dossier maria martinez

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Language Dossier

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  • 1. Ma. G. Martnez C.Complete Sample Dossier for Training Language Teachers Level 1 13
  • 2. CONTENTSTask 1: LANGUAGE AWARENESS Topic: What do you do? Two syllable nouns pronunciation.Task 2: LANGUAGE AND CULTURE - Topic: Down timeTask 3: LANGUAGE LEARNING PROCESSES - Topic: Talking about family (speaking activities)Task 4: LANGUAGE TEACHING - Topic: Different strokesTask 5: PLANNING AND EVALUATION - Topic: Here, There and EverywhereTask 6: SELF-ASSESSMENT AND DEVELOPMENT Topic: Day in, day out (difficult classroom situations)
  • 3. UTSV Task 1: LANGUAGE AWARENESS To learn information questions with Who and articles a and an. Who is a doctor? Who is an engineer? Theme: WHAT DO YOU DO? JANUARY 2013
  • 4. UTTable of Contents: 1. Description of the area 2. Description of class and course 3. Topic 4. Aims of the lesson 5. Correction 6. Procedure 7. Conclusions 8. Self evaluation 9. Lesson plan 10. Attachments
  • 5. 1. Description of the areaThis area includes to Analysis of phonology, grammatical and lexical structuresand use of related basic terminology, to link between linguistic competence andcommunicative competence, to target language description and appropriateterminology, language description being understood as a system of abstractelements, constructions, and rules, to awareness of language systemsdifferences to application of this awareness to teaching and learning experience(i.e. analysis of learning materials)2. Description of class and courseThis course is level 1 course. There are twenty students between the ages of 18and 21, 15 male and 5 female. Three of the ladies like to talk and express theirfeelings in English. The other two ladies join the class but they admit that theydo not like English language because the pronunciation is difficult for them. Tenmale students join the English class they say they like English but it is not theirfavorite subject. The other eight male students say they do not like thegrammar.The group meets on Monday mornings from 12 to 1:40 p.m. The course book isOpenMind 1. The reasons for joining the course were to accredit their Englishclass but also communicate with friends abroad, for being able to have a normalconversation about general information, their abilities, professions, their likesand dislikes, routines in present.3. Topic What do you do?4. Aims of the lesson - To revise and practice articles a and an. - To revise and practice possessive nouns s and s - To expand vocabulary related to family members and occupations. - To read and talk about jobs, celebrities, family members and ideal careers. - To revise adjectives for describing jobs and adjectives for describing employees. - To revise two-syllable nouns.
  • 6. 5. Personal aims - To provide an interesting, entertaining lesson for the students to enjoy. - To explain the uses of the articles in a simple way that students understand. - To motivate students to experiment with the language. - To promote learner autonomy. - To motivate students to experiment with their skills. - To show students the importance of knowing how to express themselves using general information.6. ProcedureThe topic of the new chapter (Unit 2/p.17) was WHAT DO YOU DO? In thislesson we looked students asking about other peoples occupation, describingpeoples careers, talking about jobs and talking about family members. A goodpart of this lesson directly follows the lesson layout of the Teachers Guidewhich is very practical and has a variety of different pieces of advice that helpimprove teaching. During our UTs term, we have been able to discuss and usemany of these strategies and examples, which have made our experience asteachers richer and more useful.For the first exercise, the Icebreaker, I had 3 pictures of famous people (JohnTravolta, Woody Allen and Beyonce). I wrote the celebrities name on the boardworksheets, I asked the students to identify the three famous people in thepictures. The students worked individually to match the people to their mainoccupations. After some minutes the students compared their answers in pairs,then they checked the answers with the class. After that I gave them picturesthat I had cut from magazines. The pictures were of people with differentprofessions, e.g., baseball player, doctor, teacher, police officer, etc. I wrote thecorresponding occupations on pieces of paper and had the students play withthe pictures as a team memory game. I place the pictures and the occupationsface down on a table and asked teams to come up and take turns trying to findmatching pairs. The team that found the most matching pairs won.We now opened the books (p.18) and individually the students looked at the 10pictures of different professions. I had students work individually to match theoccupations with the correct picture. When they finished they checked theiranswers, first in pair, and then with the class. The next exercise was to givetheir opinions on the most (and least) interesting jobs. After doing that, I askedthem to compare the professions using numbers and ranking the pictures from
  • 7. 1 to 10 (in this case from 1 for very dangerous to 10 for not dangerous). Thesecond step of this exercise was making students to number again the picturesbut this time the ranking was for occupations they thought were very interesting(1) and which they thought were not interesting at all (10). I encouraged thestudents to give reasons why they thought the jobs were interesting or notinteresting, e.g., a taxi driver meets a lot of people.It was interesting listening to their opinions and to notice that they are able toexpress themselves in simple sentences. But also it was a good tool to see whothe weaker or shy students were. It was nice to observe them talking abouttheir ideas, and as it was expected the stronger students made more commentsthan the others and they participated more often with different ideas.We continued with a pronunciation exercise. It is important that students knowthe correct pronunciation for the professions because they have to use articlesat the same time. If they are not aware of the correct pronunciation the makethe most common mistakes we all make when learning a second language.I wrote on the board the words teacher and doctor. I asked the students howmany syllables each word had. Then I had students to repeat the wordschorally. After that I asked students to go to page 19 and look at the words. Iplayed the recording once (CD 1 Track 8) and had students just listen with theirbooks closed. Then I had students open their books and draw their attention tothe underlined (stressed) syllables. Then I played the recording again andasked the students to repeat the words with the correct stress. I emphasizedthat the stress is on the first syllable.Some students found the pronunciation of lawyer challenging. I asked them torepeat the word several times until they could say it comfortably.As a consolidation exercise the students looked at the Watch out! Box. Iemphasized that with occupations, we always use a or an in English. I remindedthe students that when they see a noun in plural form, it will never have theindefinite article a/an. After that they did the exercise about writing the indefinitearticle when necessary in some sentences. To wrap up I had students repeatthe correct sentences, first chorally and then individually, focusing on the stressof the two-syllable nouns.Finally, I showed the students the pictures of the famous people again. I askedindividual students what does he/she do? And elicited answers, hes a/an;shes a/an After that I wrote on the board, what_____ _____ do? And Ipointed to the picture again, I had students tell me the missing words in thequestion (does, she). I elicited the answer; shes a singer, from the class. I hadthe students to ask and answer the questions about the remaining pictures in
  • 8. pairs. When they finished we checked the answers with the class. Forhomework they had page 10 from the workbook, section 2.7. ConclusionsI think this lesson contained a variety of exercises for checking the correctpronunciation of the two-syllable nouns, also the students had the opportunity toask and answer question in simple present about different occupations. Givingthem the opportunity to personalize the subject and talk about something realand interesting for them. The activities motivated the students to expand thediscussions, as well as promoting group adhesion. Using visual aids is also verypopular in this group. It helps them remember and produce vocabulary, withoutinhibiting their own input.8. Self EvaluationI tried to make this lesson interesting and fun, providing pictures of people thestudents admire which would appeal to all learner types and promote learnerautonomy. I attempted to encourage the students to participate and it was notdifficult because everybody loves famous people. I motivated the students touse the grammatical structure as a communicative tool to help them completethe task. Ho