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Francisco Antonio Morales

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LESSON PLAN AND TIME TABLE

OBJECTIVE:

To create a training time table and a lesson plan to be used in your training. 1. Matching (1 PAGE). Match the six content areas to the following themes

TOPIC CONTENT AREA

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Use of social forms Language and Culture

Learning in a group Language Learning Processes

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 Planning and Evaluation

Different types of exercises in language classrooms

Planning and Evaluation

Using pictures in a language classroom Planning and Evaluation/Language Teaching

Feedback rules Self-Assessment and Development

Pronunciation training Language Awareness

Learning strategies and learner autonomy Self-Assessment and Development

Difficult classroom situations Language and Culture

Progress tests Language Learning Processes

The use of media e-learning / blended learning Language Teaching

Intercultural learning Language and Culture

2. Lesson plan (2 PAGES MAX). 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 / Ss= students



Phases of Learning

Activities Social Form

Media/

materials

Aim of

activity

Time (mins)

Icebreaker/ Introduction to theme BODY TALK

Have the Ss to look at the diagram. Ask them what it show ( the human body and parte of the human skeleton). Divide the class into group of three or four Ss. Ask the Ss to use the words to label the diagram. Ask the Ss to compare their answers with the class. Ask which pair got the most correct answers.

Group Partner

Workkook

Student´s

book

Introduce theme. - Talk about

injuries

- Ask for and

give medical

advice

400

Extension of theme

Nominate a S to read about the phrases in the box. Point out that the muscle is pronounced /mᶺsl/. Ask the Ss to do this exercise individually and then to compare their answers in pairs. Check the answer with the class.

-individual -partner -group

- Student book

-To extend theme about injuries and body talk vocabulary To speak about injuries and accidents .

400

Personalization

Write these words on the blackboard : back, knee, shoulder, , head , ankle. Ask the Ss to work in pairs and rank these from 1 most frequently injured ( hurt in an accident n or as a result of playing sport), to 5 least frequently injured

Listen to their ideas.

-partners - plenary

-Student book

To get deep into the topic so the Ss can describe events about injuries

600



Defining words

-Ask the Ss to write several sentences the injuries they have had or that a friend or a relative has had. -Encourage them to use as many words as they can in their sentences in in order to remember the words they are learning in that lesson and they must write some details about these accidents.

-individual -plenary

-Student book

- practice circumlocution. -familiarize students with more vocabulary which can be implemented with next exercises.

600

Focus on Grammar

-Give the Ss some practice in using SHOULD and SHOULDN´T to give advice. -Write the words avoiding injuries on the board . Ask the Ss to work in pairs and discuss what people should o shouldn´t do when playing sports. -Listen to some ideas from the class and elicit a list of should and shouldn´t .

-plenary

-board -grammar sheet Student´s book

-Ss can see vocabulary clearly. Ss can use it.

600

Transfer

Ask the Ss to complete the grammar table using the information . Nominate a S to read a sentence aloud correctly. Point out that we must use TO in this structure. Ex It is important to keep your shoulders relaxed. .

Individually pairs

-board Student´s book

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

400

Consolidation

Have the Ss do this exercise individually and then compare their answers in pairs. Check the answer with the class Read the instructions to the class. Ask Ss to read the model sentence. Ask Ss to work in pairs and tell their partner about the actions and their consequences. Ask Ss to look at the examples in the Watch out! Box, remind them that they should not forget to use going to, even f the main verb is go. Give Ss a few minutes to think about some things they were going to do in the past but he didn´t and why they didn´t do them.

-plenary

-worksheet

-T give exercises and express and practice the new vocabulary -To practice advice

400



Conclusion and Evaluation

T. Put the students into groups of three or four to discuss the questions. When the groups finish, elicit some ideas from the class.

T listen to some ideas from the class and correct any errors in the use of should have/ shouldn´t have. Ask Ss to work in pairs and tell their partner about the things he/she should or shouln´t do when playing sports. Use the Body Talk vocabulary

-individual -plenary

student ´sbook

Get the Ss´s ideas and correct any errors with the grammar structure. Do a feedback about the used structures.

