Dossier nivel5 vela_sarricolea_arriaga

Dossier for UT Students as Technician University Superiors in Chemical Career

CONTENTS

Task 1: LANGUAGE AWARENESS – Topic: Live and Learn

Task 2: LANGUAGE AND CULTURE - Topic: Taking care of Business

Task 3: LANGUAGE LEARNING PROCESSES - Topic: Then and Now

Task 4: LANGUAGE TEACHING - Topic: Decision, Decision.

Task 5: PLANNING AND EVALUATION - Topic: Let’s eat

Task 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENT

Through the grapevine

UTSV Task 1:

LANGUAGE AWARENESS

To revise and practice the present perfect to talk about life
experiences

Have you been..? Has he gone ….? Who have gone to….? I haven’t….
that yet?

Theme: LIVE AND LEARN

ENERO 2013
UT

Table of Contents:

Description of the area

Description of class and course

Topic

Aims of the lesson

Personal aims

Procedure

Conclusions

Self evaluation

Lesson plan

Attachments

1. Description of the area

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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)

2. Description of class and course

This is a level 5 course. There are seventeen students between the ages
of 19 and 23, 6 male and 11 female. Five 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 and the male students
joined the English course saying that they like English as any other of
their subjects.

The group meets on Tuesday mornings between 9:30 and 11:10 a.m. The
course book is OpenMind 3. 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.

3. Topic – Live and Learn

4. Aims of the lesson

1.To revise and practice present perfect.

2.To revise and practice Yet and Already.

3.To expand vocabulary relating to life experiences.

4.To talk about things you have been doing lately.

5.To ask for more information on a related topic.

6.To discuss personal action plans.

5. Personal aims

7.To provide an interesting, lively lesson suitable for students.

8.To balance and mix the grammar and communicative goals.

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9.To motivate and encourage the students to experiment with the
language.
10.To promote learning autonomy.

11.To motivate and encourage the students to further more in their
learning.
12.To provide an interesting look back to their life experience.

6. Procedure
The topic of this chapter is LIVE AND LEARN (p.7 Unit 1) in which the students
talk about their life experience and past events reflecting on what their life has
been so far and including good and bad things. For the purpose of this lesson
students practice and use the present perfect in order to be able to
communicate with each other. They are given with both contextualize and
frame grammar exercises. The book is part of a variety of other resources used
during the lessons. Some other elements are digital presentations, flash cards

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and posters. As common agreement, the professors decided to use equal
methodology.

The first activity for the class is an ice breaker in which the teacher show some
pictures to the students attached with some quotes of famous people.
Describing what is life compared to a road or a trip. Then students make teams
and talk about which of the phrases and images best explain what life is after
the group work they have to share their opinion with all the class and at the
end come up with one opinion. After this activity comes the vocabulary. The
teacher refers to the book (p.8). Here Students have to look at some pictures
and match some sentences in a box. The new words are verb and activities so
after they finish the teacher ask questions related to the vocabulary. Students
have to stand up and go around the classroom asking who can do the
activities. Then the teacher asks who can do what and close this part of the
vocabulary.

Now is time for a listening. Students go to page 8 from their books where they
have to listen and check the correct options for the ten things you must do
before turn 30 but only the ones Tony has done so far students have the
opportunity to listen up to 3 times before the teacher starts asking for the right
options. After they answer they have to ask each other from the list of things
what they have done so far. After some minutes the teacher asks some
students about the things they have done so far. The next part of the class is
some grammar where students look at a chart with the rules and examples of
present perfect. Students take notes and ask questions. Now they have to
complete a written exercise. All together have to verify the answers and as the
exercise is a dialogue. Students role play the dialogue.

The next part of the class is a pronunciation practice in which students have to
listen between two different sounds and notice the change on every word.
After they listen they have to repeat and practice some sentences using the
new sounds learned. The next part of the class is a reading. The teacher
presents some introductory questions for the students. After they reflect and
answer the questions they have to read and find the main idea of every
paragraph. The teacher must take some time to ask and listen to their opinion
about the text.

The next part of the class is a vocabulary practice where students must read a
text and check some works in the text after notice the words. They have to
match them with their correct definition and answer a written exercise. The
teacher must move around the classroom and check if the students have any
questions relate to the text. Once they finish they have to use the new words in
sentences they make for this purpose the teacher can make a “sentence
chain” It is a group activity where students make a circle and try to make a
sentence using specific vocabulary. The previous text talks about a practice

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and progress in activities so after the exercise students set in a circle and ask
what they can do to progress from an intermediate level to an advance level.
After this the students have to listen to a conversation between two people
who talks about their progress in tennis one is an intermediate level and the
other is an advance level. Students must make a list of the advice the advance
player gives to the other. Students get to listen 3 times the dialogue and then
the teacher checks the answers.

After the listening activity students sit in pair and answer some questions
having the opportunity to express their opinion. The teacher must move
around the classroom and listen to the students.

Finally students must read an email between two friends and tell why Melissa
has not written Sean lately. The text includes some sentences in present
perfect mark on bold. The teacher gives students some minutes to answer and
then ask students why Melissa has not written to Sean lately. After h He/She
takes some participation. The teacher asks them to look at a chart that
includes the form of the present perfect. After check and answer some
questions students must complete a written exercise using present perfect.
The teacher must check and correct the exercise.

