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Professional development course Teacher: Humberto Uchima. Topic: Guidelines for Practical session two.

April 8th 2014 Teacher to be: Input: For this practical session, you need to reflect on the theory studied in modules 1, 2 and 3. Module one: The learning process and the learner. Children learning a foreign language Popular methodology Learner autonomy: learning to learn Factors affecting Second language learning Describing learners Autonomy The User/ learners competences.

Module two: Describing teachers Describing language Teaching grammar Teaching Vocabulary Teaching pronunciation

Module three Lesson planning Learning aims Communicative competence Procedures Time management Materials Assume knowledge Anticipated problems Anticipated solutions

Professional development course Teacher: Humberto Uchima. Topic: Guidelines for Practical session two. April 8th 2014 Teacher to be:
Task design Task sequence Task implementation Type of questions Task demands and support

Classroom management Grouping techniques Giving feedback Giving instructions Monitoring Checking for understanding Patterns of interaction

Date: April 8th 2014 Classroom: Y 308 Professional competences on development: Present my assignments the day they are required by the facilitator. Listen to my classmates when they talk and participate or contribute when the opportunity is given. Reflect critically on my learning process in order to make objective decisions that positively affect such process. The practical session is prepared in advance and instructions are followed. Pedagogical Competences on development: Design lesson plans in which I show clear understanding and use of concepts and terminology involved in English Language Teaching. Become familiar with materials and resources used for ELT and develop critical skills to evaluate demands and design according to the target population. Develop ability to adapt resources with current and authentic input, taking advantage of the ICTs. Develop ability to adapt and create challenging and interesting tasks, articulating theory, and learners interest.

Professional development course Teacher: Humberto Uchima. Topic: Guidelines for Practical session two. April 8th 2014 Teacher to be: Become aware of the importance of aspects such as learners needs, monitoring, giving feedback and evaluating learners progress by the time of planning and implementing a lesson. Understand the relevance of including effective learning strategies when planning lessons and designing tasks. Develop ability to adapt resources with current and authentic input. Develop ability to adapt or create challenging tasks, articulating theory, and considering the target population. Become familiar with the communicative competence involved in the context of my professional practice. Skills involved in this session: Listening, speaking and pronunciation. Aim: By the end of the practical session, learners will be able to identify and implement lessons and tasks for listening and speaking regarding the communicative competence, task design, materials, demands, support, procedures, etc. TASK: Design a practical activity focused on listening or speaking for primary school students whose proficiency level is A1 (3rd to 4th grade). The activity must last from 5 to 6 minutes. For such activity, make also emphasis on pronunciation, stress and intonation) YOU MUST BRING THE LESSON PLAN IN HARD COPY. See the criteria below to know the aspects considered for the assessment of this practical session.

Professional development course Teacher: Humberto Uchima. Topic: Guidelines for Practical session two. April 8th 2014 Teacher to be: Criteria for the practical session two Criterion
The topic selected is appropriate for the target population (primary school students) and the level (A1). The lesson includes all the elements required (learning aim, communicative competence, assume knowledge, materials, procedures, et.) The three elements of the communicative competence (linguistic, socio linguistic, pragmatic) are clearly stated and identified throughout the lesson. The learning aim is well written and achievable.

Name: Strengths

Grade:________ Things to improve

The lesson follows a clear sequence of procedures as well as the task (ESA). In addition, such procedures and task are aligned with the main aim. The task meets the needs of the target population. In addition, cognitive and language demands as well as support are appropriate. Learners are prepared for the listening or the speaking. The input received and the implementations allow Ss to produce. Some classroom management strategies are used (monitoring, giving feedback, grouping, elicitation, checking for understanding, giving instructions). Language is presented in context. The use of display and referential questions is appropriate for the different stages of the task. At the end, learners reflect on what they can do after the lesson.

Professional development course Teacher: Humberto Uchima. Topic: Guidelines for Practical session two. April 8th 2014 Teacher to be: