JORGE AUGUSTO ORDOEZ VALENCIA Task 1.

Match the six content areas to the following themes TOPIC Use of social forms Learning in a group Function of the Common European Framework of Reference Which are the different learner types The four skills Speaking activities How do we draw up a lesson plan? How do I present a grammar structure? Micro-peer teaching Different types of exercises in language classrooms Using pictures in a language classroom Feedback rules Pronunciation training Learning strategies and learner autonomy Difficult classroom situations Progress tests The use of media e-learning / blended learning Intercultural learning CONTENT AREA Language, Learning Processes Language and Culture Planning and Evaluation Language, Learning Processes Language, Learning Processes Language Teaching Planning and Evaluation Planning and Evaluation Self -Assessment and Development Language Teaching Language Teaching Self -Assessment and Development Language Awareness Language, Learning Processes Language and Culture Language, Learning Processes Planning and Evaluation Language and Culture

JORGE AUGUSTO ORDOEZ VALENCIA

E-MAIL: jaov5@hotmail,com.mx

Planning and Evaluation Topic: How

do I present a grammar structure?

Musical Notes: Modals of advice.

Language Teaching -Topic: Speaking activities. (modals)

Language Teaching, Planning Topic: Different types of exercises in language

classrooms

2. Lesson plan. 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 / S = students
Phases of Learning Social Form -group Medi a/mat erials Board Mark ers Ti me (mi ns) 20

Activities

Aim of activity

Icebreake r/ Introducti on to theme Musical Notes Extension of theme

- T. Elicit from students some of the things they can do if they want to learn to play a musical instrument (e.g., take lessons, buy a guitar, learn to read music, practice every day), and write them on the board.

Introduce theme. -To elicit musical activities.

plenar y T. Activate schema saying: Remember the woman from the story? Tell me, should she rest? (pointing to the picture) T. ask S question: What is the question? T. Write the questions to the board & have students repeat it. Right. Please repeat: Should she rest? When the grammatical information is on the board, analyze the structure, concept and patterns by eliciting the following information from students: We use SHOULD to indicate...? SHOULD means: Its a good idea. Can we use SHOULD in Affirmative? And in negative? And in questions? Is it the same or different for singular and plural? So, SHOULD is a modal auxiliary; it doesnt change form for different persons. What is the form of the verb after SHOULD? Always? - Remind the students about should (to give positive advice). Elicit sentences with should using the examples on the board. Point out the fact that should (and shouldnt) are not used to express obligation, but are used to make suggestions. Give students 45-60 seconds to assimilate the information (the moment of silence.) 40 plenar y Stude nt book Board Mark ers -study grammar (modals of advice and warming) correct any pronunciation errors.

25 Personali sation Triskaidekaphobia Problem solving: (Should) Activate Schema (A): What is a phobia? Do you know what Triskaidekaphobia is? (Write the word on the board.) It describes that you are afraid of the number 13. Think about this question in silence: why do you think number 13 is considered bad luck? Instructions: work in pairs. Write a list of things that bring bad luck because they have number 13 in them. Why shouldnt you do these things? T: For example, here in Mexico they say you shouldnt get married or travel on Tuesday the 13th. Defining words T Ask the students to do the exercise individually and then compare their answers in pairs, discussing any differences. On page 52. Listen to some ideas from the class. Find out which musical genres are the most popular. individ ual plenar y -students recognize vocabulary studied about different musical genres. 15 plenar y partner Stude nt book -practicing modals of advice. -sharing experiencies

Stude nt book

Focus on Grammar

T. will explain what are the modals advice and warning, should, ought to and had better with some examples Ask the students to look at the Watch Out! Box to differentiate some facts when using modals.

plenar y

board , gram mar sheet

-S. can see structure clearly. -Each S. makes notes according to his learning strategies.

30

Transfer

-Ask the students to do this exercise individually and then to compare their answers in pairs. On page 51. - Check the answers with the class. Note that there is more than one possible answer in some cases, but that #3 is clearly a warning, so there is only one answer.

Individ ually & pairs

board gram mar work sheet

-S. practice the structure in a controlled form. -pre-teach vocabulary for next exercise.

20

Consolida tion

-Before you ask the students to discuss the problems, give them a couple of minutes to think about what advice they would give and to make a few notes. -Divide the class into groups of four or five, and ask them to discuss the problems. -Listen to some ideas from the class. Ask the class to decide which group has given the best advice for each problem.

plenar y

work sheet Give advic e for these probl ems work sheet

-Practice the advice and warning. 15

Conclusio T. Give the students a sheet with exercises that n and they need to solve individually and then T and S will Evaluatio check the activity together n

individ ual plenar y

-to reinforce vocabulary, concept and structure

30

Homewor k task

-T. asks S. to complete WORKBOOK(p.29-30)

individ ual

work book

-To extend practice.

TIMETABLE FOR 1 WEEKDAY COURSE

Main input: 8 hours of face training sessions. Lesson observation: 4 teaching sessions observable live.
Week 1 Monday 9:00-11 How do I present a grammar structure 11:1513:30 3:00-5:00 6:00-7:00

Speaki ng activiti es LT

PE

Practici ng modals of advice and warnin g PE SA

Different types of exercise s in languag e classroo ms

LT

Content areas are: Language awareness Language and culture Language learning process Language teaching Planning and evaluation PE Self-assessment SA

LA LC LLP LT