1. JORGE AUGUSTO ORDOÑEZ VALENCIA
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 Planning and Evaluation
of Reference
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 Language Teaching
classrooms
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

2. JORGE AUGUSTO ORDOÑEZ VALENCIA
E-MAIL: jaov5@hotmail,com.mx
Planning and Evaluation –Topic: How do I present a grammar structure?
Musical Notes: Modals of advice.
Language Teaching -Topic: Speaking activities. (modals)
Language Teaching, Planning –Topic: Different types of exercises in language classrooms

3. 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 Media/ Time
Social
Learning Activities material Aim of activity (mins
Form
s )
Icebreaker/ - T. Elicit from students some of the things they can do -group Board Introduce theme. 20
Introduction if they want to learn to play a musical instrument (e.g., Markers -To elicit musical
to theme take lessons, buy a guitar, learn to read music, practice activities.
¨Musical every day), and write them on the board.
Notes
-plenary
Extension of T. Activate schema saying: 40
theme Remember the woman from the story? Student -study grammar
Tell me, should she rest? (pointing to the picture) plenary book (modals of advice
T. ask S question: Board and warming)
What is the question? Markers correct any
T. Write the questions to the board & have students pronunciation
repeat it. errors.
Right. Please repeat: Should she rest?
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.
What is the form of the verb after SHOULD?
Always?
- 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.)

4. 25
Personalisat “Triskaidekaphobia” -partner -Student -practicing modals
ion book of advice.
Problem solving: (Should) - plenary -sharing
experiencies
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.
Defining T Ask the students to do the exercise individually and - -students recognize 15
words then compare their answers in pairs, discussing any individua -Student vocabulary studied
differences. On page 52. l book about different
-plenary musical genres.
Listen to some ideas from the class. Find out which
musical genres are the most popular.
Focus on T. will explain what are the modals advice and warning, -plenary -S. can see 30
Grammar should, ought to and had better with some examples board, structure clearly.
Ask the students to look at the Watch Out! Box to gramma -Each S. makes
differentiate some facts when using modals. r sheet notes according to
his learning
strategies.
Transfer -Ask the students to do this exercise individually and - -S. practice the
then to compare their answers in pairs. On page 51. Individua -board structure in a
- Check the answers with the class. Note that there is lly & - controlled form. 20
more than one possible answer in some cases, but that pairs gramma -pre-teach
#3 is clearly a warning, so there is only one answer. r vocabulary for next
workshe exercise.
et

5. Consolidati -Before you ask the students to discuss the problems, -plenary - -Practice the advice
on give them a couple of minutes to think about what workshe and warning.
advice they would give and to make a few notes. et “Give
-Divide the class into groups of four or five, and ask advice 15
them to discuss the problems. for
-Listen to some ideas from the class. Ask the class to these
decide which group has given the best advice for each problem
problem. s”
Conclusion T. Give the students a sheet with exercises that they - workshe -to reinforce
and need to solve individually and then T and S will individua et “ vocabulary, 30
Evaluation check the activity together l concept and
structure
-plenary
Homework -T. asks S. to complete WORKBOOK(p.29-30) - - -To extend practice.
task individua workbo
l ok

6. TIMETABLE FOR 1 WEEKDAY COURSE
Main input: 8 hours of face training sessions.
Lesson observation: 4 teaching sessions observable live.
Week 1 9:00-11 11:15- 3:00-5:00 6:00-7:00
13:30
Monday How do I Speaking Practicing Different
present a activities modals types of
grammar LT of advice exercises
structure
PE and in
warning
language
PE
SA classrooms
LT
Content areas are:
Language awareness LA
Language and culture LC
Language learning process LLP
Language teaching LT
Planning and evaluation PE
Self-assessment SA