSA MARGARITA MIJANGOS SANTIAGO
yellow0901@hotmail.com
Topic: TASK 1
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2. Certificación de tutores de docentes de idiomas
LESSON PLAN AND TIME TABLE
OBJECTIVE:
To create a training time table and a lesson plan to be used in your training.
1. Matching (1 PAGE). Match the six content areas to the following themes
TOPIC CONTENT AREA
Use of social forms Language and Culture
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 Language Learning Processes
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 Planning and Evaluation
Different types of exercises in language Planning and Evaluation
classrooms
Using pictures in a language classroom Planning and Evaluation/Language Teaching
Feedback rules Self-Assessment and Development
Pronunciation training Language Awareness
Learning strategies and learner autonomy Self-Assessment and Development
Difficult classroom situations Language and Culture
Progress tests Language Learning Processes
The use of media e-learning / blended learning Language Teaching
Intercultural learning Language and Culture
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3. Certificación de tutores de docentes de idiomas
2. Lesson plan (2 PAGES MAX). Choose two of the topics of the table of exercise 1.
How would you teach these contents? Write a lesson plan.
LEASON PLAN INTERCULTURAL LEARNING
T = teacher / Ss= students
Phases of Media/
Aim of Time
Learning Activities Social Form
activity (mins)
materials
Icebreaker/ T ask the Ss to work in pairs and discuss Group Introduce 400
Introduction what rules they have to follow in the aderograms theme.
to theme school building or in the classroom. -to elicit rules
TV magazine T listen several ideas from the class. Ss have to
article T elicit suggestions like : You shouldn’t follow in
run in the corridor.
school and
T gives Ss a moment to read the Brainstorming
instruccions carefully.make sure they clasroom.
understand confession(telling the truth
about something you did that was wrong) - Cross-
cultural
communicatio
n
Extension of Ask Ss to work In pairs and compare the 400
theme examples they found of rule-breaking - Student -extend rule-
,discussing any differences. -individual book breaking
Ask Ss to decide which is the most
serious example of rule serious and why. -partner Speak about
Elicit several responses from the class. - rule-breaking
Along with each example of rule Brainstorming and elicit
breaking, elicit more information about several
why it is wrong, e.g. why the girl who is responses.
crossing the street is breaking a rule(
because the sign says “DON’T WALK”).
Point out that the car is driving the wrong
way along one-way street. Ask what the .
woman with the dog is doing(walking on
the grass where there is a “Do not Walk
on the grass” sign).
Nominate an S to read instructions and
the grammar explanation to the class.
Focus on the form of the structure. Point
out that is the past form of be going to.
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4. Certificación de tutores de docentes de idiomas
600
Personalizati Check the answers with the class. Point -partners -Student
on out that jaywalking is a dangerous or book
illegal way of crossing a street at a place
where cars do not normally stop. - plenary
Have Ss to do exercise individually and
then compare their answers in pairs,
discussing any differences.
- S. answer each question in plenary.
Defining -individual - practice 600
words Have Ss work with their partners from -plenary -Student circumlocution
Ex.B. book .
Ask Ss to work in pairs and say what the -familiarize
man should and shouldn’t have done students with
using new verbs. more
Ask Ss to look at the Words in the vocabulary
language box. If you were supposed to which can be
do something. The meaning is very implemented
similar to the idea to of a past intention. with next
exercises.
Focus on See the student’s book page for the -plenary -Ss can see 600
Grammar audio script. -board structure
Ask Ss to read the question and options -grammar clearly.
carefully. sheet Ss can apply
Show Ss the grammar structure for it.
S+Should have+past participle+C
Ask Ss to complete the grammar table
individually, by referring t the text in Ex. A
Nominate a S to read the instruction and
the grammar explanation to the class.
Transfer Draw Ss´s attention to the Watch out! Individually -S. practice 400
Box. -board the structure in
Point out that the second example is -grammar a controlled
inappropriate because, although it is pairs worksheet form.
grammatically correct, it refers to the -pre-teach
present or inmmediate future, and the vocabulary for
question was in the simple past. The next exercise.
response to the question must therefore
also refer to the past.
Have Ss complete the grammar table
individually by referring to the text in Ex.
A and then compare their answers in
pairs, discussing any differences.
.
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5. Certificación de tutores de docentes de idiomas
Consolidation Have the Ss do this exercise individually -plenary -worksheet -T give
and then compare their answers in pairs. exercises and 400
Check the answer with the class express
answers in
Read the instructions to the class. pairs to do a
Ask Ss to read the model sentence. coevaluation.