200

Homework task

-T. asks S. to complete WORKBOOK p- 52, section 1 T ask Ss to do extra exercises about injuries

-individual

-workbook

Feedback the structure.

3. Time table (2 PAGES MAX). Elaborate a timetable of the two selected topics of your lesson plan. Elaborate a timetable according to the example.(Please find the example on the main menu of the platform)

TIMETABLE FOR 2 WEEK COURSE

Main input: 60 hours of face to face training sessions Lesson observations: 4 teaching session observable live or filmed.



WEEK 1 7:50 - 8:30 8:30 - 10:00 10:15 - 11:45 12:00 - 13:30

Monday Ice breaker. Use the ice breaker in class. Teaching Vocabulary Meaning. Form and pronunciation

Using slides explaining to work in pairs and discuss about body talk, I mean injuries and diseases T listen several ideas from the class so that T can explain deeply the students´thoughts T divides the Ss into several groups, so he can have a scanning when the Ss are expressing.

T will put the Ss into pairs , and have then decide who is Student A and who is Student B. Encourage a pair to read or make the model of a conversation for the others to see how they are going to work. Ss start to discuss about the problems they were given.

Teacher will use slides explaining the Ss the impersonal way of giving advice: It is..(adjective) to …. Students will work in pairs so they can practice the conversation of the impersonal advice.

Tuesday Classroom management: Ask Ss to work In pairs and compare the examples they had for saying advices . Ask Ss to decide which is the most serious problems and their respective solutions for these problems.

Elicit several responses from the class. And try to explain deeply so all the Ss can have a better ideas of how to solve some problems out.

Skills work: Speaking Activities and different tasks (LC, LLP & LT) Teaching grammar points (LT LC)

Point out that the injury and give all the advice you can say about it. (LC) Ss will complete a prescription and use the new vocabulary.(LC LT) Ask Ss to work in pairs and say what the man should and shouldn’ when an injury or a desease LLP LC LT SA

Wednesday Lesson Planning: Selection material and worksheets PE LC LLP

Teaching grammar Have the Ss use the book so that they can use grammatical structure the answers with the class. (LT) .(LC)

Skills work: Speaking, listening (LLP & LT) - S. answer each question in plenary. The Ss will work in pairs and they practice a conversation using the grammar point that is being learnt in that moment: injuries, body talk, accidents etc..(LLP)

Ask Ss to read the question and options carefully.(LLP LC LT) Show Ss the grammar structure (LLP) Then T has them compare their answers in pairs, discussing any differences so that they can understand almost correctly, the structure.(SA)



WEEK 1 7:50 - 8:30 8:30 - 10:00 10:15 - 11:45 12:00 - 13:30

Thursday Teaching vocabulary about injuries and medications LT Talking about medications and health problems and symptoms LA PE

Micro peer teaching SA

Skill work: reading Activities and tasks Ss will read some texts about BURNS and SPRAINS. And they are going to answer some important questions about these ones. LT LLP

-pre-teach vocabulary for next exercise.(LLP,LT) T give exercises and express answers in pairs to do evaluation.(PE), Get the Ss´s ideas and correct any errors with the grammar structure.(PE,LLP) Do a feedback about the used structures. So the Ss can correct some problems they may have , and in this way to clear them all. (PE,LLP)

Friday Dealing with errors: analysing and anticipating LA error correction LC LLP

Micro peer teaching SA

Skills work: writing and speaking Activities and tasks The SS will read a text about injuries, health problems and symptoms and them they will act out the problems and the symptoms. The SS will use the structure I WISH …. LT LLP LC

Ask Ss to look at the examples in the Watch out! Box, remind them that they should not forget to use going to, even if the main verb is go. Give Ss a few minutes to think about some things they were going to do in the past but he didn´t and why they didn´t do (LLP,SA,LT,PE)

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