Dossier for UT Students as Technician University Superiors in Chemical Career

CONTENTS

Task 1: LANGUAGE AWARENESS Topic: Think Again! Task 2: LANGUAGE AND CULTURE - Topic: Past perfect (different traditions different culture) Task 3: LANGUAGE LEARNING PROCESSES - Topic: Stage and screen Task 5: PLANNING AND EVALUATION Topic:Wrting a short essay Task 4: LANGUAGE TEACHING - Topic: Breaking the rules Task 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENT (Just the job! What is the best job?)

UTSV

Task 1:

Task1: LANGUAGEAWARENESSTopic:Think Again!

To revise and practice modal verbs (modals of deduction) Must be / could be / cant be / might be / couldnt be

Theme:Think Again!

UT
Language awareness 2/82

SEPTEMBER 2012

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

Language awareness

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1. Description of the area 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 a class and course This course is the sequence for our project. It corresponds to the B1 level according to the Common European Framework there are 12 students between the ages of 25 and 50. 8 men and 4 women. 7 men and 3 women have been together since the first course. The other man and woman have just joined the group in this course. The group has classes on Tuesday and Thursday mornings from 9:30 to 11:10 am. The book is Open Mind 3B (split version).The objective to achieve is to make students communicate and understand with foreign people on normal activities. 3. Think again!
4. Aims of the lesson - To talk about intelligence and the brain. - To figure out a puzzle. - To express deduction. - To express speculation. 5. Personal aims - To motivate students to practice oral production. - To lead the students softly to the practice with interesting topics. - To vary activities to make the students be alert in class. - To make students feel confident while practicing during the class. 6. Procedure This unit (ThinK Again!) is in almost based on the Teachers Guide that is attached to the Mind series (OpenMind 3B) is a good selection of suggestions that can be worked out. By putting in practiced I realized the importance of a sequence in class and also the experience of knowing more strategies that later on, we evaluated them with my classmates. We started with the icebreaker. The teacher asked about what he liked doing by giving Language awareness 4/82

examples and elicited ideas from his students, after that, students opened their books to page 67 and the teacher made the students describe the pictures using some ideas with conclusions example: I think the woman in the second picture is a scientist because she is doing an experiment in a Laboratory. The teacher pointed at the brain diagram and showed the two emipheres and he explained that typically, left brain thinkers are more logical and sequential and righ t- brain thinkers are more artistic and creative. In pairs students did the questionnaire and score themselves to realize wheter they are left or right brain thinker The teacher had the students brainstorm a list of famous people who have contribuited great things to the world . they maybe from the studentsown countries or other countries, living or dead; and the students could choose anyone they thought had done something great. The teacher wrote the list of people on the board. The teacher asked the students to comment about them or give any information they know about them e.g. to say what they think about them this encouraged them to give a mix of facts and opinions about them. The teacher wrote the studentscomments . Then the teacher had the class review the comments and discuss whether they were facts or opinions. -

Language awareness

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7. Conclusions In my opinion, the activities were very good since the students were interested in this topic which made them think how to solve the shown problems besides the audio that could be assimilated as a model to practice with a couple. 8. Self Evaluation I gave them extra material as photocopies that describes the modal verbs with examples and Tried to have a good moody atmosphere to create confidence with me. 9. LessonPlan T= teacher / Ss= students Icebreaker/ T asks the Ss what Introduction to he is doing to elicit theme sentences . Think Again! T asks the students similar exercise by their own. T elicits that the Extension of diagram page 67 theme represents the human brain. Personalisation Defining Words Ss see the photos and describe them and comment what kind of thinker they are. Ss do the questionnaire. Ss show the results of the questionnaire share Information each other and report it. Grammar T asks Ss to think on famous people(living/dead ) who have contributed great things to the world Tell what they know about them, T reminded Ss That they had Transfer already practiced distinguishing of Conclusion Fact and opinion. Language awareness Ss talk about famous people Ss complete wb exercise p.40section 2 Report Info. Identify Fact and Opinion plenary Board wp

Plenary

Book elicit

partner

Noteb exinfo

plenary

book elicit.

Think of solutions individual Cd underst and structure

Partner

Nbook,Confirm knowledge 6/82

Homework

T elicits phrases that indicate facts and opinion. T asks the Ss to talk what they know about the people page 68 and confirm the information by reading the article. T asks what does I Q stand for and explain. T asks Ss to look page 69 and asks to solve the Puzzle, elicits the correct answer and makes the Ss explain why. Ss listen to the audio to practice listening and T plays the audio again to confirm the answer. T explain how to use the modal verbs for Deduction. Ss complete the grammar table and finish the Practice (section C) page 69.Ss, in pairs, solve the puzzle exercise D. Ss, in pairs, create their own puzzle. Workbook page 40 Section 2

8. Attachments Modals deduction (present) We use modal verbs to say how sure we are about something. 1 must We use must when we feel sure that something is true because theres very strong evidence. He must live near here because he comes to work on foot. We dont know where he lives but were sure its not far away. Come inside and get warm you must be freezing out there. Youre a zookeeper? That must be very interesting. Notice that must is followed by an infinitive without to. Language awareness 7/82

2 might, may, could We use might, may or could to say that we think something is possible but were not sure. Did you hear that? I think there might be a burglar downstairs. Shes not sure theres a burglar but she thinks its possible. Well try to get there early but we may arrive late if theres a lot of traffic. Dont put it up there. It could fall off and hit someone. Might, may and could are also followed by an infinitive without to. 3 cant We use cant when we feel sure something is not true. It cant be a burglar. All the doors and windows are locked. He doesnt know its not a burglar but he feels sure its not. It cant be far away now. Weve been driving for hours. Wheres the map? Really? He has to work on Christmas Day? He cant feel very happy about that. Like the other verbs, cant is followed by an infinitive without to. Complete the following blanks to form sentences of deduction. Use must, can't, may, might, could. For example: 0. We can't be sure, however, it _could_ be true. 1. Tom ______ be at home because I can hear his music playing. 2. You play the piano so well, you ______ be a professional musician. 3. Mary ______ be at home because her car isn't outside her house. 4. Frank hasn't spoke to me all day. I am not certain but I think he ______ be annoyed with me. 5. I think I can hear a car outside, but Sarah ______ be home already because she doesn't finish work until 6. 6. The client is taking a long time to make a decision. Do you think he ______ have doubts about the deal? 7. What she said ______ be true because it contradicts something we already know. 8. I don't know what "screen" means, but it ______ mean "pantalla". 9. I'm not sure what's in this food, but it ______ be garlic. 10. I'm certain of it now, Bill ______ be the thief. 11. "I ______ be the thief because I was at my girlfriend's house." said Bill. 12. This tastes very salty. I'm certain that it ______ have a lot of added salt. 13. I've been coughing and sneezing a lot today. I ______ be getting ill. 14. He looks exactly like the man in the photo, he ______ be the person we are looking for. 15. You ______ be telling the truth because it contradicts the information I have. 16. I'm not sure about the answer to this question, what I've put already ______ not be the correct answer. 17. There's a pool of water in the kitchen. It ______ be coming from the sink because I've checked it extremely carfully. I don't know where it's coming from. 18. I have a headache. It ______ be a hangover because I didn't drink anything last night! Language awareness 8/82

English Modal Verbs Modal verbs are a type of auxiliary verb which express the mood of another verb. They are used to express ideas such as possibility, prediction, speculation, deduction and necessity.
Modal Concept Ability: Can Permission: Offers : Possibility: Past ability : Could Permission : Requests : Possibility : May Permission : Slight possibility : Might Past form of 'may' in reported speech. Advice : Should Logical deduction : Advice : Ought to Logical deduction : Shall 30 ought to be enough for the taxi. Offer/suggestions with ''I' Shall I order a taxi? and 'we' Shall we begin the meeting now? Future tense auxiliary: Will Invitations/offers : Will you join us for coffee? Won't you come in? Tomorrow I will be in New York. I've revised so I should be ready for the test. You ought to write to your grandmother. Could I use your phone please? Could you tell me the way to the station please? The President may come to our offices if the meeting finishes before 5 pm. May I borrow your dictionary? We might win a prize but I doubt it. The President said he might come. You should take an umbrella in case it rains. Example Julie can swim. Can I come with you? ('May' is also used.) Can I help you? That story could be true - who knows! Charlie could swim when he was four years old.