The homework, another consolidation task, was the home study exercises
from WORKBOOK (see p. 10 of workbook) and students are ask to write about
one great experience they have lived to be talked and presented for the next
class. Teacher encourages them to bring some pictures to have a better
presentation.

8. 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.

9. Lesson Plan
T = teacher / S = students

Phases of Social Media/mat Aim of Time
Learning Activities
Form erials activity (mins)

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Icebreaker/ - The class watch some presentation --group Set the 10
Introduction and answer some questions. Digital communicati
to theme - Groups share their opinion about this presentatio ve tone of the
„What is life topic and come to a conclusion. n class.
like“ - All the class share their opinion and
decide what is the best definition of life -plenary
showed in the presentation.

Vocabulary
-S open their books on p. 8 and -Student -Present new
complete the chart with words from a - book vocabulary
box. individu and practice 10
- T ask students questions about the al proper
new vocabulary and ask them who can pronunciation
do what activities from chart. -partner
-plenary

Listening -S go to p. 8, listen and check the - -Student -Talk about
activities they have already done individu book the things 5
before turn 30 al -Speakers they have
-S have 3 chances to listen and done in their
complete the exercise - life so far.
-T check their answers with the class plenary

Focus on -S. check the chart on page 9 and - - practice
Grammar complete exercise C individu -Student circumlocutio
-T check the answers and S practice al book n. 5
the dialog. -plenary -Study the
form of the
the present
perfect tense
and practice
pronunciation
.

Focus on -S. look at 2 phonetic elements. Listen -plenary -S. practice
Pronunciatio and repeat. -board specific 5
n -T check the correct pronunciation and -speakers pronunciation
correct mistakes

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Reading -T presents some introductory - -S. practice
questions before entering to the Individu -board reading and
reading. al -student serch for 15
-S. read and define in the text what is book specific
the main idea of every paragraph -plenary information
-T. ask and listen to their opinion

Vocabulary -S. read a text and match the new - -Student -drilling
practice words with their definition individu book questions,
-S. use the text’s vocabulary to talk al short
about their experience -group answers 15
-plenary -vocabulary.
-reflect on
and talk
about what
abilities, skills
and talents.

Conclusion -T. asks S. write about their life - -worksheet -Listen to
and experience. individu 3 specific info. 20
Evaluation -S. listen and write a list of specific al -student - Follow up
info. book with a
-S talk about what they can do to -plenary conversation
become better

Homework -T. asks S. to complete - -workbook -speak about
task WORKBOOK(p.10) and students write individu -note book personal
about a great event in their life. al facts.
- prepare a presentation for the next -reflect on
class vocabulary
needed.
-encourage
active
participation.

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10. Attachments

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UTSV Task 2:

LANGUAGE AND CULTURE

Topic: Taking care of Business around the world.

Have / get something done

Sensitising students to different business cultural standards

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Using this/that/these/those adjectives

Learning vocabulary of words for evaluating services and
products in different countries

JANUARY 2013 UTSV

Table of Contents:



7. Topic


9. Personal aims

10. Procedure

11. Conclusions

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12. Self evaluation

13. Lesson plan

14. Attachments

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This area will 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, the students will notice how to get things done by
dealing with importat responsibilities and chores in intercultural situations. e.g.
work-related situations (phases as sorry, I can’t today. I have to take care of
business) and will put an application of this knowledge to the teaching
situation.

This is the same group as for the language learning proccess, This, material
is designed for learners in a level 5 course. Most of the learners are students
between the ages of 17 and 24, with some age exceptions. 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 don’t dislike English but it’s not their favorite subject.
This class is going to let students talk about getting things done, talk about
small businesses, give their opinion about services and products in the
different countries, regions or professional areas that they have been
working, they will also talk about problems in their community which are
similar to another communities in other countries or regions. At the end,
learners will be able to understand and use the phrases have / get something
done and they will also be able to evaluate salespeople, services and
products. The book needed for this class is Open Mind 3 from Macmillan
editorial; covering the unit 4, page 34-41.
The group meets on Monday mornings between 9:30 and 11:10 a.m. The
course book is OpenMind 3. 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 how they can get things done
by dealing with important responsibilities and chores and they often use polite
expression to reject some invitation, because they are too busy, and they also
notice the difference between how taking care of business and give their
opinion about service and products when people have different cultures and
traditions.
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
about different traditions and cultures.

3. Topic - Taking care of Business around the world


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- To understand and use the phrases have / get something done in different
countries or regions.
- To evaluate slaespeople, services and products in countries which have
different traditions and cultures.
- To talk about unusual business people in different countries.
- To consider cultural standards in different countries, using business
vocabulary.
- To find ways of turning problems into opportunities with different cultural
standards in other countries.

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5. Personal aims

- 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 encourage my students to become critically aware of different cultural
standards.
- To promote empathy with other cultures.

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6. Procedure
Before the lesson began, you wrote the topic “Develop technology in the
world” on the board and pasted some images with different technology objects
as tablets, smart phones and other objects that they’re used in different
countries. Then the professor walked around the group letting each student
take 1 flashcard, some students will have a card with a flag in it and they will
find the match with a technology development that occurs in that country. This
exercise was intended to awaken the students´ interest in the theme, which it
will do, and they quickly found their partners and sat down in pairs.

