Dossier rosa mijangos copia

Certificación de tutores de docentes de idiomas

DOSSIER FOR STUDENTS AS TECHNICIAN UNIVERSITY
SUPERIORS IN MAINTENANCE CAREER.

BY

ROSA MARGARITA MIJANGOS SANTIAGO


Dossier for UT Students as Technician University Superiors in Maintenance Career

CONTENTS

Task 1: LANGUAGE AWARENESS – Topic: Breaking the rules!

Task 2: LANGUAGE AND CULTURE - Learning Past Progressive

Sensitising students to different cultural standards

Using was supposed to/ were supposed to/was/were hoping to

Learning vocabulary of ideas, events or meetings, education or career choices,

hobbies or interests, non visited places.

Task 3: LANGUAGE LEARNING PROCESSES - Topic: TV magazine article

Task 4: LANGUAGE TEACHING - Topic: Stress Patterns with Non separable

phrasal verbs: - Topic: Gerund phrases as subject and object

Task 5: Group Project - SELF-ASSESSMENT AND DEVELOPMENT

Language awareness 2/48


UTSV Task 1:

LANGUAGE AWARENESS

To revise and practice the Past and should/ shouldn’t have

Should have + past participle, Shouldn´t + past participle

Theme: BREAKING THE RULES!

JANUARY 2013
UT


Task 1: LANGUAGE AWARENESS

Table of Contents:

1. Description of the area

2. Description of class and course

3. Topic

4. Aims of the lesson

5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10. Attachments

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This area includes to Analysis of phonology, grammatical and lexical structures
and use of related basic terminology, to link between linguistic competence and
communicative competence, to target language description

and appropriate terminology, language description being understood as a system
of abstract elements, constructions, and rules, to awareness of language
systems differences to application of this awareness to teaching and learning
experience (i.e. analysis of learning materials)


This course is level 6. There are twenty students between the ages of 19 and 23.
Most of female students do not like English language too much and the male
students English are not their favorite subject.

The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course
book is OpenMind 3. They joined the course for passing their English class as a
subject and for being able to understand English songs.

3. Topic – was/were going to


- To revise and practice question forms of the verb WAS/WERE GOING TO

- To criticize behavior in the past progressive.

- To talk about events or meetings.

- To talk about not started hobbies or interests.

- To give advice

5. Personal aims

- To provide an interesting lessons that students enjoy.

- To explain the past progressive structures that the students use easily.

- To encourage the students to enjoy a second language.

- To provide grammar structures for giving advice.

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6. Procedure

The topic of the new chapter (Unit 11/p.107) was BREAKING THE RULES and in this
lesson we looked describing student’s own talents and asking about other people’s,
describing people’s 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
Teacher’s 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 UT’s 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 I’m including certain exercises in the lesson and what benefits they can offer.

For the Icebreaker part Teacher had to ask T ask the Ss to work in pairs and discuss
what rules they have to follow in the school building or in the classroom. It was very
important to elicit students to answer and try to think in English Ideas. Then Teacher
listened several ideas from the class.Teacher ask Students to say whatever they know
about social rules. After that part, Teacher elicited suggestions like : You shouldn’t run
in the corridor. You shouldn’t eat in the classroom.

For the final part of Icebreaker moment Teacher gave a moment to read the
instruccions carefully and Teacher made sure they understand confession(telling the
truth about something they did that was wrong)

After that activity Teacher asked Students to open the book (p.) and individually
Students looked at the exercise in the book.

Next step Teacher asked Stu work in pairs and they compare the examples that they
have found in the Icebreaker part.

After that processes Teacher asked Students to work in pairs and compared the
examples they found of rule-breaking, discussing any differences. Then Teacher asked
Students to decide which is the most serious example of rule serious and why, after that
Teacher elicited several responses from the class along with each example of rule
breaking, teacher elicited more information about why it is wrong, e.g. why the girl who
was crossing the street was breaking a rule (because the sign says “DON’T
WALK”).Students Pointed out that the car was driving the wrong way along one-way
street. Students asked what the woman with the dog was doing(walking on the grass
where there is a “Do not Walk on the grass” sign). Students nominated an S to read
instructions and the grammar explanation to the class. After that teacher focused on the
form of the structure. Students pointed out that is the past form of be going to.

After all the above mentioned teacher checked the answers with the class. Teacher
pointed out that jaywalking was a dangerous or illegal way of crossing a street at a

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place where cars did not normally stop. The Students had to do exercise individually
and then they compared their answers in pairs, discussing any differences. After that
activity students answered each question in plenary.