MAY y MIGHT
Forma afirmativa e interrogativa may might Usos mas importantes de may 1. Permiso, sobre todo en preguntas: - May I disturb you for a moment? / Puedo molestarle un momento? - May I put the light on? / Puedo encender la luz? Nota: Para expresar poder de permiso con may, puede utilizarse tambin can y could en el lenguaje ms informal. May not puede usarse para denegar permiso y para prohibir en el estilo formal: Students may not use the staff car park / Los estudiantes no pueden usar el aparcamiento del profesorado. Nota: Must not tambin se emplea para prohibir. Es ms fuerte y enftico que may not: Students must not use the staff car park 'May I borrow your car?' 'No, you may not.' / 'Me prestas tu coche?' 'No, no te lo presto.' 2. Posibilidad: We may go to Paris this summer. / Puede que vayamos a Paris este verano. You may be right. / Puede que tengas razn. Nota: It may not be true. Puede que no sea verdad. It cant be true. No puede ser verdad. (imposibilidad) Para preguntar por la posibilidad de algo no se suele usar may, sino can: Can it be true? - Puede ser verdad? 3. Peticiones corteses: May I have some more cake, please? Puedo tomar ms pastel, por favor?/Me das un poco ms de pastel, por favor? 4. Matiz concesivo: It may be a longer route, but its much quicker. Puede que sea un camino ms largo, pero es mucho ms rpido. Usos mas importantes de might Forma negativa may not might not Forma negativa contraida mayn't (poco usado) mightn't

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1. Posibilidad: El empleo de might en lugar de may indica que la probabilidad es ms remota: I may go to Barcelona tomorrow. (Tal vez una posibilidad del 50%) Juan might come with me. (Tal vez una posibilidad del 30%) 2. Permiso o peticiones corteses: Might I open this bottle of wine? / Podra abrir este botella de vino? Nota: En este tipo de expresiones es ms frecuente emplear may 3. Matiz concesivo: It might be a longer route, but its much quicker. Puede que sea un camino ms largo, pero es mucho ms rpido. 4. En estilo indirecto, equivalente a may en el directo. 'May I sit down?', she asked? / 'Puedo sentarme?', pregunt (estilo directo) She asked if she might sit down Pregunt s poda sentarse. (estilo indirecto) MUST Forma afirmativa e interrogativa must Forma negativa contraida mustn't

Forma negativa must not

Para los tiempos que carecen del must, puede emplearse to have to (tener que): I had to go to the hospital. / Tuve/Tena que ir al hospital. (pasado) Ill have to go to the hospital. / Tendr que ir al hospital. (futuro) Usos de must 1. Deber. Una obligacin de hacer algo que se considera necesario o muy importante: A soldier must obey orders. Un soldado deber cumplir las ordenes. You must be here before 8 oclock tomorrow. / Debes estar aqu antes de las ocho de la maana. La negacin mustnt indica prohibicin. You musnt smoke here. No deben fumar aqu. Nota: La ausencia de necesidad o de obligacin se expresa con neednt o not have to. You neednt phone me. No hace falta que me llames. You dont have to phone me. No hace falta que me llames.

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Obligacin en el pasado. Para indicar obligacin en el pasado, se hace necesario a veces utilizar had to en lugar de must: I had to leave early. Tuve/tena que marcharse temprano. 2. Deduccin afirmativa o suposicin. Maria must have a problem with her boss. / Mara debe tener un problema con su jefe. He must be at home. / Debe estar en casa.

La deduccin negativa o imposibilidad se expresa con cant: You cant be hungry, its only 11 oclock. / No puede ser que tengas hambre. Slo son las once. She cant be married yet. Shes only 16. / Ella no puede casarse todava. Slo tiene 16 aos.

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3. Deduccin o suposicin con el aspecto perfecto (con have). She must have paid already. Debe haberlo pagado ya.

La deduccin negativa o imposibilidad se expresa con cant. She cant have done it already. / No puede haberlo hecho ya.

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been started I / you / he / she must (etc.) can't have known done seen had... (etc.)

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UTSV

Task 2:

LANGUAGE AND CULTURE

Theme: Stories we tell

Talking about embarrassing events

Sensitising students to different cultural standards

Talking about events in the past Adjectives for describing stories

UTSV

SEPTEMBER 2013

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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

1.Description of the area

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, nderstanding different backgrounds (therefore different study methods) of students, cross-cultural
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communication, e.g. work-related situations (do's and don't's) and will put an application of this knowledge to the teaching situation.

2.Descripton of class and course This course is the sequence for our project. It corresponds to B1 level according to the Common European Framework there are 12 students between the ages of 25 and 50. 8 men and 4 women. 7 men and 3 woman have been together since the first course. The other man and woman have just joined the group in this course. The group has classes on Tuesday and Thursday morning from 9:30 to 11;10 am. The book is OpenMind 3B (split version). The objective to achieve is to make students communicate and understand with foreign people on normal activities. 3. topic: Stories we tell 4.Aims of the lesson To learn the past perfect. To talk about embarrassing events. To consider different standards in different countries, like for example punctuality. To tell anecdotes.

5. Personal aims
-

To provide an interesting, lively lesson that syudents will enjoy.

To explain the grammar structure in simple steps that the students understand and can

easily

employ. To encourage my students to become critically aware of dierent cultural

standards. To promote empathy with other cultures.

6. Procedure
First at all, after saying hello and calling the role, I show some pictures on the board and ask them To imagine what these peoples lives are like, guessing their past lives and some students answer individually. After that, in pairs, the students discuss each other about the pictures,then in pairs 18/82

the students pass before the group to explain what they had been talking to compare differences.
Then, I play the listening once so the students can check their predictions and check progress. I play it Again and check the answer with the class.

PAGINA 2 DE 7

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Certicacin de tutores de docentes de idiomas

Next, I write the words embarrased and embarrasing on the board. I ask when people feel embarrassed (when something embarrassing happens). I ask them to work in pairs and think of embarrassing that can happen to people. I elicit several ideas from the class, saying or doing something that offends another person. I nominate students to read aloud the phrases in the box (page 78).I ask the class what show up late means (arrive late or come late).I encourage the students to tell you situations in which you shouldnt show up late, e.g.,for an appointment or meeting, for a date, for work. I ask the students to complete the matching exercises individually and then compare their answers in pairs. I check the answers with the class. I point out that if you say the wrong thing, you say something in public that might offend or Insult another person. It is not intentional. This makes it very embarrassing for you. I read the instructions for exercise to the class. I explain that students should use words (not the entire phrase) from Ex.A, and tell tell them that they may need to change the tense of the verbs in the phrases because the context of the sentences is in the past. I elicit that theleast embarrassing is the opposite of the most embarrassing. I give the students a couple of minutes to work individually and think about which situation is the most embarrassing, and why. I ask them to compare their ideas in pairs. I remind them to give reasons for their choices. I listen to some ideas from the class. I ask the students whether they themselves have had any similar experiences, and if so, which ones.