The next step was to complete the word wheels with things the groups
associated with their culture cards. They will have to find different technologies
objects that common people use in these countries. As professors we wanted
the students to initially reflect on their own culture and make a comparation
about other countries and Mexico. This is not always easy as we often see
and do things at an unconscious level, but it´s our cultural background,
experiences and values which make us see and do things in a certain way and
get things done by dealing with important responsibilities and chores. 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 technologies that are being developed in Mexico and in the
different countries.

I now spread out a list of chores that a personal maintenance center has to
do(p.39) and the students gathered around. I asked “What are the different
chores or responsabilities that you have to do at home or at your work?” There
were some very interesting observations and the students were reflecting on
similarities and differences to their own culture, using have/get something
done phrases. 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 (Attachment 1).

The students returned to their seats and we looked at the grammar structure in
more detail with the help of the transparency (p. 39) 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 didn´t want
the students confused and overwhelmed by difficult terms they couldn´t grasp
or understand. I also hoped that the use of different colours (have / get) to
demonstrate how the two tenses are formed would help students understand
and remember the rules.

For the next exercise the students worked in pairs, asking each other about
some differences between how things have or get done at home, normal
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chores or activities. Here the students recognised the importance of “adapting”
themselves to different cultural or tradition situations. One said he “I am having
my house painted or we had this sculpture done by a local artist, etc” 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
ways to do things, chores or activities. They had all experienced “cultural
otherness” and had compared this experience with matters usually taken for
granted in their own culture at home.

To conclude I asked the students to discuss in groups which of these activities
or chores are “most common done” in their houses and why they had read
different traditions 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.

7. Conclusions
I believe that this lesson encourage our students to know different cultural
attitudes referring to responsibilities, chores and business, 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 the grammar “have/get something done” and they talk about
different way to deal with different countries, they will learn vocabulary about
it.

8. 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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9. LESSON PLAN “Culture”

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Phases of Activities Social Form Media/materials Aim of activity Time
Learning (mins
)
-Before lesson begins, T. writes theme -board -engage students in
Engage different countries/different cultures on -group - sets of cards topic.
Students: board. with county - introduce theme.
Introduction to - S. divided into groups of 3 or 4 with names and flags -S. reflect on culture in 10
theme: county cards. - Workbook 4 own country.
“different - Each group flashcard - coloured pens,
countries/differ - Groups make a search about the scissors -S.use clothing
ent cultures“. country on the card and match with vocabulary,
(Reflecting on their technology development -plenary comparatives and
own culture) - Discuss results in plenary superlatives to
describe it.
-S. reflect on
-T. places pictures of other countries on life/people in other
Pre-teach central desk. countries and
grammar: - T. asks S. “how things are acknowledge 10
(comparing done in your house? what did -plenary similarities and
cultures) you notice about the country differences.
and how people done things? -Grammar
-S. relate observations. structure (p. 39) -T. explains grammar
-grammar sheet structure
-S. revise structure
-T/S see and comment grammar and ask questions if
structure in more detail with the help of required.
the transparency. -S. practice and use
-student book phrases as have/get
Present -In pairs using have/get something (p.39) something done. 10
Grammatical done, S. ask each other questions -plenary -S. talk about
Structure about a country visited (on holiday, differences with other
business, etc.) and a person/people country.
they met there. -S. reflect on and
-Most interesting discuss in plenary. evaluate their
Grammar behaviour and
Practice response to cultural
have/get -In groups S. discuss if these actions situations and 25
something are “normal practice” in their culture encounters.
done -S. discuss why they perhaps chores or
(Exploring tradition which were “not normal” for - plenary - Student’s book -S. practice have/get
intertercultural them. (p.39) something done
competence) -encourage awareness
and evaluation of own
Grammar culture and other
Comparatives -plenary cultures.
and -S. develop empathy 20
superlatives with other cultures.
Conclusion: -develop critical
(Reflect on -groups cultural awareness,
cultural evaluating own and
differences -plenary other cultures.
and
similarities)

15


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10. Attachments

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Task 3 January 2013
UTSV

LANGUAGE LEARNING PROCESSES

To learn used to and too / either, so / neither

Theme: Then and Now

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UTSV

Table of Contents:



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10. Attachments

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September

2012


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.

This, material is designed for learners in a level 5 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 and their present. The main purpose is to make use of
the used to and too / either and so / neither. At the end, learners have to be
proficient to express past ideas and in a present time. The book needed for this
class is Master mind 1 from Macmillan editorial; covering the unit 2, page 17-26.

3. Topic - Used to

- Student can use used to to talk about the past.
- Student can use too, either, so and neither to express agreement.
- Student can put multiple adjectives in the correct order.
- Student can talk about memories connected to the senses.
- Student can read and understand a simple academic text.
- Student can identify emotion and attitude in people’s voices.
- Student can prepare and evaluate a short presentation.
-

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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.
- 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
2, “Then and now” (p. 17). In this section learners have to make use of describing
possession. They also have to talk about childhood memories and simulates with
other people and giving feedback on a presentation.

The first exercise is an icebreaker. Encourage the students to think back to when
they were children: what they liked to do, the friends they had, what they didn’t
like, etc. Ask to the students to look at the pictures. Give them a moment to study
the situations. Put the students in pairs and ask them to talk about what the
children are doing in each of the pictures (attachment) , example, Picture 1, the
little girl is holding into her mother. Ask to the students to describe the personality
of the child shown in each picture. Elicit adjectives to describe each one.