For definition words teacher asked Students worked with their partners from Ex.B. and
teacher asked Students to work in pairs and say what the man should and shouldn’t
have done using new verbs. Teacher asked Students to look at the Words in the
language box. If you were supposed to do something. The meaning was very similar to
the idea to of a past intention.

In the part of focus grammar teacher asked students to see the student´s book page for
the audio script. Teacher asked Students to read the question and options carefully.
Teacher Showed Students the grammar structure for S+Should have+past participle+C.
And teacher asked students to complete the grammar table individually, by referring t
the text in Ex. A teacher nominated a Student to read the instruction and the grammar
explanation to the class.

For Transfer part teacher drew Students´s attention to the Watch out! Box.

Teacher pointed out that the second example was inappropriate because, although it
was grammatically correct, it refered to the present or inmmediate future, and the
question was in the simple past. The response to the question must therefore also refer
to the past. Teacher had Students complete the grammar table individually by referring
to the text in Ex. A and then they compared their answers in pairs, discussing any
differences.

For consolidation part teacher asked students do this exercise individually and then
they compared their answers in pairs. Students checked the answer with the class.
They read the instructions to the class.

Ask Ss to read the model sentence.

Ask Ss to work in pairs and tell their partner about the actions and their consequences.
He asked Students to look at the examples in the Watch out! Box, teacher reminded
them that they should not forget to use going to, even if the main verb was go. Teacher
gave Students 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.

For conclusion and evaluation part for the class teacher put the students into groups of
three or four to discuss the questions. When the groups finished, teacher elicited some
ideas from the class. Teacher listened to some ideas from the class and correct any
errors in the use of should have/ shouldn´t have. Then teacher asked Students to work
in pairs and told their partners about the things they didn’t do, using the phrases in the
box. Students corrected any errors in the use of was/were going to.

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For final part a homework teacher asked Students to complete asked Students to
complete WORKBOOK p- 64, section 2. And for the other topic teacher asked Students
to do exercises from WORKBOOK page 66,section 5.

7.- Conclusions

This lesson contained many exercises for revising the modal SHOULD/SHOULDN’T for
giving advises. the examples using pictures or images for auxiliary verb and short
answers appealed to the students and it hopes to help them to understand the
structure. As a teacher it gives the chance to personalize the subject and talk about
something as rules and advises. This lesson motivates the Students to apply their ideas
for expressing advises and at the same time help them to improve vocabulary for being
creator of their own learning processes.

8. Self Evaluation

In this part of this work, it is important to say that it was a very interesting way to
introduce the topics for encourages the students to use grammar rules and structure as
a communicative tool for communicating each other. However it has been created with
the best tools to improve their vocabulary. This plan was a good option for helping the
students to create a good communicative approach.

9. Lesson Plan
T = teacher / S = students

Tim
Phases of Media/ e
Social
Learning Activities Aim of activity
Form (min
materials
s)

Icebreaker/ T ask the Ss to work in pairs and Group Introduce theme. 400
Introductio discuss what rules they have to aderogra -to elicit rules Ss
n to theme follow in the school building or in ms have to follow in
TV the classroom. school and
magazine T listen several ideas from the
clasroom.
article class.
T elicit suggestions like : You Brainstormi - Cross-cultural
shouldn’t run in the corridor. ng
communication
T gives Ss a moment to read the
instruccions carefully.make sure
they understand confession(telling
the truth about something you did
that was wrong)

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Extension Ask Ss to work In pairs and 400
of theme compare the examples they found - Student -extend rule-
of rule-breaking ,discussing any -individual book breaking
differences.
Ask Ss to decide which is the -partner Speak about rule-
most serious example of rule - breaking and elicit
serious and why. Brainstormi several responses.
Elicit several responses from the ng
class.
Along with each example of rule
breaking, elicit more information .
about why it is wrong, e.g. why the
girl who is 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.

600
Personaliz Check the answers with the class. -partners -Student
ation Point out that jaywalking is a book
dangerous or illegal way of
crossing a street at a place where - plenary
cars do not normally stop.

Have Ss to do exercise
individually and then compare
their answers in pairs, discussing
any differences.
- S. answer each question in
plenary.