I point out that we form the past perfect using had+past participle, and that in spoken English

We often contract had to d, e.g., Id left my passport at home. I focus on the sequence of events Shown in the grammar table. I ask the student to do the same thing with the sentence I Realized I had forgotten my passport. (first: I forgot my passport; then: I realized).I highlight that we use the past perfect to describe the event that happened first, and the simple past for the event that happened second. I draw the studentsattention to the language box. Focus on the time expressions that are often used with the past perfect. I point out that Just means a few moments before.

PAGINA 3 DE 7 I tell the students they will listen to an anecdote where the speakers describes a number of embarrassing things that happened to him. Their task is to listen and identify what the embarrassing events were. I play the listening once. I check the progress and play it again. I have the students discuss their answers in pairs. Then I check the answers with the class.

I read the instructions to the class. I check that the students understand a mess (a situation In which a place is very dirty and disorganized). I have the students read the text. Then I ask them to work in pairs and suggest what had happened before Mr. Edwards got home. I listen to some ideas from the class. I note that there are several possible answers. I accept any answers that are logically possible, but I make sure the students use the past perfect correctly.

7. conclusions
I think that this lesson made the students be aware about the past structures since the mastery of the tenses (past and past participle) are essential to develop a good work as well as to understand situations that might cause a problem.

8. Self Evaluation
I believe that this lesson is crucial to have a better English since from here on if you dont master the verbs the students could slow down the speed in their learnig process that is why it is important that I as I teacher must be alert to identify any we weakness.

PAGINA 4 DE 7

Phases of learning Warm up

9. Lesson Plan
Activities Students describe stories from people Shown in pictures after that they com pare with a another students.

Social Form Individu al Partner Whole class

Media / materi al Poster

Aim of the Activity To activate ideas

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Time (min. ) 10 min

Lead in to the topic Preteac h topic Intro topic

T listens to some ideas from the class. T plays the recording once to make the Ss say predictions. T plays it again And check answers Individu al Whole class Audio Board

To practice audio To be aware about unpleasa nt

5 min.. 15 min. 15 min.

Lead in

T writes on the board embarrassed and embarrassing to elicit ideas in pairs about situation that often Whole other people. class Partner T nominates Ss to read aloud the phrases, explains phrases.T makes Ss work in pair to complete the sentences Partner that may need changes in their forms. Partner Whole class

Book To increase Vocabula ryt

Board

20 min. 15 min.

T makes students work on Gramma ideas about the least and the r most embarrassing situations. structur Then exchange info (compare) e their ideas with a classmate and tell the reasons

Audio

o exchange experienc es

Ss read the questions of a very funny personal story. T plays Flash Gramma the recording once and then cards r Ss compare answers in pair. T Board structur plays it again to confirm e information. Ss discuss their differences. partner gramma T explains that past perfect is r used with had+p.participle structur and that this action is done e before another activity And complete exercise C. t explains Ss are going to listen to anecdote and identify Gramma the embarrassing situations r and compare their ideas with a Structur couple. e

Drawin gs

to practice sound and spoken words. To recognize The structure to discrimin ate the past tense sounds.

20 min.

audio

15 min.

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PAGINA 5 DE 7

10. Attachments
Simple Past
2nd column of irregular verbs
Example: I spoke I had spoken

Past Perfect Simple

had + 3rd column of irregular verbs
Example:

regular verbs: infinitive + ed

Example: I worked

regular verbs: form of have + infinitive + ed

Example: I had worked

Exceptions Exceptions when adding ed: when the final letter is e, only add d
love - loved

Example:

after a short, stressed vowel, the final consonant is doubled

admit - admitted

Example:

final l is always doubled in British English (not in American English)

travel - travelled

Example:

after a consonant, final y becomes i (but: not after a vowel)

worry - worried but: play - played

Example:

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PAGINA 6 DE 7 Past Perfect - Simple Past (Statements) - Exercise

Explanation: Past Perfect - Simple Past contrasted

Put the verbs in brackets into the gaps in the correct tense Past Perfect or Simple Past. Example: Pat _________ (to live) in London before he _________ (to move) to Rome. Answer: Pat had lived in London before he moved to Rome.

1) After Fred (to spend) his holiday in Italy he (to want) to learn Italian. 2) Jill (to phone) Dad at work before she (to leave) for her trip. 3) Susan (to turn on) the radio after she (to wash) the dishes. 4) When she (to arrive) the match already (to start). 5) After the man (to come) home he (to feed) the cat. 6) Before he (to sing) a song he (to play) the guitar. 7) She (to watch) a video after the children (to go) to bed. 8) After Eric (to make) breakfast he (to phone) his friend. 9) I (to be) very tired because I (to study) too much. 10) They (to ride) their bikes before they (to meet) their friends.

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Task 3 UTSV

SEPTEMBER 2012

LANGUAGE LEARNING PROCESSES

Talking about live performance and entertaiment Subject relative clauses

Theme: STAGE AND SCREEN

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UTSV 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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September 2012
1.

Description of the area

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.

2.

Description of class and course

This, material is designed for learners in a level 2 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 talk about live performances and entertainment, giving information about peole; reaching consensus on which tv shows to watch; talking about electronic forms of entertainment; discussing the characteristics of good teams players; evaluating individual and team performance.The main purpose is to make use of the simple past, including regular and irregular verbs. At the end, learners have to be proficient to express about live performance and tv shows fluently. The book needed for this class is open mind 3 from Macmillan editorial; covering the unit 10, page 97.

3.

Topic - Simple past tense

4.

Aims of the lesson

I can form sentences with subject relative clauses. I can form questions and answers about tv shows and live performance . I can discriminate the sounds: // and //. I can talk note take information. I can talk a magazine article.

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5.