The next activity is in the book (p.18). Here the learners are going to practice and
complete the conversation with the correct forms of used to. They have to read a
small text where they have to infer the grammar structure used to. After
understanding the structure they have to identify in the text this grammar point.
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 pairs. They
are going to talk about what they used to look like and things you used to do
when they were 15 years old. By pair can work in a worksheet name “
Experience scavenger hunt” (Attachments, Worksheet 1), each pair take a chart
and take turns asking each other questions and having short conversation. Make
notes of the answers. Tell the rest of your class about your partner’s answers
and write in your notebook your partner’s answer in complete sentences.

Students have to learn new vocabulary; they are going to remember some
activities that they used to do in the past and they will remember their

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expirences. They will notice that they lives have changed in a positive way. To
finish this subject, write in the whiteboard the question “Why did I decided to
change my life?” and discuss in class and make the student to reflect how their
lives have changed and how they made those changes possible.

Finally, there is going to be a quick review about the class and a conclusion
about the topic.

7. Conclusions

Personally, I consider this topic one of the most important because it is
necessary to understand and make to students to reflect the changes that they
have had in their lives. I consider that these activities are helpful to let students
realize about the knowledge and the experience that they posses already, then
they acquire more knowledge (vocabulary) and notice the positive changes that
they have made in their personal and professional lives. 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. Students will take into account and
incorporate into my teaching the educational experiences that they have had
previously. As professors will provide for our students individual learner styles
and strategies in the teaching. We shouldn’t forget to give our students feedback
on their language competence in an appropriate and helpful way, taking into
account the state of language development they are as well as the stage aim we
are trying to achieve in a particular stage of a lesson.

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9. Lesson Plan

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

Icebreaker/ - S. Think back to when they were--group - To introduce 10
remember children: what they liked to do, the -Pictures / the topic.
expirences friends they had, what they didn’t flashcards -to elicit
like, etc. vocabulary
- T. Ask to the students to look at the already known.
pictures.
- T. Give them a moment to study
the situations. Put S in pairs and ask
them to talk about what the children
are doing in each of the pictures.
Extension of
theme -S. turn to p. 18 of their book. - -course - To identify the 40
T. explains that S. are going to individu book structure used
practice and complete the al -attachment to.
conversation with the correct -remember their
forms of used to. experience in
- S. have to read a small text -group their past.
-reading a
where they have to infer the
paragraph and
grammar structure used to. - learn new
After understanding the individu vocabulary.
structure they have to identify al
in the text this grammar point. -Group
when they have finished it. -Pairs
-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.

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Personalisati -S. have to work in pairs, S. are going -group - None -Talk about past 15
on to talk about what they used to look experiences.
like and things you used to do when - Provide
they were 15 years old. feedback of the
-T. has to provide a conclusion of the lesson
class (Feedback)

10. Attachments

Icebreaker pictures

WORKSHEET 1. EXPERIENCE SCAVENGE HUNT

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Task 4: LANGUAGE TEACHING

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

Task 4: LANGUAGE TEACHING


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This area includes Selection of appropriate methods to suit learning and
teaching objectives, evaluation, selection and adaptation of teaching and
learning materials to suit the aims of the lesson, evaluation of language
learning tasks, use of media, definition of teacher's and learners' role in a
learner-centered approach, use of target language versus lingua franca for
instructions and explanations and classroom management


This course is a B1 course. Where students will be able to talk about
advertising and ads, ask for help and expressing shopping preferences.
This course will help to face situations in which they have to make
complaints and persuading others. The focus on form includes indirect
questions and the distinction between the use or articles and no articles.
Students learn vocabulary about problems and solutions with products
and online shopping.

3. Topic: Buying power


The motivation for this course is self explanatory. We live in a world where
buying products and being always with the latest advance in technology is
a priority and every now and then bad products make us go back to the
store and complain. As much as this situation could look remote it is real
and possible. Students will be ready to face scenarios like these and use
the proper register to communicate and convince. This is an advance class
so the conversation and simulations develop with a certain pace that make
the communicative context more realistic.

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- Recognize the use of articles and the absence of them
- Being able to use indirect questions
- Learn specific vocabulary to talk about problems with products
- Identify different kinds of advertising
- Distinguish between the phonetic differences of a long i sound and a
short I sound.
- Simulate a shopping online situation.
- listen to and understand details in a life story
- Increase vocabulary.
- Correct issues in the pronunciation.
- Developing autonomous learning and self-awareness
6. Personal aims
13.Provide an interesting, lively lesson students will enjoy.

14.To motivate students to present and talk about people who they
admired.
15.To explain the structure in simple steps that the students understand
and can easily employ.
16.To motivate and encourage the students to experiment with the
language.
17.To promote learner autonomy.

18.To promote learners to study about important events in their lives.