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Defining -individual - practice 600
words Have Ss work with their partners -plenary -Student circumlocution.
from Ex.B. book -familiarize
Ask Ss to work in pairs and say students with more
what the man should and vocabulary which
shouldn’t have done using new can be
verbs. implemented with
Ask Ss to look at the Words in the next exercises.
language box. If you were
supposed to do something. The
meaning is very similar to the idea
to of a past intention.
Focus on See the student’s book page for -plenary -Ss can see 600
Grammar the audio script. -board structure clearly.
Ask Ss to read the question and -grammar Ss can apply it.
options carefully. sheet
Show Ss the grammar structure
for
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

Transfer Draw Ss´s attention to the Watch Individually -S. practice the 400
out! Box. -board structure in a
Point out that the second example -grammar controlled form.
is inappropriate because, although pairs worksheet -pre-teach
it is grammatically correct, it refers vocabulary for next
to the present or inmmediate exercise.
future, and the question was in the
simple past. The 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
any differences.
.

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Consolidati Have the Ss do this exercise -plenary - -T give exercises
on individually and then compare worksheet and express 400
their answers in pairs. answers in pairs to
Check the answer with the class do a coevaluation.

Read the instructions to the class.
Ask Ss to read the model
sentence.
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 - Put the students into groups of -individual worksheet Get the Ss´s 200
and three or four to discuss the 3 ideas and correct
Evaluation questions. When the groups -plenary student any errors with the
finish, elicit some ideas from book grammar structure.
the class. Do a feedback
T listen to some ideas from the about the used
class and correct any errors in the structures.
use of should have/ shouldn´t
have.
Ask Ss to work in pairs and tell
their partner about the things they
didn’t do, using the phrases in the
box.
Correct any errors in the use of
was/were going to
Homework -T. asks S. to complete -individual -workbook Feedback the
task WORKBOOK p- 64, section 2. structure.
.

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10. Attachments


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UTSV JANUARY, 2013

Task 2:

LANGUAGE AND CULTURE

Theme: WAS / WERE GOING TO

Learning Past Progressive

Sensitising students to different cultural standards

Using was supposed to/ were supposed to/was/were hoping to

Learning vocabulary of ideas, events or meetings, education or career
choices, hobbies or interests, non visited places.

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Table of Contents:



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10. Attachments

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This area will awareness of socio-cultural and intercultural aspects of
language use and language learning, with different situations related
to intercultural differences, understanding different social backgrounds
of students, cross-cultural communication, e.g. missed event or
meetings, made education or career choices, started hobbies or
interests.


This is the same group above mentioned. There are twenty students
between the ages of 19 and 23. Most of female students do not like
English language too much and the male students English are not
their favorite subject.

The group meets on Monday afternoon between 4:00 and 5:40 p.m.
The course book is OpenMind 3. They joined the course for passing
their English class as a subject and for being able to understand
English songs

3. Topic :was-were going to


- Talking about unusual jobs

- Talking about work and the workplace

- Agreeing/disagreeing with a lecturer´s ideas.

- Talking about having your own business

- Describing your perfect workplace

- Evaluating job candidates

- Practicing a job interview

5. Personal aims

- To promote students for being critical.

- To provide a very funny lesson.

- To encourage students to communicate their ideas.

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- To introduce the grammar structure in an easily way.

6. Procedure

For the correct development of this lesson, Teacher gave Students a
moment to read the instruccions carefully after that teacher made sure they
understood confession(telling the truth about something you did that was
wrong). Then teacher Pointed out that the car was driving the wrong way
along one-way street. Teacher asked what the woman with the dog was
doing(walking on the grass where there is a “Do not Walk on the grass” sign).

For the developments of this part teacher nominated a Student to read
instructions and the grammar explanation to the class. Teacher try to focus
on the form of the structure. And teacher pointed out that was the past form
of be going to(was-were)

For the moment of personalization teacher checked the answers with the
class. Teacher pointed out that jaywalking was a dangerous or illegal way of
crossing a street at a place where cars do not normally stop.

Teacher asked students to do exercise individually and then compare their
answers in pairs, discussing any differences and students answered each
question in plenary.

As the next step, defining words teacher asked Students to work with their
partners from Ex.B.

Teacher also Ask ed Students to work in pairs and say what the man was/
wasn’t doing using new verbs. Teacher asked students to look at the Words
in the language box. If you were supposed to do something. The meaning is
very similar to the idea to of a past intention. It suggests to check answers
with the class. Note that the topic sentence is, in this case,two sentences. An
alternative way for expressing this as a single sentence would be PROJECT
RUNAWAY is my favorite reality TV show. And then students why the writer
has chosen to start her paragraph with a question (e.g.to raise the level of
interests).

When the teacher try to Ask Ss to complete the grammar table individually,
by referring t the text in Ex. After that teacher nominated a Student to read
the instruction and the grammar explanation to the class.and the question
was in the simple past. The response to the question must therefore also
refer to the past progressive. Students had to complete the grammar table
individually by referring to the text in Ex. A and then compared their answers
in pairs, discussing any differences.