Personal aims

To let learners to be aware of the subject relative clauses for describing. To let students establish communication patterns where they could describe programs and famous people. To motivate and encourage the students to talk about their favorite kinds of entertaiment. 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 10, Stage and screen (p. 97). In this section learners have to express the very different kinds of entertainment: movies, talk show, theater, dancing, opera, musicals, etc. They also have to understand written exercises (magazine articles) talking about tv shows. For this reason, the student must have a wide vocabulary in order to express specific and clear ideas The book is going to provide several examples of the theme. We start with the ice breaker I start the class writing the word entertainment on the board. I elicit words from different types of entertainment, e.g., movies, theater,dancing, opera,musicals, ballet, etc. I ask the students to work in groups of three or four and discuss which types of entertainment they likeand which they dislike. I listen to some ideas from the class. I give the students a few minutes to read the question and the instructions. I highlighted difference between what a pity and go to the theater. Go to the theater generally refers to seeing a professional theater production, while watch a play can refer to a professional show, but it can also means going to see an amateur or childrens performance, or watching a play on tv. I check the students understand stand-up comic (someone whose job is to stand in front of an audience and entertain them by telling jokes and stories to make them laugh). The term stand-up comedian is also widely used. I give the students time to do the task individually. I have the students work in pairs and compare their choices from Ex. A. I ask them to give reasons for their choices. I take a class poll to find out which activity most students prefer. I draw the students attention to the picture of the theater(page 98). I ask them what kind of performance they think this is ( a play from Japan). I point out that they may not know all of the words in the left-hand column, but they will know some. I encourage them to match the
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words they know first, as that may help them figure out some of the others. I ask the students to do the task individually and then to compare their answers in pairs, discussing any differences. I check the answers with the class. I highlighted that the row rhymes with go and not with now. I point out that orchestra, costumes, venue, scenery, and audience are all stressed on the first syllable. I start with a physical warm-up that is related to the theme of acting and performing. I ask the students to stand up and form two circles. I nominate a student to start the activity. I ask them to imagine that they are holding an incredibly valuable antique vase, and that they should pass it very carefully around the circle. I repeat the mime activity with other imaginary objects, e.g., an angry cat, a crying baby, a piece of smelly cheese, a hot potato, a full glass of water. I see the students book page for the audio script. I ask the students to read the instructions before they listen to the recording. I play the recording once. I check the answer with the class. I ask the students what word or words helped them to decide the answer, e.g., lighting, scenery, ballerina. I draw the students attention to the examples in the watch out! Box. I ask them why the second example is incorrect (because the word man refers to a person, so we cannot use which in the subject relative clause, as it is used with things and not people). I point out that all of the clauses in this exercise can be connected using that, but that they should practice using who or which as well. I ask the students to do the exercise individually and then to compare their answers in pairs. I read the instructions to the class (Section 2 Ex. D). I put the students into pairs and have them decide who is student A who is student B. I ask the students to cover up their partners profile. I draw the students attention to the example sentence, and encourage them to use subject relative clauses when describing their person. When the students finish working in pairs, listen to a few examples from the class. I correct any errors in the use subject relative clauses and especially the relative pronouns. I see the studentsbook page for the audio script (Section 3 Ex. A). I ask the students to look at the words in the two columns. I ask them what they notice about the spelling (where the words in the left-hand column have an a in the spelling, the words in the right-hand column have a u or an o). I ask them to listen to the different way of sounds are pronounced. I play the recording once. I play the recording again, asking the students to repeat each pair of words in pairs. I point out that when we say // our mouth is wide open, but for // the lips are closer together shape is rounder. I remind the students that paying attention to a persons tone of voice can help us understand how they feel and what they are saying. I ask the students to read the different items in the table and make sure they understand the task. I play the recording once, and I ask the students to complete the exercise individually and then to compare their answers in pairs, discussing any differences. I check the answers with the class. I nominate two students to read aloud the questionsabout the performance and the admission charge. I ask the students to complete the exercise individually and think about other questions they could ask about a live performance. I point out that they can use the list of items in Ex. A to help them, and that they can also refer to the vocabulary items listed in Section 1. I elicit the example questions from the class, e.g., what was the performance like?, how was the performance?; how many people were there? What were the costumes like?
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I give the students a couple of minutes to think about a live performance they have seen and to make a few notes about it. I ask them to work in pairs and ask each other about the live performances using the questions from Ex. B. I listen to some examples from the class. I do a survey tv: How many hours a day do you watch tv?, which day of the week do you watch the most tv?, what types of shows do you like the best? I ask them to work in trios and ask and answer the questions. Elicit some ideas from the class. I read the instructions to the class(Section 5). I nominate a student to read aloud the words in the box. I elicit examples of shows the students know for each category. I ask the students to do the exercise individually and then to compare their answers in pairs, discussing any differences. I check the answers with the class. I focus on the adjectives in bold that are used to describe each show. I elicit synonyms or definitions from the students, e.g., fascinating (very interesting); amusing (very funny), incredible (impossible to believe); original (new and different from anything else); crazy (silly). Students go to page 101 that talks about the language in context(Ex. 5B, object relative clauses and relate questions with answers (match columns).i make the students look at the following exercise (grammar table) to choose the correct options. After having done this, stdents do the practice (Ex. 5C). finally, students do their own examples in Ex. 5D.

7.

Conclusions
From my point of view, the idea of making the students be aware of the importance of learning processes in every class is vital since pointing out all the aspects of the book course design can create confidence in this important process to take into account. The guide the teacher for the students must be an important point in this everyday routine.

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. Many of these activities in the book have to do with the American and European life style since iis quite difficult to see people in Mexico be interested in ballet or opera. For that, reason I consider a good point to talk about these topics during the course.
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9.

Lesson plan

T= teacher/ Ss=students Phases of Learning Activities Social Form Media /Materials Aim of activity Time (minutes)

Ice breaker

To elicit words about entertainment.

Whole class

Board

Extension of the theme

To discuss about types of entertainment.

None Trios

To brainstor m vocabular y

5 min .

Personalis ation

To discuss about what they like and dislike about entertainment.

Partners

To increase vocabular y None

10 min .

To engage to the topic

To give opinions Individu al /partner Audio To guess meanings Book

10 min .

To match definitions about performances

To introduce the grammar topic

To listen to the recording

Individu al /whole class

10 min .

Grammar topic Reading the grammar table Whole class

To find out the main idea Book

10 min .

To
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15

discover Grammar practice/ Subject relative clauses The subject relative clauses use

min .

Doing the grammar practice

Individu al /partner

Book

Book

Grammar practice consolidatio n

Presenting peoples profile

Partner Audio Whole class Audio Whole class / partner To confirm new knowledg e

10 min . 20 min .

Pronunciati on

Listening and repeating sounds

Listening general ideas Listening

To consolidat 10 e structures min . To discrimina te sounds

20 min .

book Individu all /partner To listen to specific informatio n

Describing shows reading

none Asking for opinions Survey To give show descriptio ns 10 min s

Whole class book

Reading and understanding

10
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Magazine article Relating ideas Grammar conclusions

Partner book To give opinions

min .

Individu al / whole class Choosing the correct option

board

To match 10 paragraph min s with s titles

Grammar Whole class Making examples Grammar personalisa tion Individu al and whole class book To match questions and answers 5 min .

5 To complete min ideas with . who, which and that 15 min .

To create their own ideas.

10.Attachment

Relative clauses
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What is a relative clause?

We can use relative clauses to join two English sentences, or to give more information about something.

I bought a new car. It is very fast. I bought a new car that is very fast.

She lives in New York. She likes living in New York. She lives in New York, which she likes.

Defining and Non-defining

A defining relative clause tells which noun we are talking about:

I like the woman who lives next door. (If I dont say who lives next door, then we dont know which woman I mean)

A non-defining relative clause gives us extra information about something. We dont need this information to understand the sentence.

I live in London, which has some fantastic parks.

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(Everybody knows where London is, which has some fantastic parks is extra information)

Defining relative clauses:

1: The relative pronoun is the subject:

First, lets consider when the relative pronoun is the subject of a defining relative clause.

We can use who, which or that. We use who for people and which for things. We can use that for people or things.

The relative clause can come after the subject or the object of the sentence. We cant drop the relative pronoun.

For example (clause after the object of the sentence):

Im looking for a secretary who / that can use a computer well. She has a son who / that is a doctor. We bought a house which / that is 200 years old. I sent a letter which / that arrived three weeks later.

More examples (clause after the subject of the sentence):

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The people who / that live on the island are very friendly. The man who / that phoned is my brother. The camera which / that costs 100 is over there. The house which / that belongs to Julie is in London.

Try an exercise where the relative pronoun is the subject here

2: The relative pronoun is the object:

Next, lets talk about when the relative pronoun is the object of the clause. In this case we can drop the relative pronoun if we want to. Again, the clause can come after the subject or the object of the sentence. Here are some examples: (clause after the object) She loves the chocolate (which / that) I bought. We went to the village (which / that) Lucy recommended. John met a woman (who / that) I had been to school with. The police arrested a man (who / that) Jill worked with.

