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  • 1. PATRICIA MARTINEZJANUARY 2013Dossier for language teaching training. CONTENTSTask 1: LANGUAGE AWARENESS Topic: What do you do? Two syllablenouns pronunciation.Task 2: LANGUAGE AND CULTURE - Topic: DowntownTask 3: LANGUAGE LEARNING PROCESSES - Topic: Talking about family(speaking activities)Task 5: LANGUAGE TEACHING - Topic: Here, there and everywhereTask 4: PLANNING AND EVALUATION - Topic: Different strokesTask 6:SELF-ASSESSMENT AND DEVELOPMENT Topic: Day in, day out(difficult classroom situations)

2. UTSVTask 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? 3. JANUARY 2013UTTable 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 3/58 4. 1. Description of the areaThis area includes to Analysis of phonology, grammatical and lexicalstructures and use of related basic terminology, to link between linguisticcompetence and communicative competence, to target language descriptionand appropriate terminology, language description being understood as asystem of abstract elements, constructions, and rules, to awareness oflanguage systems differences to application of this awareness to teaching andlearning 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 of18 and 21, 15 male and 5 female. Three of the ladies like to talk and expresstheir feelings in English. The other two ladies join the class but they admit thatthey do not like English language because the pronunciation is difficult forthem. Ten male students join the English class they say they like English butit is not their favorite subject. The other eight male students say they do notlike the grammar.The group meets on Monday mornings from 12 to 1:40 p.m. The course bookis OpenMind 1. The reasons for joining the course were to accredit theirEnglish class but also communicate with friends abroad, for being able to havea normal conversation about general information, their abilities, professions,their likes and 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 describingemployees.- To revise two-syllable nouns.4/58 5. 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 studentsunderstand.- 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 themselvesusing general information.5/58 6. 6. ProcedureThe topic of the new chapter (Unit 2/p.17) was WHAT DO YOU DO? In this lessonwe looked students asking about other peoples occupation, describing peoplescareers, talking about jobs and talking about family members. A good part of thislesson directly follows the lesson layout of the Teachers Guide which is verypractical and has a variety of different pieces of advice that help improve teaching.During our UTs term, we have been able to discuss and use many of thesestrategies and examples, which have made our experience as teachers richer andmore 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 the pictures.The students worked individually to match the people to their main occupations. Aftersome minutes the students compared their answers in pairs, then they checked theanswers with the class. After that I gave them pictures that I had cut from magazines.The pictures were of people with different professions, e.g., baseball player, doctor,teacher, police officer, etc. I wrote the corresponding occupations on pieces of paperand had the students play with the pictures as a team memory game. I place thepictures and the occupations face down on a table and asked teams to come up andtake turns trying to find matching pairs. The team that found the most matching pairswon.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 their answers,first in pair, and then with the class. The next exercise was to give their opinions onthe most (and least) interesting jobs. After doing that, I asked them to compare theprofessions using numbers and ranking the pictures from 1 to 10 (in this case from 1for very dangerous to 10 for not dangerous). The second step of this exercise wasmaking students to number again the pictures but this time the ranking was foroccupations they thought were very interesting (1) and which they thought were notinteresting at all (10). I encouraged the students to give reasons why they thoughtthe jobs were interesting or not interesting, e.g., a taxi driver meets a lot of people.It was interesting listening to their opinions and to notice that they are able to expressthemselves in simple sentences. But also it was a good tool to see who the weakeror shy students were. It was nice to observe them talking about their ideas, and as itwas expected the stronger students made more comments than the others and theyparticipated more often with different ideas.We continued with a pronunciation exercise. It is important that students know thecorrect pronunciation for the professions because they have to use articles at thesame time. If they are not aware of the correct pronunciation the make the mostcommon mistakes we all make when learning a second language.6/58 7. I wrote on the board the words teacher and doctor. I asked the students how manysyllables each word had. Then I had students to repeat the words chorally. After thatI asked students to go to page 19 and look at the words. I played the recording once(CD 1 Track 8) and had students just listen with their books closed. Then I hadstudents open their books and draw their attention to the underlined (stressed)syllables. Then I played the recording again and asked the students to repeat thewords with the correct stress. I emphasized that 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. I emphasizedthat with occupations, we always use a or an in English. I reminded the students thatwhen they see a noun in plural form, it will never have the indefinite article a/an.After that they did the exercise about writing the indefinite article when necessary insome sentences. To wrap up I had students repeat the correct sentences, firstchorally and then individually, focusing on the stress of 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; shesa/an After that I wrote on the board, what_____ _____ do? And I pointed to thepicture again, I had students tell me the missing words in the question (does, she). Ielicited the answer; shes a singer, from the class. I had the students to ask andanswer the questions about the remaining pictures in pairs. When they finished wechecked the answers with the class. For homework they had page 10 from theworkbook, 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 to askand answer question in simple present about different occupations. Giving them theopportunity to personalize the subject and talk about something real and interestingfor them. The activities motivated the students to expand the discussions, as well aspromoting group adhesion. Using visual aids is also very popular in this group. Ithelps them remember and produce vocabulary, without inhibiting 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 learner7/58 8. autonomy. I attempted to encourage the students to participate and it was not difficultbecause everybody loves famous people. I motivated the students to use thegrammatical structure as a communicative tool to help them complete the task.However, errors continue to be made but with more practice they tent to disappear.8/58 9. 9. Lesson PlanT = teacher / S = studentsPhases of TimeSocial Media/ma Aim ofLearningActivities (minsFormterials activity)Icebreaker/ - T. Write the words teacher and- introduce 1Introductio doctor on the board. Ask theTeache N/Atheme.n to theme students how many syllables each r -two syllableTalents word has. Have the students repeatnouns.the words chorally, and ask themwhether the stress is on the first orthe second syllable in each word.Extension Recognizeof theme T. See the students book page for -Studentthe stressedthe audio script. student booksyllable.s5T: play the recording once, andhave the students just listen with- Audiotheir books closed. Then askthem to tell you which syllable isstressed in each word (the first inall cases)T.Have the students open their books and draw their attention to theunderlined (stressed) syllables. Then play the recording again, and ask the students to repeat the words