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As following step teacher gave Students 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. Next of these activities teacher asked students to work in pairs and tell
their partner about the things they didn’t do, using the phrases in teh box.
When this activity finished teacher corrected any errors in the use of was
/were going to.

For concluding with this part, it was taking into account to do put students
into groups of five or six, and students had te read each other’s descriptive
paragraphs for encouraging them to think of reasons why they would or
wouldn’t want to watch the show and as a final task listen to the ideas from
the class.

7. Conclusions

It believes that this lesson help students to know the different ways to think
in a different ways to face the same kinds of problems in past progressive.
What would happen if they were visiting some friends in a different country?
So the students could realize English is a very important gate for improving
and know about another countries and cultures.

8. Self Evaluation

It tried to build a very interesting lesson using some culture attitudes for
completing the activities and teacher tried to share and listened student´s
comments. It required not only to have a good knowledge about any topic, it
needs t have cultural knowledge from the own country as the same way as
other ones.

9. LESSON PLAN “Culture”

T = teacher / S = students

Tim
Phases of Media/ e
Social
Form (min
materials
s)

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Icebreaker/ T gives Ss a moment to read the Group Introduce theme. 400
Introductio instruccions carefully.make sure aderogra -to elicit rules Ss
n to theme they understand confession(telling ms have to follow in
TV the truth about something you did school and
magazine that was wrong)
clasroom.
article
Brainstormi - Cross-cultural
ng
communication

Extension Nominate an S to read instructions 400
of theme and the grammar explanation to - Student -extend rule-
the class. -individual book breaking
Focus on the form of the structure.
Point out that is the past form of -partner Speak about rule-
be going to. - breaking and elicit
Brainstormi several responses.
ng

.

600
Personaliz Have Ss to do exercise -partners -Student
ation individually and then compare book
any differences. - plenary
- S. answer each question in
plenary.

Defining Ask Ss to look at the Words in the -individual - practice 600
words language box. If you were -plenary -Student circumlocution.
supposed to do something. The book -familiarize
meaning is very similar to the idea students with more
to of a past intention. vocabulary which
can be
implemented with
next exercises.

Focus on -plenary -Ss can see 600
Grammar Ask Ss to complete the grammar -board structure clearly.
table individually, by referring t the -grammar Ss can apply it.
text in Ex. A sheet

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Transfer Point out that the second example Individually -S. practice the 400
is inappropriate because, although -board structure in a
it is grammatically correct, it refers -grammar controlled form.
to the present or inmmediate pairs worksheet -pre-teach
future, and the question was in the vocabulary for next
simple past. The response to the exercise.
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
any differences.
.

Consolidati Ask Ss to look at the examples in -plenary - -T give exercises
on the Watch out! Box, remind them worksheet and express 400
that they should not forget to use answers in pairs to
going to, even f the main verb is do a coevaluation.
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 Ask Ss to work in pairs and tell -individual worksheet Get the Ss´s 200
and their partner about the things they 3 ideas and correct
Evaluation didn’t do, using the phrases in the -plenary student any errors with the
box. book grammar structure.
Correct any errors in the use of Do a feedback
was/were going to about the used
structures.

Homework T ask Ss to do exercises from -individual -workbook Feedback the
task WORKBOOK page 66,section 5. structure.

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10.- Attachments

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Task 3 JANUARY 2013

UTSV

LANGUAGE LEARNING PROCESSES

TALKING ABOUT UNUSUAL JOBS

GERUND PHRASES

Theme: Gerund as subject and object

UTSV January 2013

Table of Contents:



3. Topic


5. Personal aims

6. Procedure

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7. Conclusions

8. Self evaluation

9. Lesson plan

10. Attachments

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This area covers the needs that students require when they are learning a
language. It is focused on correcting mistakes and a same time gives the
students all the tools for help them to learn through self-learning in order
to improve their own learning process.


This work has been designed for learners in level 3. Most of students are
studying so they are between ages of 18 and 24, and some students
older than them.
This lesson has been designed to help students to comprehend the main
ideas in oral exercises. The main purpose is to encourage using the
gerund phrases as subject and object, .At the end they must be able to
talk about unusual jobs and different work and workplace. For completing
this activity teacher should use Open Mind 3 from MacMillan editorial,
covering unit 12, page 127.

3. Topic: Gerund Phrases as subject and object.


-Talking about unusual jobs
-Talking about work and workplace
-Agreeing and disagreeing with a lecturer’s ideas.