(clause after the subject) The bike (which / that) I loved was stolen. The university (which / that) she likes is famous. The woman (who / that) my brother loves is from Mexico. The doctor (who / that) my grandmother liked lives in New York.

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Try an exercise where the relative pronoun is the object here Try an exercise about defining relative clauses, both subject and object here Try another exercise about defining relative clauses here

Non-defining relative clauses:

We dont use that in non-defining relative clauses, so we need to use which if the pronoun refers to a thing, and who if it refers to a person. We cant drop the relative pronoun in this kind of clause, even if the relative pronoun is the subject of the clause.

(clause comes after the subject)

My boss, who is very nice, lives in Manchester. My sister, who I live with, knows a lot about cars. My bicycle, which I've had for more than ten years, is falling apart. My mother's house, which I grew up in, is very small.

(clause comes after the object)

Yesterday I called our friend Julie, who lives in New York.

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The photographer called to the Queen, who looked annoyed. Last week I bought a new computer, which I don't like now I really love the new Chinese restaurant, which we went to last night.

Prepositions and relative clauses

If the verb in the relative clause needs a preposition, we put it at the end of the clause:

For example:

listen to

The music is good. Julie listens to the music. The music (which / that) Julie listens to is good.

work with

My brother met a woman. I used to work with the woman. My brother met a woman (who / that) I used to work with.

go to
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The country is very hot. He went to the country. The country (which / that) he went to is very hot.

come from

I visited the city. John comes from the city. I visited the city (that / which) John comes from.

apply for

The job is well paid. She applied for the job. The job (which / that) she applied for is well paid.

Whose

Whose is always the subject of the relative clause and cant be left out. It replaces a possessive. It can be used for people and things.

The dog is over there. The dogs / its owner lives next door. The dog whose owner lives next door is over there.

The little girl is sad. The little girls / her doll was lost. The little girl whose doll was lost is sad.
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The woman is coming tonight. Her car is a BMW. The woman whose car is a BMW is coming tonight.

The house belongs to me. Its roof is very old. The house whose roof is old belongs to me.

Where / when / why

We can sometimes use these question words instead of relative pronouns and prepositions.

I live in a city. I study in the city.

I live in the city where I study. I live in the city that / which I study in. I live in the city in which I study.

The bar in Barcelona is still there. I met my wife in that bar.

The bar in Barcelona where I met my wife is still there. The bar in Barcelona that / which I met my wife in is still there. The bar in Barcelona in which I met my wife is still there.

The summer was long and hot. I graduated from university in the summer.
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 The summer when I graduated from university was long and hot. The summer that / which I graduated from university in was long and hot. The summer in which I graduated was long and hot. Relative clauses

Relative clauses are clauses starting with the relative pronouns who*, that, which, whose, where, when. They are most often used to define or identify the noun that precedes them. Here are some examples:

Do you know the girl who started in grade 7 last week? Can I have the pencil that I gave you this morning? A notebook is a computer which can be carried around. I won't eat in a restaurant whose cooks smoke. I want to live in a place where there is lots to do. Yesterday was a day when everything went wrong!

* There is a relative pronoun whom, which can be used as the object of the relative clause. For example: My science teacher is a person whom I like very much. To many people the word whom nows sounds old-fashioned, and it is rarely used in spoken English.

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Relative pronouns are associated as follows with their preceding noun:

Preceding noun

Relative pronoun

Examples

a person

who(m)/that, whose

- Do you know the girl who .. - He was a man that .. - An orphan is a child whose parents ..

a thing
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which/that, whose

- Do you have a computer which .. - The oak a tree that .. - This is a book whose author ..

Note 1: The relative pronoun whose is used in place of the possessive pronoun. It must be followed by a noun. Example: There's a boy in grade 8 whose father is a professional tennis player. (There's a boy in grade 8. His father is a professional tennis player.)

Note 2: The relative pronouns where and when are used with place and time nouns. Examples: FIS is a school where children from more than 50 countries are educated. 2001 was the year when terrorists attacked the Twin Towers in New York.

Some relative clauses are not used to define or identify the preceding noun but to give extra information about it. Here are some examples:

My ESL teacher, who came to Germany in 1986, likes to ride his mountain bike. The heavy rain, which was unusual for the time of year, destroyed most of the plants in my garden.

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Einstein, who was born in Germany, is famous for his theory of relativity. The boy, whose parents both work as teachers at the school, started a fire in the classroom. My mother's company, which makes mobile phones, is moving soon from Frankfurt to London. In the summer I'm going to visit Italy, where my brother lives.

Note 1: Relative clauses which give extra information, as in the example sentences above, must be separated off by commas.

Note 2: The relative pronoun that cannot be used to introduce an extra-information (non-defining) clause about a person. Wrong: Neil Armstrong, that was born in 1930, was the first man to stand on the moon. Correct: Neil Armstrong, who was born in 1930, was the first man to stand on the moon.

--------------------------------------------------------------------------------

There are two common occasions, particularly in spoken English, when the relative pronoun is omitted:

1. When the pronoun is the object of the relative clause. In the following sentences the pronoun that can be left out is enclosed in (brackets):

Do you know the girl (who/m) he's talking to? Where's the pencil (which) I gave you yesterday?
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I haven't read any of the books (that) I got for Christmas. I didn't like that girl (that) you brought to the party. Did you find the money (which) you lost?

Note: You cannot omit the relative pronoun a.) if it starts a nondefining relative clause, or, b.) if it is the subject of a defining relative clause. For example, who is necessary in the following sentence: What's the name of the girl who won the tennis tournament?

2. When the relative clause contains a present or past participle and the auxiliary verb to be. In such cases both relative pronoun and auxiliary can be left out:

Who's that man (who is) standing by the gate? The family (that is) living in the next house comes from Slovenia. She was wearing a dress (which was) covered in blue flowers. Most of the parents (who were) invited to the conference did not come. Anyone (that is) caught writing on the walls will be expelled from school.
How to Form Relative Clauses
Imagine, a girl is talking to Tom. You want to know who she is and ask a friend whether he knows her. You could say:

A girl is talking to Tom. Do you know the girl?

That sounds rather complicated, doesn't it? It would be easier with a relative clause: you put both pieces of information into one sentence. Start with the most important thing you want to know who the girl is.

Do you know the girl

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As your friend cannot know which girl you are talking about, you need to put in the additional information the girl is talking to Tom. Use the girl only in the first part of the sentence, in the second part replace it with the relative pronoun (for people, use the relative pronoun who). So the final sentence is:

Relative Pronouns
relative pronoun
who

use

example

subject or object pronoun for people

I told you about the woman who lives next door.

which

subject or object pronoun for animals and things

Do you see the cat which is lying on the roof?

which

referring to a whole sentence

He couldnt read which surprised me.

whose

possession for people animals and things

Do you know the boy whose mother is a nurse?

whom

object pronoun for people, especially in non-defining relative I was invited by the professor whom I met at the clauses (in defining relative clauses we colloquially prefer who) conference.

that

subject or object pronoun for people, animals and things in defining relative clauses (who or which are also possible)

I dont like the table that stands in the kitchen.

Subject Pronoun or Object Pronoun?