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7. Procedure
Students start the chapter 3 from page 27 of their book. For this chapter
students are required to have some experience on shopping whereas on
stores or online if not they should ask some friends or family to talk about
these situations. Most of the students who get to these levels stick
together which brings to the class a great deal of camaraderie and proper
working atmosphere. At this point students have a lower charge of
grammar and they are push to overcome their plateau in all the other
phases.
For the first activity the teacher show some pictures to the students in
order to set the topic on course. For this class the picture is about New
York downtown with its huge buildings and colorful advertisings. Students
are asked about the very first thing they notice on the pictures and the
advertisings are quickly remarked. Now the teacher can ask how important
publicity is these days. This part of the class could be done with real
pictures or digital pictures. After they have a chance to participate they are
sit in small groups and talk about their own towns or city. The teacher must
lead the conversation to talk about advertising.
The second part of the class is language in context where students will
read a text form page 28 and find the sentences where articles are needed
and the sentences where they are not needed as well as the information n
the text. After talk about the content in the text students are asked to fill a
chart with the rules of the use of articles. The next exercise is a practice
where they have to define if the sentence needs an article or not.
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.
The next step of the class is the phonetic practice where the students have
to listen and discriminate two kinds of sound the long I sound and the
short I sound. Students listen to some words and they have to tell which
sound is which if they show some difficulties the teacher can lead them to
find out the right answer. Then they have to practice the pronunciation of
every sound.
For the last part of the class students check some sentences of referring to
people complaining on stores about some products. After practicing the
pronunciation and clarifying doubts students perform a role play where
one of the students play the part of a sales person and the other play the
part of the unhappy costumer. The objective of each is to persuade the
other and for this they have to use the previous vocabulary and
expressions. Every team performs and the others listen and take notes to
ask or give their opinion. Then the other groups play the role and so on.

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7. Conclusions
I think this lesson encouraged students become more assertive and yet
polite when they have to complain about something. They are also aware of
the economic world that lies behind a simple process as a purchase. It is
also a good exercise for the to express their negative opinion about
something with out compromising politeness.

8. Self Evaluation
I try to do this lesson authentic by 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.
Phases of Social Media/mat Aim of Time
Learning Activities
Form erials activity (mins)

Icebreaker/ - The class watch some presentation --group Set the 10
Introduction and answer some questions. Digital communicati
to theme - Groups share their opinion about this presentatio ve tone of the
„What is life topic and come to a conclusion. n class.
like“ - All the class share their opinion and
decide what is the best definition of life -plenary
showed in the presentation.

Vocabulary
-S open their books on p. 8 and -Student -Present new
complete the chart with words from a - book vocabulary
box. individu and practice 10
- T ask students questions about the al proper
new vocabulary and ask them who can pronunciation
do what activities from chart. -partner
-plenary

Listening -S go to p. 8, listen and check the - -Student -Talk about
activities they have already done individu book the things 5
before turn 30 al -Speakers they have
-S have 3 chances to listen and done in their
complete the exercise - life so far.
-T check their answers with the class plenary

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Focus on -S. check the chart on page 9 and - - practice
Grammar complete exercise C individu -Student circumlocutio
-T check the answers and S practice al book n. 5
the dialog. -plenary -Study the
form of the
the present
perfect tense
and practice
pronunciation
.

Focus on -S. look at 2 phonetic elements. Listen -plenary -S. practice
Pronunciatio and repeat. -board specific 5
n -T check the correct pronunciation and -speakers pronunciation
correct mistakes

Reading -T presents some introductory - -S. practice
questions before entering to the Individu -board reading and
reading. al -student serch for 15
-S. read and define in the text what is book specific
the main idea of every paragraph -plenary information
-T. ask and listen to their opinion

Vocabulary -S. read a text and match the new - -Student -drilling
practice words with their definition individu book questions,
-S. use the text’s vocabulary to talk al short
about their experience -group answers 15
-plenary -vocabulary.
-reflect on
and talk
about what
abilities, skills
and talents.

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Conclusion -T. asks S. write about their life - -worksheet -Listen to
and experience. individu 3 specific info. 20
Evaluation -S. listen and write a list of specific al -student - Follow up
info. book with a
-S talk about what they can do to -plenary conversation
become better

Homework -T. asks S. to complete - -workbook -speak about
task WORKBOOK(p.10) and students write individu -note book personal
about a great event in their life. al facts.
- prepare a presentation for the next -reflect on
class vocabulary
needed.
-encourage
active
participation.

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Task 5

PLANNING AND EVALUATION

Second Conditional

Hope and Wish

Theme: Decisions, Decisions

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UTSV

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 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,


This, material is designed for learners in a level 5 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 second conditional for
whishes and hopes. Thus, students are going to be able to express imaginary
situations.

The book needed for this class is open mind 3 from Macmillan editorial;
covering the unit 5, page 57.

3. Topic – Second Conditional.


- Talking about making decisions and dilemmas
- Evaluating advice giving by others
- Talking about hopes and wishes
- Explaining a decision you made
- Discussing how you act and react

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5. Personal aims

- To provide some dilemmas to make decisions using the second
conditional.
- To let students responding dilemmas and disscusing some advices.
- To let students establish communication patterns where they could
make hopes and wishes.
- To motivate and encourage the students to experiment with the
language.

6. Procedure

This topic is focused in the unit 6, “Decisions, Decisions” (p 57). In this
section learners have to make use of the second conditional to express
advice, hope and wishes.

In the first exercise the teacher gives the students a cartoon captions, and
they have to analyze and say what they understand about the phrase, the
teacher have to give the first example to encourage the students.

Then the students have to do the activity in the book (p.57) this activity is
similar to the first, but in this case they have to think which cartoons is the
funniest and they have to write down the reasons of their choices, if
necessary, focus on some of the language in the captions. For example, At
a marriage ceremony, the bridge and groom are asked if they will take the
other person as their husband /wife. The traditional answer is I do. The
expressions I´m outta here is a very informal expression, short for I´m out
of here, and meaning I´m leaving. You can continue in the same way with
the rest of cartoon. Then elicit some ideas from the class. The teacher have
to make sure the students tell why they think a particular cartoon is the
funniest.