5. Personal aims

- To help students to use different gerund phrases as subject and
object.
- To help them to make the difference between both uses.
- To help students to write descriptions.
- To recycle some job vocabulary
- To guide students to use communication patterns to use the
vocabulary with gerund phrases.
- To motivate and encourage the students to do a good use with the
language.
- To promote student´s autonomy.

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6. Procedure

This lesson has been designed on communicative approach
development. This topic is focused in the unit 12, “JUST THE
JOB!”(p.117). in this section students have to make use of gerund
phrases and express it when they make difference between gerund
phrases as subject and object. And at the same time students
interchange information. The main topic is to recycle vocabulary and
some adjectives to describe characters. In this case the book is going
t be the mail tool, which will help us with some activities and they are
going to use in the activities.
As icebreaker moment. All students should be organized to play with
recycle vocabulary. Teacher asks students to cover the list of jobs with
a strip of paper. Ask students to work in pairs and discuss what the
people in the pictures are doing, and what their jobs might be. Elicit
some ideas from the class. Then ask them to uncover the list of jobs
and match them with the pictures.
As a second activity is in the book (p.119) teacher asks students to
look at the picture on the website or a flashcard. Then teacher ask
them some questions: How old the woman is? How might she be
feeling right now? Where is she? Where does she work? Do you think
she likes her job?
Once all the answers are covered, teacher nominates a student to
read the grammar explanation to the class. After that teacher ask
students to work individually and find examples in the text in Ex. A to
complete the grammar table (p-119)
Teacher asks students to compare their answers in pairs and finally
teacher ask students to compare their answers in pairs and as last
activity teacher check the answers with the class.
The fact that gerunds are verbal nouns and are formed by adding –ing
to the verb, e.g. dancing, working, teaching, studying, singing, and so
on. Teacher must reminds students that many verbs ending in
consonant-vowel-consonant double the last consonant when forming
the gerund, e.g. run-running, swim-swimming. Teacher emphasizes
that gerunds can be the subject of the sentence, e.g. dancing is fun, or
the object of the sentence, and e.g. I like dancing.
Finally teacher gives students extra practice, ask them to complete
sentences using gerund phrases: I really enjoy…I’m very interested in
…I don’t like….is good way to make money… it is enjoyable way to
spend the evening: is a good way to keep in shape.

7. Conclusions

I consider this topic important because it is necessary to differentiate
all the gerund phrases, which are objects and which are subject

26/48


(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 new knowledge. At the end, they are going to learn progressively,
and they are going to realize.

8. Self Evaluation

As a concerned teacher for the students it is very important to use good
material for helping students to make difference between gerund phrases
as subject or object. It is our responsibility to give our students joyful
grammar activities. As the same time to encourage the students to use
English as a different way to communicate.
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.

9. Lesson Plan

Tim
Phases of Media/ e
Social
Form (min
materials
s)

Icebreaker All students should be Group Introduce theme. 400
organized to play with aderogra -to elicit rules Ss
recycle vocabulary. ms have to follow in
Teacher asks students to school and
cover the list of jobs with a
clasroom.
strip of paper. Ask students
to work in pairs and discuss Brainstormi - Cross-cultural
what the people in the ng
communication
pictures are doing, and
what their jobs might be.

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Extension As a second activity is in 400
of theme the book (p.119) teacher - Student -extend rule-
asks students to look at the -individual book breaking
picture on the website or a
flashcard. Then teacher ask -partner Speak about rule-
them some questions: How - breaking and elicit
old the woman is? How Brainstormi several responses.
might she be feeling right ng
now? Where is she? Where
does she work? Do you
think she likes her job? .

600
Personaliz Once all the answers are -partners -Student
ation covered, teacher nominates book
a student to read the
grammar explanation to the - plenary
class. After that teacher ask
students to work
individually and find
examples in the text in Ex.
A to complete the grammar
table (p-119)

Defining Teacher asks students to -individual - practice 600
words compare their answers in -plenary -Student circumlocution.
pairs and finally teacher book -familiarize
ask students to compare students with more
their answers in pairs and vocabulary which
as last activity teacher can be
check the answers with the implemented with
class. next exercises.

Focus on The fact that gerunds are -plenary -Ss can see 600
Grammar verbal nouns and are -board structure clearly.
formed by adding –ing to -grammar Ss can apply it.
the verb, e.g. dancing, sheet
working, teaching, studying,
singing, and so on. Teacher
must reminds students that
many verbs ending in
consonant-vowel-
consonant double the last
consonant when forming
the gerund, e.g. run-
running, swim-swimming..