Subject and object pronouns cannot be distinguished by their forms - who, which, that are used for subject and object pronouns. You can, however, distinguish them as follows: If the relative pronoun is followed by a verb, the relative pronoun is a subject pronoun. Subject pronouns must always be used.

the apple which is lying on the table

If the relative pronoun is not followed by a verb (but by a noun or pronoun), the relative pronoun is an object pronoun. Object pronouns can be dropped in defining relative clauses, which are then called Contact Clauses.

the apple (which) George lay on the table

Relative Adverbs
A relative adverb can be used instead of a relative pronoun plus preposition. This often makes the sentence easier to understand.

This is the shop in which I bought my bike. This is the shop where I bought my bike. relative adverb
when

meaning
in/on which

use
refers to a time expression

example
the day when we met him

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where

in/at which

refers to a place

the place where we met him

why

for which

refers to a reason

the reason why we met him

Defining Relative Clauses

Defining relative clauses (also called identifying relative clauses or restrictive relative clauses) give detailed information defining a general term or expression. Defining relative clauses are not put in commas. Imagine, Tom is in a room with five girls. One girl is talking to Tom and you ask somebody whether he knows this girl. Here the relative clause defines which of the five girls you mean.

Do you know the girl who is talking to Tom?

Defining relative clauses are often used in definitions.

A seaman is someone who works on a ship.

Object pronouns in defining relative clauses can be dropped. (Sentences with a relative clause without the relative pronoun are called Contact Clauses.)

The boy (who/whom) we met yesterday is very nice.

Non-Defining Relative Clauses

Non-defining relative clauses (also called non-identifying relative clauses or non-restrictive relative clauses) give additional information on something, but do not define it. Non-defining relative clauses are put in commas. Imagine, Tom is in a room with only one girl. The two are talking to each other and you ask somebody whether he knows this girl. Here the relative clause is non-defining because in this situation it is obvious which girl you mean.

Do you know the girl, who is talking to Tom?

Note: In non-defining relative clauses, who/which may not be replaced with that. Object pronouns in non-defining relative clauses must be used.

Jim, who/whom we met yesterday, is very nice.

How to Shorten Relative Clauses?

Relative clauses with who, which, that as subject pronoun can be replaced with a participle. This makes the sentence shorter and easier to understand.

I told you about the woman who lives next door. I told you about the woman living next door. Do you see the cat which is lying on the roof? Do you see the cat lying on the roof?

Relative pronouns - who, which, whose - Exercise

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Choose one of the following relative pronouns who, which or whose from the dropdown menu.

1) I talked to the girl car had broken down in front of the shop. 2) Mr Richards, is a taxi driver, lives on the corner. 3) We often visit our aunt in Norwich is in East Anglia. 4) This is the girl comes from Spain. 5) That's Peter, the boy has just arrived at the airport. 6) Thank you very much for your e-mail was very interesting. 7) The man, father is a professor, forgot his umbrella. 8) The children, shouted in the street, are not from our school. 9) The car, driver is a young man, is from Ireland. 10) What did you do with the money your mother lent you?

Exercise on Relative Clauses (Contact clauses)

Write relative clauses without using the relative pronoun. 1. I gave you a book. It had many pictures. The book 2. I am reading a book at the moment. It is very interesting. The book 3. You live in a town. The town is very old. The town 4. The sweets are delicious. I bought them yesterday. The sweets 5. The football match was very exciting. My friend played in it. The football match 6. The letter hasn't arrived yet. I posted it three days ago. The letter 7. He lives in a house. The house is not very big. The house 8. They are playing a song on the radio. Do you like it? Do you like 9. Jane wore a beautiful shirt yesterday. Did you see it? Did you see 10. Sue is going out with a boy. I don't like him. I don't like

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Task 4: LANGUAGE TEACHING

UTSV Task 4: LANGUAGE TEACHING Topic: Breaking the rules

Class project to to talk about unfulfilled plan.

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Task 4: LANGUAGE TEACHING

Table of Contents:

1. Description of the area 2. Description of class and course 3. Topic 4. Theme and motivation 5. Aims of the lesson 6. Personal aims 7. Procedure 8. Conclusions 9. Evaluation of the project and self-evaluation 10. Lesson plans and attachments

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Task 4: LANGUAGE TEACHING

1.

Description of the area

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. 2. Description of class and course

This course is a B1 course. Where students will be able to understand and talk about breaking the rules, criticizing behavior in the past, talking about punishments, and giving advice.

3, Topic: Breaking the rules 4. Theme and motivation

The real motivation for this course was the students read and talk about rules and behavior in the city, in this case in an English environment and also at school, to make realize the importance of rules that in some cases are more strict than in our society. This can be very helpful to make the students more aware of their behavior in class and outside in the street. By knowing these facts, the students can change their attitudes and improve their responsabilities as human beings. We believe that the students will be motivated when they know that following the rules is the best option in our lives.

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5. Aims of the lesson

-

understand and produce simple past sentences expressing reflection of actions Use the perfect modal should/shouldnt have to criticize things that people did or didnt do in the past. Contrast the good and bad behavior. Listen and understand dialogues about behavior.

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6. Personal aims
-

To provide an interesting, lively lesson that students will enjoy. To motivate students to present and talk about rules in the city and school To explain the structure in simple steps that the students understand and can easily employ. To motivate and encourage the students to experiment with the language. To promote learner autonomy. To promote rules and good behavior.

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7. Procedure The topic is in unit 11 of the English course(page 107). A good part of this lesson directly follows the lesson layout of the Teachers Guide. This book is an invaluable selection of guidelines and tips, which not only facilitate lesson planning, but has helped me to improve my classes everyday, giving me strategies to improve in my teaching techniques. During UTs term, the English academy has 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 include certain exercises in the lesson and what benefits they can offer. For the first exercise, the icebreaker, using the pictures of page 107 I elicit rules using the modal verbs can and shouls: You cant take food into the classroom, you shouldnt run in the corridors, etc.i make the students work individually to find the eight possible rules on that page. I ask them to work in pairs to compare examples to discuss any differences. I ask for examples and discuss which ones are more relevant. I ask the students to describe the wrong things shown in the pictures and ask also if any of these rules apply in our country. We opened the books (p. 108) and ask the students if they know the traffic rules in their country and if the people sometimes break them by giving examples. After that, I read the instructions on page 108 and elicit the possible answers of Vocabulary Ex. 1 A (matching) I make sure they understand the word misdemeanor. I ask the students to compare their answers to discuss any differences. I make sure the students understand the vocabulary by describing the misdemeanors. I have the students order misdemeanors Ex.1 B individually from 1 to 8 accoand rding to their seriousness. Tell the students that it is an opinion exercise. There are not correct answers. In the next activity, Ex.1 C, I nominate two students to read aloud the model conversation. Next, students listen to the model conversation I make notice how the speakers express their ideas.I emphazise the use of expression for asking for opinion and for disagreeing. I make them practice in pairs using the misdemeanors. The students pass in front to act out the conversation, after this, I talk about some problem expression. Next I make them see, the grammar table on page 109 (Notice) I read the instruction. The student must go back to the previous conversation to find the models described in the grammar table. I explain on the board some other examples. Then the students in pairs solve the grammar table and I elicit for other examples on their own. After that, they work the next activity individually (Ex. 1 C), and compare with a partner. Finally, I check the class answers. I ask the students to go to Ex. 1D. I read the instructions. They try to discriminate all the possible ideas spoken on the radio call-in show. Then they exchange ideas with their classmates and, in pairs give a conclusion.

8. Conclusions
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I think this lesson encouraged students to know that a good behaviour carries a responsibility and they know this in their own native language but this lesson make them know there are universal rules applied in a lot of countries. .