The teacher write on the board “When was the last time you found it
difficult to make decision?”. Give students a couple of minutes to think
about the last time they had to make a difficult decision and to make a few
notes. Elicit some ideas from the class. Find out what kinds of situations

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they had to make difficult decisions in, and what helped them finally decide
in the end.

The next activity is check and understand the second conditional (p.58), in
this activity the students have to listen a conversation to identify the
second conditional grammar, check that the students understand the
meaning of the word afford. If you can’t afford something, e.g., a new
camera, you don´t have enough money to pay for it. Explain the students
we use second conditional to talk about imaginary or hypothetical
situations in the present and that the if clause can be first or second in the
sentence, point out the use of the comma when the if clause comes first.
Make sure that the students understand the expression If I were you, it is
clearly impossible for me to be you, soothe situation is completely
imaginary or hypothetical. Provide to the students some situations and ask
them say what they would do if they were in these situations, monitor,
correct mistakes and answer to learners´ doubts.

As the next activity the teacher does a survey about internet activities.
After the students answer the survey they have to check the activity in the
book (p.61), they have to read an online chat between two sisters, and
answer a question, then the teacher are going to check hope and wish
grammar (p.61),the teacher focus on the use of I wish + the simple past to
talk about things we would like to be different in the present and focus on
the use of I wish + could then the teacher have to point out that hope is
different from wish because it is followed by the simple present.

For the last activity, learners have to write about one important decisions
that they have to make in their life, and write the situations that they want
to change, then they have to share in front of the class and the teacher
have to help them to correct mistakes.

7. Conclusions

The topic helps to learners to know how decisive they are. For this reason
it is important that learners get aware about how much to they know about
the main topic. They´ll learned the grammar as good way to express and
give some advice and analyze some decisions and dilemmas that they
front in their life. The topic enforces vocabulary already known by the
students, and they acquire new vocabulary. The aim is to provide more

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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.

8. Self Evaluation

The class is designed to cover some grammar points related to the second
conditional. 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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9. Lesson Plan

Phases of Medi Time
Social
Learning Actvities a/mat Aim of activity (min
Form
erials s)

Icebreaker/ - T. Have the students look at some cartons, read --group introduce theme. 15
Introductio the captions, and decide which one they think is Carto -to elicit situations
n to theme the funniest. ons they had to make
¨Decisions, 1. Focus on some of the language in the difficult
decisions” captions. Ask students to compare their choices
decisionsin.
in pairs. -plenary
- Elicit some ideas from the class. Make sure the - Cross-cultural
students tell you why they think a particular
communication
cartoon is the funniest.

Extension 20
of theme T. With slides the professor teach meaning, form Stude -extend
and pronunciation of vocabulary individu nt “responding to
al, book dilemmas”
S. Go to the page 58 of their book (atteched) and partner, vocabulary.
work individually and match the expressions in the plenary -reading aloud
box to the statements they describe. (drilling grammar
and vocab.) correct
T. Tell your students to write an imaginary or any pronunciation
hypothetical situations in the present, using the errors.
second conditional..

15
Personalis T.Read the instruccions to the class. Have the -partner - -giving reasons for
ation students read the questions carefuly Stude decisions.
first.Nominate a student to read the categories - nt -talk about
aloud to the class. plenary book imaginary
-Give them a couple of minutes to work situations in the
individually and make notes on each of the present.
questions. - Practice in the
- Ask them to work into groups of four or five to do rhythm of second
the task. They have to use second conditional. conditional.
- Monitor while the students are working, and give - Motivate to
help as required. students to
improve
- When the students finish discussing the
questions, elicit some ideas from the class

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Defining T.Have the students listen to the recording and - - practice 15
words underline the stressed words in the sentence. individu - pronunciation.
- Elicit a few examples from the class. Correct any al Stude -students elicit
errors in the pronunciation of the words that are -plenary nt imaginary or
stressed. book hypothetical
a)If you had a job, you could stay in college. situations in the
b) if you didn’t have a job, you couldn´t stay in present.
college.
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.

Focus on -Focus on the use of I wish + the simple past - -Students can 20
Grammar to talk about things we would like to be plenary boar see structure
different in the present. d,gra clearly.
-Focus on the use of I wish + could. mma -Each student
explains them that hope is different from r makes decisions.
wish because it is followed by the simple sheet
present.
T.Use the board to explain the grammar
about hope and wish.

Transfer -Ask the students to work individually and - -S. practices the
then to compare their answers in pairs, Individu - structure in a
discussing any differences. ally & boar controlled form. 15
- Check the answers, nominate students to pairs d -pre-teach
write their sentences on the board. Have the - vocabulary for
class check the sentences and make gram next exercise.
corrections as necessary. mar -Talk about
1.Ask to your students to read through the work wishes and
model sentences. Point out that they can sheet hopes.
use I wish…,I hope…, and the second
conditional in this exercise.
2.Give them two or three minutes to make
some notes before you ask them to work in
pairs.
Consolida T. Elicit the meaning of decisive (able to - - -drilling
tion make a decision quickly and confidently). plenary work questions, match
Elicit the opposite (indecisive) . sheet answers
“You’ -vocabulary. 15
T. Ask to your students if they think they are ve -reflect on and
decisive or indecisive. make talk about wishes
T. Elicit the meaning of I´m out of there! The decis and hopes.
(I leave th. place quickly. ions”
T. Check that the students understand hope
for the best (to hope that a bad situation will
have the best result that is possible)

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Conclusio Put the students into groups of three - Stud -Talk by groups
n and or four to write how they think they individu ent’s about their 20
Evaluatio could change to respond to some al book experiences
n situations better. At the end the about making
students have to give constructive - decisions.
advices. plenary -T. Give the
- Write three things you wish different students
about yourself. feedback on their
- Think abut what is stopping you language
from achieving each wish. competence.