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Transfer Elicit some ideas from the class. Individually -S. practice the 400
Then ask them to uncover the list -board structure in a
of jobs and match them with the -grammar controlled form.
pictures. pairs worksheet -pre-teach
vocabulary for next
exercise.

Consolidati Teacher emphasizes that gerunds -plenary - -T give exercises
on can be the subject of the worksheet and express 400
sentence, e.g. dancing is fun, or answers in pairs to
the object of the sentence, and do a coevaluation.
e.g. I like dancing

Conclusion Finally teacher gives -individual worksheet Get the Ss´s 200
and students extra practice, ask 3 ideas and correct
Evaluation them to complete -plenary student any errors with the
book grammar structure.
sentences using gerund Do a feedback
phrases: I really enjoy…I’m about the used
very interested in …I don’t structures.
like….is good way to make
money… it is enjoyable way
to spend the evening: is a
good way to keep in shape.

task students book p.119 structure.

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10. Attachments

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Task 4: LANGUAGE TEACHING

UTSV Task 4:

LANGUAGE TEACHING

Topic: Stress Patterns with Non separable phrasal verbs.

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Table of Contents:



3. Topic

4. Theme and motivation

5. Aims of the project

6. Planning

7. Procedure

8. Conclusions

9. Evaluation of the project and self-evaluation

10. Lesson plans and attachments

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This area has been selected with correct methods as tools for learning
and teaching objectives, evaluation, selection and adaptation of
teaching and learning materials to suit the aims of the lesson. Teacher
has been working with the same group and criteria help beginning
teachers distinguish real communication from „apparent“
communication. No all oral activities are created equal.


This course is a 6th level course. Where students will be able to
produce simple sentences in different tenses, use gerunds as subjects
and objects, talk about events, describe some historical event and
listen and understand details in a reading or story. This course will
help our students to create a short writing description.

3, Topic: stress patterns with separable and nonseparable phrasal
verbs.

In this parte students need to talk about a reality TV show. Teacher asks
students what they think happens in a show like this (people exchange jobs
for a short period). Teacher asks students if they know any other shows like
this.
It thinks that students are motivated because they like this kind of TV shows
and in this way they are involved in the same background knowledge.

- To Talk about having your own bussines
- To Describe your perfect workplace
- To Evaluate job candidates
- To Practice a job interview

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6. Personal aims
- To motivate students to present and talk about people who they
admired.
- To explain the structure for use the separable and nonseparable
verbs.
- To motivate and encourage the students to experiment with the
language.
- To promote learner autonomy.
- To promote learners to learn how to answer an interview for getting
a job.
7.-Procedure
For the first exercise, the icebreaker, teacher must have students work
in groups of four and discuss these two questions: if you could choose
any job in the world, what job would you do? Why would you choose
that job? Listen some ideas from the class.
As the first activity teacher asks students to read the instruction and
the question. After that students do the exercise individually and then
compare their answers in pairs and later students check their answers
with the class.
After this activity teacher asks students to look at the examples in the
language box. Point out that separable phrasal verbs often have these
adverbial particles: up, down, on, off, out, back, and away.
Teacher highlight that phrasal verbs with back and away are always
separable, because back and away cannot function as prepositions
and therefore cannot go before nouns or pronouns.
After that teacher explain that phrasal verbs can have more than one
preposition. Teacher asks the students to find an example in the text (I
didn´t get along with them) teacher emphasize that phrasal verbs are
always non-separable.
Teacher point out to look at the examples in the Watch Out! Box. And
teacher reminds them that in separable phrasal verbs, the adverbial
particle cannot go before a pronoun. Separable phrasal verbs can be
separated by a noun or pronoun, but the pronoun can’t go at the end.
As a final point teacher ask students to do exercise individually and
then to compare their answers in pairs. Teacher asks students to
compare their answers in pair and discuss a business they’d like to set
up.
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.