Ask Ss to work in pairs and tell their
partner about the actions and their
consequences.
Ask Ss to look at the examples in the
Watch out! Box, remind them that they
should not forget to use going to, even f
the main verb is go.
Give Ss a few minutes to think about
some things they were going to do in the
past but he didn´t and why they didn´t do
them.
Conclusion T. Put the students into groups of three -individual worksheet 3 Get the Ss´s 200
and or four to discuss the questions. student ideas and
Evaluation When the groups finish, elicit some -plenary book correct any
ideas from the class. errors with the
T listen to some ideas from the class and grammar
correct any errors in the use of should structure.
have/ shouldn´t have. Do a feedback
Ask Ss to work in pairs and tell their about the used
partner about the things they didn’t do, structures.
using the phrases in the box.
Correct any errors in the use of was/were
going to
Homework -T. asks S. to complete WORKBOOK p- -individual -workbook Feedback the
task 64, section 2. structure.
T ask Ss to do exercises from
WORKBOOK page 66,section 5.
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6. Certificación de tutores de docentes de idiomas
3. Time table (2 PAGES MAX). Elaborate a timetable of the two selected topics of your lesson plan.
Elaborate a timetable according to the example.(Please find the example on the main menu of the
platform)
TIMETABLE 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 - 8:30 8:30 - 10:00 10:15 - 11:45 12:00 - 13:30
Monday Ice breaker. Demo: T elicit suggestions To help Ss find all
Use the ice breaker in Using slides like : You shouldn’t eight, as they identify
class. (LT) explaining to work in run in the examples of rule-
Teaching Vocabulary pairs and discuss corridor.(LC) breaking, encourage
(LT) Meaning. what rules they have T ask Ss to read the them to write a
Form and pronunciation to follow in the instructions and number next to each
(LA) school building or in study the picture example.(LC & LLP)
the classroom.(LC) carefully for T gives Ss a moment
T listen several ideas examples of rule- to read the
from the class.(LLP) breaking in the instructions carefully.
picture.(LLP) make sure they
LA LLP LC PE understand
Also give them the confession(telling the
goals of that class truth about something
you did that was
wrong)(LLP & LC)
Tuesday Classroom Elicit several Skills work: Point out that the car
management: responses from the Speaking is driving the wrong
Ask Ss to work In pairs class. (LC) Activities and way along one-way
and compare the Along with each different tasks street. (LC)
examples they found of example of rule (LC, LLP & LT) Ask what the woman
rule-breaking ,discussing breaking, elicit more Teaching grammar with the dog is
any differences.(LC) information about points doing(walking on the
Ask Ss to decide which why it is wrong, e.g. (LT LC) grass where there is a
is the most serious why the girl who is “Do not Walk on the
example of rule serious crossing the street is grass” sign).(LC LT)
and why.(LT) breaking a rule( Have Ss work with
because the sign Ex.B.
says “DON’T Ask Ss to work in
WALK”).(LT &LLP) pairs and say what the
man should and
shouldn’t have done
using new verbs.
LLP LC LT SA their
partners from
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7. Certificación de tutores de docentes de idiomas
WEEK 1 7:50 - 8:30 8:30 - 10:00 10:15 - 11:45 12:00 - 13:30
Wednesday Lesson Planning: Teaching grammar Skills work: Ask Ss to read the
Selection material and Check the answers Speaking, listening question and options
worksheets with the class. (LT) (LLP & LT) carefully.(LLP LC LT)
PE LC LLP Point out that - S. answer each Show Ss the grammar
jaywalking is a question in structure (LLP)
dangerous or illegal plenary.(LLP) Then T has them
way of crossing a compare their
street at a place answers in pairs,
where cars do not discussing any
normally stop.(LC) differences.(SA)
Thursday Teaching vocabulary 2 Micro peer teaching Skill work: reading -pre-teach vocabulary
LT SA Activities and tasks for next
Talking about LT LLP exercise.(LLP,LT)
workplaces LA PE T give exercises and
express answers in
pairs to do a
coevaluation.(PE),
Get the Ss´s ideas
and correct any errors
with the grammar
structure.(PE,LLP)
Do a feedback about
the used
structures.(PE,LLP)
Friday Dealing with errors: Micro peer teaching Skills work: writing Ask Ss to look at the
analysing and SA Activities and tasks examples in the
anticipating LA LT LLP LC Watch out! Box,
error correction remind them that they
LC LLP should not forget to
use going to, even f
the main verb is go.
Give Ss a few minutes
to think about some
things they were going
to do in the past but
he didn´t and why they
didn´t do
them.(LLP,SA,LT,PE)
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