ABDIAS GAVILLA HERNANDEZ

Task 1. Match the six content areas to the following themes

TOPIC CONTENT AREA

Use of social forms Language, Learning Processes

Learning in a group Language and Culture

Function of the Common European Framework of Reference

Planning and Evaluation

Which are the different learner types Language, Learning Processes

The four skills Language, Learning Processes

Speaking activities Language Teaching

How do we draw up a lesson plan? Planning and Evaluation

How do I present a grammar structure? Planning and Evaluation

Micro-peer teaching Self -Assessment and Development

Different types of exercises in language classrooms

Language Teaching

Using pictures in a language classroom Language Teaching

Feedback rules Self -Assessment and Development

Pronunciation training Language Awareness

Learning strategies and learner autonomy Language, Learning Processes

Difficult classroom situations Language and Culture

Progress tests Language, Learning Processes

The use of media e-learning / blended learning Planning and Evaluation

Intercultural learning Language and Culture

ABDIAS GAVILLA HERNANDEZ

E-MAIL: abgaher@hotmail,com.mx

Planning and Evaluation –Topic: How do I present a grammar structure?

Musical Notes: Making Suggestions or advices.

Language Teaching -Topic: The use of pictures or flashcards in the classroom

To lead Speaking activities. (modals)

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

2. Lesson plan. Choose two of the topics of the table of exercise 1. How would you teach these contents? Write a lesson plan

LEASON PLAN INTERCULTURAL LEARNING

T = teacher / S = students

Phases of Learning Activities

Social Form

Media/material

sAim of activity

Time(mins

)

Icebreaker/Introduction to theme¨Musical Notes

- T. Elicit students some ideas related to things they observe are positive or negative in society. Example, the use of traffic lights, seat belt, get lines in the banks, above all rules in any case etc…

-group

-plenary

Board Markers

Introduce theme.-To elicit social practices in society.

20

Extension of theme

S. will read a text given by the teacher. ThenT. Activate schema saying:Remember the woman from the story?Tell me, should she rest? (pointing to the picture)T. ask S question: What is the question?T. Write the questions to the board & have students repeat it.Right. Please repeat: Should she rest?T. show on a flashcard the form of Should or should to make students give some more ideas about what they read.Students will make some drills activities.

After a period of time given.

When the grammatical information is on the board, analyze the structure, concept and patterns by eliciting the following information from students: We use SHOULD to indicate...?

SHOULD means: It’s a good idea.Can we use SHOULD in Affirmative?And in negative?And in questions?

Is it the same or different for singular and plural?So, SHOULD is a modal auxiliary; it doesn’t change form for different persons.

Note:

- Remind the students about should (to give positive advice). Elicit sentences with should using the examples on the board. Point out the fact that should (and shouldn’t) are not used to express obligation, but are used to make suggestions.

Give students 45-60 seconds to assimilate the information (the moment of silence.)

plenaryStudent bookBoardMarkers

-study grammar (modals of advice and warming) correct any pronunciation errors.

Get practice about the structure pronunciation.

40

Personalisation

“Triskaidekaphobia”

Problem solving: (Should)

The teacher introduce the problem by making a chain pictures to help students understand much better.

Activate Schema (A): What is a phobia? Do you know what Triskaidekaphobia is? (Write the word on the board.) It describes that you are afraid of the number 13. Think about this question in silence: why do you think number 13 is considered bad luck?

Instructions: work in pairs. Write a list of things that bring bad luck because they have number 13 in them. Why shouldn’t you do these things? T: For example, here in Mexico they say you shouldn’t get married or travel on Tuesday the 13th.

-partner

- plenary

-Student book

-practicing modals of advice.-sharing experiencies

Help visual students.

25

Defining words

T Ask the students to do the exercise individually and then compare their answers in pairs, discussing any differences. On page 52.

The students through a brainstorming activity will give some ideas about other problems in society. They will prepare a similar presentation by using their own material and ideas.

-individual-plenary

-Student book

-students recognize vocabulary studied about different problems in society.

15

Focus on Grammar

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

-plenaryboard, grammar sheet

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

30

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

-Individually & pairs

-board-grammar worksheet

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

20

Consolidation

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

-plenary -worksheet “Give advice for these problems”

-Practice the advice and warning.

15

Conclusion andEvaluation

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

T. will make a global feedback to check the information on students.

-individual

-plenary

worksheet “

-to reinforce vocabulary, concept and structure

30

Homework task

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

-workbook

-To extend practice.

TIMETABLE FOR 1 WEEKDAY COURSE

Main input: 8 hours of face training sessions.Lesson observation: 4 teaching sessions observable live.

Content areas are:Language awareness LALanguage and culture LCLanguage learning process LLPLanguage teaching LTPlanning and evaluation PESelf-assessment SA

Week 1 9:00-11 11:15-13:30

3:00-5:00 6:00-7:00

Monday How do I present a grammar structurePE

Speaking activitiesLT

Practicing modals of advice and warningPESA

Different types of exercises in language classrooms

LT