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7. Conclusions
I think this lesson encouraged students to know and what is attitude they
have to face in life, what attitudes they should have. This lesson improve
students to get some ideas to have a brainstorm a list of interesting types of
businesses they can set up and the advantages and disadvantages of that
business.
8. Self Evaluation
I also incorporate learning task and activities which encourage and
facilitate learner autonomy and take into account learners’ learning styles
and cultural expectations. As a teacher I have to encourage students to use
some of the phrasal verbs and gerund phrases verbs and gerund phrases
from this unit. I give student the better tools to use the verbs and apply them
in the real context.
9.-Lesson plan

Tim
Phases of Media/ e
Social
Form (min
materials
s)

Icebreaker/ The icebreaker, teacher must Group Introduce theme. 400
Introductio have students work un groups of aderogra -to elicit rules Ss
n to theme four and discuss these two ms have to follow in
TV questions: if you could choose any school and
magazine job in the world, what job would
clasroom.
article you do? Why would you choose
that job? Listen some ideas from Brainstormi - Cross-cultural
the class. ng
communication

Extension Teacher asks students to 400
of theme read the instruction and the - Student -extend rule-
question. After that -individual book breaking
students do the exercise
individually and then -partner Speak about rule-
compare their answers in - breaking and elicit
pairs and later students Brainstormi several responses.
check their answers with ng
the class.

.

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600
Personaliz Teacher asks students to -partners -Student
ation look at the examples in the book
language box. Point out
that separable phrasal - plenary
verbs often have these
adverbial particles: up,
down, on, off, out, back,
and away.

Defining Teacher highlight that phrasal -individual - practice 600
words verbs with back and away are -plenary -Student circumlocution.
always separable, because back book -familiarize
and away cannot function as students with more
prepositions and therefore cannot vocabulary which
go before nouns or pronouns. can be
implemented with
next exercises.

Focus on -plenary -Ss can see 600
Grammar Ask Ss to complete the grammar -board structure clearly.
table individually, by referring t the -grammar Ss can apply it.
text in Ex. A sheet

Transfer Teacher explains that Individually -S. practice the 400
phrasal verbs can have -board structure in a
more than one preposition. -grammar controlled form.
Teacher asks the students pairs worksheet -pre-teach
to find an example in the vocabulary for next
text (I didn´t get along with exercise.
them) teacher emphasize
that phrasal verbs are
always non-separable.

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Consolidati Teacher point out to look at -plenary - -T give exercises
on the examples in the Watch worksheet and express 400
Out! Box. And teacher answers in pairs to
reminds them that in do a coevaluation.
separable phrasal verbs,
the adverbial particle
cannot go before a
pronoun. Separable phrasal
verbs can be separated by
a noun or pronoun, but the
pronoun can’t go at the
end.
As a final point teacher ask
students to do exercise
individually and then to
compare their answers in
pairs. Teacher asks
students to compare their
answers in pair and discuss
a business they’d like to set
up.

Conclusion To conclude teacher asked -individual worksheet Get the Ss´s 200
and the students to tell us the 3 ideas and correct
Evaluation reason about why these -plenary student any errors with the
people where mode role for book grammar structure.
them and explain what Do a feedback
attitudes are they having. about the used
structures.

task students book. 122 . structure.

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10. ATTACHMENT

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Task 5: Group Project - SELF-ASSESSMENT AND DEVELOPMENT

LANGUAGE AWARENESS

Organizing and Planning

To revise and practice Preparing for a job interview.

Theme: LIFESKILLS Organization and Planning.

:

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Table of Contents:



3. Topic


5. Aims of the project

6. Planning

7. Procedure

8. Conclusions

9. Evaluation of the project and self-evaluation

10. Lesson plans and attachments

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1. - Description of the area:

This activity has been designed for students, this section is for lifeskills. It

has a linguistic focus and a soft skills focus. The aim of the first is to

recycle and consolidate the target language of the unit and the aim of the

second is to expose the students to vital of skills that will enable them to

become more competitive and successful in their academic and

professional lives.

2. - Description of class and course.

This course is level 6. There are twenty students between the ages of 19
and 23. Most of female students do not like English language too much
and the male students English are not their favorite subject.

The group meets on Monday afternoon between 4:00 and 5:40 p.m. The
course book is Open Mind 3. They joined the course for passing their
English class as a subject and for being able to understand English songs
but in this case teacher may decide to draw attention to the bulleted steps
at the beginning of the section which break down the soft skill.

3. - Topic: Preparing for a job interview

4.-Theme and motivation:

Organization and planning in this case the student’s motivation is focused
with this kind of activities, because the teacher teaches the lifestyle
section to remember that the skills developed can be applied in contexts
beyond the English classroom. It means that teacher gives students
important tool for help them to find solutions in real life or contexts.

5. - Aims of the project

- Evaluating job candidates

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-practicing a job interview

6. - Planning:

Teacher draws the student’s attention to the picture of the man being
interviewed. Teacher asks students to think about how the man might be
feeling and to make a few notes to describe him.

Teacher asks them to compare their ideas in pairs. Teacher listens to
ideas from several students, e.g. he probably feels nervous and
uncomfortable because he is in a job interview.