Homewor -T. asks S. to complete WORKBOOK(p.34- - - -Dealing
k task 37) individu work sensitively with
al book difficult
classroom
situation and
similar
personalities.

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10. Attachments

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Survey of Computer and Internet Use

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This questionnaire is part of a study of computer and Internet use. Your participation in this study
is voluntary, and your answers will form part of a statistical study and will not identify you as an
individual.
Which of the following best describes your educational level?
______None
______Some elementary school
_______Some secondary school
_______Some university
_______Advanced degree
In which of the following settings have you ever made use of a computer connected to the
Internet? (check all that apply)
____ cybercafe or other setting open to the public
____Library
____at home
____at a friend's home
____at school or work
In which of the following settings do you most frequently use a computer to access the Internet?
____ cybercafe or other setting open to the public
____Library
____at home
____at a friend's home
____at school or work
How often do you access the Internet?
____ Once a month or less
____Once a week
____Several times a week
____Every day
_____Several times a day
How many hours per week do you spend online?_________
When you access the Internet, which of the following do you usually do? (check all that apply)
______use the World Wide Web for your own entertainment
______use the World Wide Web for your school or work purposes
______send or receive email
______use IRC or chat rooms
______se AOL/Instant Messenger, Microsoft NetMeeting, or other one to one conversation
______play computer games
______write on a word processor
______download music or video
______use other computer applications

What other application do you most commonly use? ____________________
Do you have certain Web sites that you visit regularly?
_____ Yes ______ No

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If yes, please list some of your most popular Web sites (with addresses, if you know them).
______________________________________________________________
What sorts of Web sites have you visited in the last month? (check all that apply)
____ Chat
____Retail sales
____Educational/school
____Games
____Music/Film/Celebrity
____News
____Religion
____Sports
____Other (please specify) ________________________

Do you have a personal Web page?
______Yes _______ No
Do you have at least one nickname you use in chat, instant message, or email?
______Yes _______ No
Do you ever pretend to be someone else (e.g., different age, sex, or appearance) in chat, instant
message, or email?
______Yes ________ No
If you play any game on the Internet, what is your favorite game?
_________________________________________________________
How many hours per week do you spend playing this game?

________________________________________________

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Task 6:
SELF-ASSESSMENT AND DEVELOPMENT

REPORTED SPEECH

REPORTED QUESTIONS

Topic: Through the Grapevine

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Table of Contents:




4. Aims of the project

5. Planning

6. Procedure

7. Conclusions

8. Evaluation of the project and self-evaluation

9. Lesson plans

10. Attachments

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This area includes Development of observation skills, dealing with feedback,
awareness of one's own strengths and weaknesses, awareness of possibilities
for further professional development and the resources and sources of help.


This material is designed for learners in a level 5 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 second conditional for whishes and
hopes. Thus, students are going to be able to express imaginary situations.

The book needed for this class is open mind 3 from Macmillan editorial; covering the
unit 5, page 57.

3. Topic: Through the Grapevine


- students talk about gossip and oral communication
- Report what people said
- Introduce a new topic of conversation
- Give advice
- Report information about cell phone use

5. Personal aims

- 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

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- To access the relevant support systems that will enable me to develop further
and find solutions to my teaching problems.
- To put forward ideas on how to ensure continuous professional development.

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6. Procedure

In this topic the learners will talk about gossip and oral evaluation, as first activity the
teacher provide some headlines from newspaper and magazine and elicit a variety of
different types of media sources, and asks them to give examples of types of
information that may be exaggerated or misreported by the press. The students have to
read the headlines carefully and say in what type of media they think they would be
likely to find them, and the teacher introduce the term gossip and explain that a fashion
disaster is when a celebrity is photographed wearing something that most people would
considerer to be unattractive and unflattering, but which the person wearing it thinks is
very fashionable, finally the teacher asks the students to name some celebrities who
often appear in gossip magazines, and to share any examples of stories or information
they may have heard.

The next activity is about reported speech. The students will hear a conversation
between two friends, who were planning a camping trip, but there is a problem with the
plan. Have the students works in pair to try to predict the missing information in the
conversation. When they finish, have a few pairs share their ideas with the class. The
teacher doesn’t make any corrections at this point, as this is a simply an awareness
activity, before reported speech is introduced.

In the next activity the reported speech grammar is checked, the students have to
complete a table with examples of direct speech and reported speech, the teacher
explains that the conjunction that is often used in reported speech but can also be
omitted. The students have to practice with some sentences (p.49) the teacher have to
explain that we use say, there is no indirect pronoun; and we use tell, we must use an
indirect pronoun or indirect object (often a name), monitor while the group is speaking,
and make sure they use reported speech correctly.

In the next activity the students have to know the difference between the verbs ask, say,
and tell, (p.52) they have to discuss about the differences in usage between the three
verbs. During the discussion

The last activity the students have to write about what people said, the teacher provide
a table with three columns with information about Jonah and the students have to listen
and audio and write notes to summarize what Jonah says about himself in the column
on the right of the table, play the recording once, and check progress. Then the
students have to complete a e-mail, they have to report what Jonah said, remind the
students to use more sequencing words here, elicit words like, then, after, that, and
finally. Monitor while the students are writing, and make sure they are reporting the
information correctly.

7. Conclusions

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I think this lesson encouraged students to know and use the reported speech. The
students can understand and use all tenses for report what people say in different ways.
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.

8. 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.

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9. Lesson plan

Phases of Medi Time
Social
Learning Actvities a/mat Aim of activity (min
Form
erials s)

Icebreaker/ - T. Elicit a variety of different types of media --group Introduce theme. 15
Introductio sources, e.g., newspapers, magazines, TV, radio, Headl -to elicit situations
n to theme news Web sites, blogs, etc. Discuss the ines they had to hear
¨Through statements, You can´t believe everything you (gossip).
the read/hear. Ask them to give examples of types of
Grapevine” information that may be exaggerated for -plenary - Cross-cultural
misreported by the press, e.g., information about
celebrities, facts and figures related to events, etc. communication
1. S. Hate to read the headlines carefully
and said in what type of media they think they
would be likely to find them.
- T. check the answer with the class. Introduce the
term gossip.

Extension 20
of theme T. With slides the professor teach meaning, form Stude -extend
and pronunciation of vocabulary individu nt distinguising fact
al, book and opinion.
S. Go to the page 48 of their book (atteched) and partner, -reading a text.
work individually and write the answers on the plenary
notebook, then discuss plenary.

T. Elicit the difference between a fact and an
opinion, ask students give a fact and opinon
example.

15
Personalis T.Read the instruccions and the question to the -partner - -giving reasons for
ation class. Aks the students look at the pictures and Stude gossip.
they have to say where the people are and what - nt -talk about facts
they might be talking about in each situations. plenary book and opinions.
-Tell the students that the text mentions four - Motivate to
reasons why gossip is important. Ask them to students to
read the text and find the four reasons. improve
- Check the answers with the class. Ask them who
gossips more, men or women?.
- Monitor while the students are working, and give
help as required.
- When the students finish discussing the
question, elicit some ideas from the class

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Defining T. See the student´s book page for the audio - - practice 15
words script. The students have to read the instructions individu - pronunciation.
and the question carefully before you play you al Stude -students report
recording. -plenary nt what the other
- Play the recording once. Ask the students to book students said..
compare their answers in pairs. Then ekicit the
answer from the class.
T .Introduce reported speech, read the
instructions to the class, book p-49, ask the
students to do the activity individually and then to
compare their answers in pairs. Highlight that
pronouns also need to change in reported speech
and the conjunction that is often used in reported
speech but can also be omitted.
- Point out that there are also changes in addition
to verbs and modal, you may want to givoun and
possessive adjectives changes.Mention that
sometimes in informal conversation, people do not
adhere strictly to the reportedd speech.
-The students have to write some sentences and
have to share with the group, ask the students to
report what the other students said, using
reported speech.
-Monitor while the group are speaking, and make
sure they use reported speech correctly..

Focus on -Focus on the use of reported speech. - -Students can 20
Grammar explains them that reported speech is plenary boar see structure
using to reported what people said. d,gra clearly.
T.Use the board to explain the grammar mma -Each student
about reported speech. r makes reported
sheet speech.

Transfer -Ask the students to work individually and - -S. practices the
then to compare their answers in pairs, Individu - structure in a
discussing any differences. ally & boar controlled form. 15
- Check the answers, point out that all of the pairs d -pre-teach
tense changes for reported speech and also - vocabulary for
apply to reported questions. gram next exercise.
1.Emphasize that in reported questions, mar
there is no inversion, and the auxiliary verb work
do/does is not used. sheet
2.Students have to find out and report
information about their partners
3. Give them some minutes to make some
notes before you ask them to work in pairs.
4.Students have to ask and answer their
questions in pairs.
5.Ask the students to look at the model
reported information. Encourage them to
report their partner´s questions in the same
way.
- Listen to some examples from the class.
Correct any errors in the formation of indirect
questions.

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Consolida T. Write the verbs ask, say, and tell on the - - -drilling
tion board. Have a class discussion about the plenary work questions, match
differences in usage between the three sheet answers
verbs. -vocabulary. 15
T. Ask to your students examples with ask, -reflect on and
say and tell. talk about what
T. Remind them that if they want to use the the people say..
verbs, they will need to change the pronoun.
T.Listen to some ideas from the class.
Conclusio Put the students into groups of three - Stud -Talk by groups
n and or four to. listen and write notes to individu ent’s about what the 20
Evaluatio summarize what Jonah says about al book people say.
n himself.. -T. Give the
- Nominate a student to read the - students
beginning of e-mail to the class. plenary feedback on their
- Ask the students to work in pairs and language
transfer the information from the competence.
listening to complete the e-mail.
- Remind the students to use more
sequencing words here. Elicit words
like then, after, that, and finally.
- Monitor while the students are
writing, and make sure they are
reporting the information correctly.
Homewor -T. asks S. to complete WORKBOOK(p.28- - - -Dealing
k task 31) individu work sensitively with
al book difficult
classroom
situation and
similar
personalities.

10. ATTACHMENT

64/65

Dossier nivel5 vela_sarricolea_arriaga

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