9. Self Evaluation I try to make them understand that sometimes American action movies have exaggerated behaviour and make them realize that rules in developed countries are, in many times, stricter than the underdeveloped ones.this can be a good point to make the students aware of their acttitudes towards rules in general.

10.Lesson plan and attachment

T= teacher/ Ss=students Phases of Learning Ice breaker Activities Social Form To elicit ideas Individual from school Partner Media /Materials Visual (book) Aim of activity Time (minutes)

To describe 10 min. pictures about breaking rules

To discuss for the Extension of most relevant Partner the them wrong behaviors. Whole class To match misdemeanors To engage to Partner with pictures the topic whole class

Board

To interact ideas with 10 min classmates, increasing vocabulary. 10 min.

Book

To guess meaning, increasing vocabulary. 20 min

To practice To introduce conversation the grammar topic

a Partner Audio

To practice emotions and pronunciation

Grammar

To

know

the
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topic

perfect modal Individual should/shouldnt Partner

10 min. Book To express things that were done and werent done.

Grammar practice/

To practice the Partner grammar whole structure class should/shouldnt have done.

20 min.. To criticize actions in the past

Book

consolidation

Grammar practice consolidatio

To listen to a Individual conversation partner about the mans worst day

20 min. audio To discriminate sound and expressions

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11.

ATTACHMENT

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modal verb + have + past participle

5
Perfect Modal Picture sentence

could have _____ couldn't have _____

past ability The boy could have done the dishes himself, but his father decided to help.

should have ____ shouldn't have ____

You did or didn't do something that was a good idea.

The girl shouldn't have spun around so many times. She fell down. spin: turn around many times. spin / spun / spun

would have ____ wouldn't have ____

past condition / past situation This house of cards would have fallen over if the person who built it hadn't been so careful.

may have _____ may not have _____

past possibility My grandfather may have used this camera when he was a young man, but I'm not sure.

might have ______ might not have _____

past possibility Her mother might have put mustard on her sandwich. She hopes not.

must have __ must not have ___

past probability. This indicates that something probably happened in the past.

They must have practiced a lot because they're very good musicians.

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PLANNING AND EVALUATION

Use of the gerund phrases as subject and object

Theme: Just the job!

UTSV Table of Contents:

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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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September 2012
1.

Description of the area

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.
2.

Descripton of class and course

This course is the sequence for our project. It corresponds to B1 level according to the Common European Framework there are 12 students between the ages of 25 and 50. 8 men and 4 women. 7 men and 3 woman have been together since the first course. The other man and woman have just joined the group in this course. The group has classes on Tuesday and Thursday morning from 9:30 to 11;10 am. The book is OpenMind 3B (split version). The objective to achieve is to make students communicate and understand with foreign people on normal activities.
3.

Topic: Just the job!

4. Aims of the lesson

(a) vocabulary esyenxion and use.
(b) practice verbal expressions, in this case, for describing people and things.

(c) revision of grammar structure (especially when talking about past tenses). (d) sentences structure when verb forms (verb+ing / verb+infinitive / verb+ing or infinitive).

4.

Personal aims
_ to create an atmosphere of looking for a job - to know chareteristics of different job. - to master the greund phrases. -To increase business vocabulary
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6.Procedure Lesson 1 To start the lesson I made a competition about adjectives vocabulary by dividing the class In two groups, after that, the students observed the list of adjectives and divide them in Categories. Next,the students open their books to page 80 and recognize the adjective list, in that moment I emphasized the difference between ing verbs and ed verbs example: bored / boring. After that, I read the instructions to the class. Then read the adjectives in the right hand column Aloud and had the students repeat them chorally and individually . I asked the students to do the matching exercises individually and compare their answers in pairs, discussing any differences. I checked the answers with the class.. I highlighted that cute has the additional meaning of easy to like, e.g., a cute child. Also, unbelievable can be used in a positive way to describe something as so good it was unbelievable, meaning that it is difficult to believe how good it was. I read the instructions to the class. I ensured that the students understand that they needed to think the title of a story or a movie that fitted the meaning of each adjective. I nominated the students to read aloud the example conversation. I divided the students in groups of four students for this exercise. When the groups finished, I listened to some ideas from the class. I made sure that the students had thought of a story for each adjective. I did a class survey. I asked the students about their reading habits. I asked them to work in pairs And discuss how often they read, why they read, and what they read. I listened to some ideas From the class. I wrote the different types of things they read on the board (e.g., comic strips, blogs And forums, romantic fiction, celebrity magazines, newspaper articles, etc.). I wrote the words bear, squirrel,rabbit, beaver,chpmunck,skunk, and raccoon
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on the board. I asked The (the man is holding a rabbit, the trhree animals in the tree are, from left to right: a chipmunk, A raccoon, and a squirrel; and the three on the left of the picture are, form top to bottom: a bear, a beaver, and a skunk). In the second text, on the next page, I made sure the students understood the term dirt bike ( a Bicycle with a small engine used for racing on rough ground) and scuffle (a small fight that is not Very violent and lasts for only a short time). I asked the students to work in pairs and choose which story they would like to read to their Partner. I had the students close their books and just listen when their partner is reading. I had the students look at the example sentence about Saturday shock page 81 and I encouraged them to give their opinions. I encouraged to use the adjectives from the first reading to describe the stories. I asked the students to work in groups of four to range ideas. I listened to some ideas from the class.

7.Conclusions
This topic is helpful to make use of a grammatical structure into a different usage. For this reason it is important that learners get aware about how much to they know about the main topic, and then use it for different purposes. It is also a good opportunity to let students evaluate themselves as a group. The topic enforces vocabulary already known by the students, and they acquire new vocabulary. The aim is to provide more 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 future. 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
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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
T = teacher / S = students Phases of Learning Activities Social form Media of activity Aim of activity Time (minute s)

Ice breaker Adjectives competition Presentation Of adjectives

Ss make two team to compete by passing one by one and write the longest list of sdjectives T explains some adjectives by their suffixes, students categorize them in groups by their suffixes

Team Board Individu al Whole class Individu al whole class

To brainstorm vocabulary To recognize adjective forms

15 min.

Choral repetiti on

10 min.

Pre teach new vocabulary

To guess meaning Book

10 min.

Ss match the columns for describing adjectives

Practice

Ss must create a story with the new words T listen to the stories

To practice new vocabulary Groups of four Bond paper

20 min.

Survey

Ss make a poll about reading habits

whole class

notebo ok

To have a discussion about reading habits

15 min.

Introduce the topic

T elicits information about the pictures in the two readings.

whole class

To know more vocabulary. book To give opinions

10 min.

Practice Ss decide which story is more interesting for them and explain why. Practice Ss listen to the audio and discriminate sounds individu al pairs group individu al whole class audio book

10 min.

To discriminate sounds.

10 min.

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10. Attachments

Bored in the jungle...

I 'm tired of my job...My job is tiring! j

What do you do? d d

I work at the local zoo. I 'm an acrobat. I have been working there for five years.... y y

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New words Palabras nuevas tiring: aburridor, tedioso degree: un ttulo universitario to run for presidency: presentarse para presidente a life of contemplation: una vida contemplativa 'En la jungla y aburrido.'