7.-Procedure

Focus on some of the vocabulary in the text. Write these words and
phrases on the board: give notice, link (verb) honest, calm. Teacher asks
students to work in pairs and find synonyms or definitions for each of
these. Check the answers with the class: give notice (tell your employer
your are leaving your job); link (connect): honest (and honest person does
not tell lies or cheat people obeys the law: calm (a calm person is not
affected by strong emotions such as anger, shock, excitement or fear).

Later teacher asks students to read the instruction and the question
carefully, make sure they understand that they need to provide a reason
for their decision. Emphasize that there are no incorrect answers, the
answers will depend on the students own opinions.

Teacher asks students to compare their choices and reasons in pairs.
Teachers listens several ideas from the class.

Teacher remind students to look again at the interview technique tips for
each questions to make sure that they are answering the interview
questions in the best possible way.

Teacher ask students to look at the How to say it box. Teacher
encourages the students to use the expressions when answering the
interviewer’s questions.

Teacher asks them to read the questions in Ex., again and prepare their
answers to the questions. Teacher is a monitor whiles students are

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working, teacher remind students to provide full, open and honest
answers.

Students read the instructions to the class. Teacher put the students in
pairs. Teacher asks students to decide who is student A and who is
student B. Teacher asks students to role play interview twice with student
A being the interviewer for the first interview and student B for the second
interview. Listen to several examples from the class.

8. - Conclusions

This section was a good way to show the different kinds of problems
students are going to face in real life. This exercise was good because the
students put in practice all their knowledge they have for developing an
interview.

9. - Evaluation of the project and self-evaluation

Teacher give students time to read the reflect questions, and teacher asks
them to tell what areas they need to improve on. Teacher asks them what
parts of the process of preparing for an interview they found easiest and
most difficult.

10. - Lesson Plan and attachments.

Tim
Phases of Media/ e
Social
Form (min
materials
s)

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Icebreaker/ The icebreaker, teacher must Group Introduce theme. 400
Introductio Focus on some of the aderogra -to elicit rules Ss
n to theme vocabulary in the text. Write ms have to follow in
TV these words and phrases on school and
magazine the board: give notice, link
clasroom.
article (verb) honest, calm. Teacher
asks students to work in pairs Brainstormi - Cross-cultural
and find synonyms or ng
communication
definitions for each of these.
Check the answers with the
class: give notice (tell your
employer your are leaving your
job); link (connect): honest (and
honest person does not tell lies
or cheat people obeys the law:
calm (a calm person is not
affected by strong emotions
such as anger, shock,
excitement or fear).

Extension Teacher asks students to read 400
of theme the instruction and the question - Student -extend rule-
carefully, make sure they -individual book breaking
understand that they need to
provide a reason for their -partner Speak about rule-
decision. Emphasize that there - breaking and elicit
are no incorrect answers, the Brainstormi several responses.
answers will depend on the ng
students own opinions.

.

600
Personaliz Teacher asks students to -partners -Student
ation compare their choices and book
reasons in pairs. Teachers
listens several ideas from the - plenary
class.

Defining Teacher remind students to -individual - practice 600
words look again at the interview -plenary -Student circumlocution.
technique tips for each book -familiarize
questions to make sure that students with more
they are answering the vocabulary which
interview questions in the best can be
possible way. implemented with
next exercises.

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Focus on Teacher ask students to look at -plenary -Ss can see 600
Grammar the How to say it box. -board structure clearly.
-grammar Ss can apply it.
sheet

Transfer Teacher encourages the students Individually -S. practice the 400
to use the expressions when -board structure in a
answering the interviewer’s -grammar controlled form.
questions. pairs worksheet -pre-teach
vocabulary for next
exercise.

Consolidati Teacher asks them to read the -plenary - -T give exercises
on questions in Ex.C, again and worksheet and express 400
prepare their answers to the answers in pairs to
questions. Teacher is a monitor do a coevaluation.
whiles students are working,
teacher remind students to
provide full, open and honest
answers.

Conclusion Students read the instructions -individual worksheet Get the Ss´s 200
and to the class. Teacher put the 3 ideas and correct
Evaluation students in pairs. Teacher asks -plenary student any errors with the
students to decide who is book grammar structure.
student A and who is student B. Do a feedback
Teacher asks students to role about the used
play interview twice with structures.
student A being the
interviewer for the first interview
and student B for the second
interview. Listen to several
examples from the class.

Homework T ask Ss to do exercises students -individual -workbook Feedback the
task book 1 OpenMind 3 pag 124-125 structure.

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10.-Attachments

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