Adjectives ending in ed or ing

Adjetivos terminados en ed o ing

Many adjectives that end in -ing and -ed present some difficulties for the foreign students of the English language. Many times students find it hard to decide on which adjective to use. EXAMPLES

Muchos adjetivos en -ed presentan dificultades para los estudiantes extranjeros de la lengua inglesa. Muchas veces se les hace difcil decidir entre que adjetivos utilizar

Why don't you do anything more interesting then? i que terminan en -ing y

EJEMP

political science..I could run for Below you have adjectives presidency. p p -ed. The animations may

Mike is bored because his job is boring... I am interested in politics, because I consider politics interesting! I have a degree in His designation is surprising, so we are all surprised!

Abajo tienes ms adjetivo ending in -ing and life of contemplation as y -ed. Las animaciones early as tomorrow be of some help. ayud m m morning.

Miguel est Oh my! If an acrobataburrido porq Estoy interesado monkey runs for en poltica por Su designacin esa president, I'll start sorprendente,

amazing asombroso

amazed asombrada/o

amusing gracioso

d) amused divertido

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e) annoying molesto

f) annoyed fastidiada/o

g) astonishing asombroso

h) astonished asombrado

i) boring tedioso

j) bored aburrida/o

k) confusing confuso

l) confused confundido

m) depressing deprimente

n) depressed depresiva/o

o) disappointing desilusionador

p) disappointed desilusionado

q) disgusting repugnante

r) disgusted asqueada/o

s) embarrassing embarazoso

t) embarrassed turbado

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u) exhauting agotador

v) exhausted agotada/o

w) exciting emocionante

x) excited emocionado

y) fascinating fascinante

z) fascinated fascinado

frightening espantosa/o

frightened temeroso

y) horrifying horripilante

z) horrified horrorizado

interesting interesante

interested interesado

shocking conmovedora

shocked conmovido

tiring estresante

tired cansado

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terrifying terrorifico

terryfied aterrado

worrying preocupante

worried preocupada/o

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Task 6: SELF-ASSESSMENT AND DEVELOPMENT

Topic: Just the job!

This lesson will talk about jobs, unusual jobs, talking about work and the workplace. Students will be able to reflect and draw conclusion from observations and self-observation in order to gain a better understanding of the teaching assessment developing.

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Table of Contents:

1. Description of the area 2. Description of class and course 3. Theme and motivation 4. Aims of the project 5. Planning 6. Procedure 7. Conclusions 8. Evaluation of the project and self-evaluation 9. Lesson plans and attachments

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1. Description of the area 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. 2. Description of class and course

This course is a B1 course. Where students will be able to understand the environment work; agree and disagree with a lectures ideas, talking about having your own business.

3. Topic: Just the job!

Theme and motivation

The real motivation for this course is the students start thinking about the possible future job to know about negociating ideas, the jobs they like and dislike. To know about the best options for a job. We believe that the students will be motivated when they define their personal future work since English can be an important tool in their future job like for example working in a foreign company, living abroad, etc.

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4. Aims of the lesson

-

students talk about unusual jobs. Talk about work and workplaces talk about ways of improving your English describe personal opinions about the best job. create brainstorm ideas in a group. developing autonomous learning and self-awareness

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 To access the relevant support systems that will enable me to develop further and find solutions to my teaching problems To promote learner autonomy.

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6.

Procedure

The class is about unit 12 from OpenMind series the corresponding sixth level in our university.First of all, the teacher starts with suggesting the profession they would like to have. Students say their opinios and check vocabulary and explain if necessary. After that, students open their books and describe the picture in unit 12, Just the job!, the teacher ask them to work in pairs to discuss which of the picture jobs is the craziest. Students say their opinion are corrected if necessary. The teacher checks somr vocabulary that maybe difficult for the students and explain with examples letting guess the meaning. After that the teacher write phrases related with work like: write a resum, be unemployed, etc. and make the students work in pairs to discuss meanings and give example sentences. The students turn to page 118 and solve the vocabulary section individually, later, the students repor the phrases to the class. Students ask each other with the whole group the questions about job in the following exercise, students say their information from different partners. The teacher show an American newspaper and make the students recognize each section from it. Later, students read the newspaper ad in the following exercise from the book and create a small conversation with it. The teacher makes the students remember the verbs like, dislike, love, hate and enjoy using examples from the whole group and place the examples on the right side of the board. Next, the teacher elicit ideas usin infinitive sentences ex.: to play baskeball is great, to read novels is boring, etc. then I rearrange the sentences using the gerund forms: playing basketball is great, reading novels is boring, etc. I explain them that some words have the gerund phrases as a subject and object, and some verbs are conjugated in gerund form after these verbs: like, dislike, hate, love. After that, the students read and listen to the article on page 119 and say comments about that.next, the students complete the grammar table individually, I check the result with the class. Individually, students solve the practice activity and discuss with their classmates the possible solutions. The students make their own ideas using the gerund phrases.

7.

Conclusions

I think this lesson encouraged students to know and what is their purpose in life, what plans they have in life, make future intentions about them and identify them in short and long terms. The students can understand and use the present progressive to talk about the future, can understand and use going to to talk about future intentions, use some phrases with go, use start and stop with gerunds (-ing words) to talk about intentions. They can say verbs ending in -y + -ing correctly. 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
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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 Learning Ice breaker Lead in

Activities Students talk about professions they would to have

Social Form Whole group Partner whole class Individ ual Whole class Whole group individ ual Whole class

Media/ma terial

Aim of activity To brainstor m ideas To use passive vocabula ry To guess meaning s To exchang e ideas

Time (mins ) 5 min.

Poster Slides

Introduce the topic Intro work vocabulary Practice Intro to the topic

Students describe the page Just a job and decide for the craziest one. Students match phrases with sentences Students ask each other questions about job

5 min.

Book

Notes Board

5 min. 10 min. 5 min.

Extension of T describes the gerund phrases on the topic Practice practice

Audio To be aware of the gerund phrases To get ideas from a text and audio To confirm new knowled ge To consolid ate New knoledge

board systematically Students listen and read an article about a persons job Students solve the practice using gerund phrases Students create their own examples

Book Individ ual and whole group Individ ual and partner Individ ual whole class notebook

5 min. 5 min. 5 min.

10. ATTACHMENT

Gerunds as Subject, Object or Complement

Try to think of gerunds as verbs in noun form. Like nouns, gerunds can be the subject, object or complement of a sentence:
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Smoking costs a lot of money. I don't like writing. My favourite occupation is reading.

But, like a verb, a gerund can also have an object itself. In this case, the whole expression [gerund + object] can be the subject, object or complement of the sentence.

Smoking cigarettes costs a lot of money. I don't like writing letters. My favourite occupation is reading detective stories.

Like nouns, we can use gerunds with adjectives (including articles and other determiners):

pointless questioning a settling of debts the making of Titanic his drinking of alcohol

But when we use a gerund with an article, it does not usually take a direct object:

a settling of debts (not a settling debts) Making "Titanic" was expensive. The making of "Titanic" was expensive.

Do you see the difference in these two sentences? In one, "reading" is a gerund (noun). In the other "reading" is a present participle (verb).

My favourite occupation is reading. My favourite niece is reading.

Gerund used as a subject

Complete the sentences with the gerund form of the verbs in parentheses. 1. (cook) is one of her hobbies. 2. (cycle) is fun. 3. (Get) a good job is not easy. 4. (Find) a parking space is quite difficult in this area. 5. (drive) becomes more and more expensive. 6.No (smoke) in this area. 7. (work) overtime is quite common in this company. 8. (eat) fruits and vegetables is good for your health. 9. (make) fun of other people is not nice. 10. (learn) about other cultures makes people more tolerant.
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