Handbook level 6 unit 9 12

Toshiba

TRAINEE HANBOOK
TASK 4.6 Part 3 PREPARING
A TRAINEE HANDBOOK

Aim: To design a training manual for a teacher
training.

Handbook for UT Teacher Training at
UNIVERSIDAD TECNOLOGICA DEL SURESTE
DE VERACRUZ.

[2013]

Certificación de tutores de docentes de idiomas

TASK 4.6 Part 3
PREPARING A TRAINEE HANDBOOK
Aim: To design a training manual for a teacher training.
Handbook for UT Teacher Training at UNIVERSIDAD TECNOLOGICA DEL SURESTE
DE VERACRUZ.

GENERAL INFORMATION
The aims of the training
The requirements
Which language the training is offered in and for
Requirements of the trainee
Application form for trainees interested
A questionnaire
Course rules

STRUCTURE AND TIMING

CONTENTS

CERTIFICATE
General information
Application form for certification
Application form for lesson observation

MANUAL
Dossiers Explanation
Instructions for dossier Elaboration

EVALUATION
Teaching dossiers checklists
Class Observation checklist
Evaluation Procedure and Assessment criteria
Trainer Evaluation checklist

MATERIAL
Reading List
Dossiers Examples
Materials

Language awareness 2/143


GENERAL INFORMATION

The aims of the training

This Trainee handbook (TH) is designed and produced by Rosa Margarita Mijangos
Santiago members of the English Academy from Universidad Tecnologica del
Sureste de Veracruz (UTSV), which has provided examinations in English for
speakers since 1996.

The teacher in training should know: concepts related to pronunciation training,
listening comprehension, understanding different accents, learning spoken and
written language, planning and preparing dossier in language awareness, language
and culture, language learning processes, language teaching, planning and
evaluation and self-assessment and development.

This handbook also will encourage teachers in their professional development by
providing steps in a developmental framework of awards for teachers of English.



The requirements

The trainee handbook is suitable for:

- Teachers in training who teach levels 1 - 9 in the Universidad Tecnologica del
Sureste de Veracruz

- Classroom assistants who work with levels 1-9 in the UTSV

- Candidates taking this certification will normally have some experience of
teaching English to speakers of other language.

- Teachers need at least an intermediate level of English level B1 of the Council
of Europe’s Common European Framework of Reference for Languages
(CEFR), e. g. TKT band score of 2.

- English as an additional language teacher who work with non-native speaker
learners in mainstream classes.

Which language the training is offered in and for

This trainee handbook is offered only in English language for helping teachers in
training to develop their own teaching dossiers. The TH includes the language used
as English teachers and their activities. It guides to understand and design a dossier
for the 6 areas, for any topic and level 1-9 that they choose to work on.



Requirements of the trainee

All the candidates taking this training will normally have experience of teaching
English to speakers of other language. They may also be taken:

- Candidates studying for teaching qualifications who may have non-native
learners in their classrooms.

- Teachers need at least an intermediate level of English. Level B1 of the
Council of Europe’s Common European Framework of Reference for
Languages (CEFR)

- Candidates taking this training are expected to be familiar with the language of
teaching a represented in the glossary from level 1-9 as well as the
terminology related to the description of language, subject vocabulary and
concepts for this training.

- Successful candidates are likely to have experience of teaching school
subjects through the medium of English.

- Candidates should be certificated in a teaching Knowledge Test with minimum
band 3.

- All trainees must receive at least major or bachelor is necessary for our
college admission.

- All trainees must update their application form for trainees interested.

- We are required to send a quarter progress reports on the training.

- All trainees must answer the questionnaire to get integrated in their profile.

- Trainees’ updated CVs every year

- All trainees are required to be involved in conducting or teaching research and
policy. All trainees are required to present work in progress about their
dossiers.

- Trainees will receive formal and informal instructions in the responsible
conduct of research, including language and teaching integrity and ethical
principles of teaching.



Application form for trainees interested

Personal Information

Saludation First Name Last name

Email

( ) ( )
Phone Mobile phone

/ /
Birth day Birth month Birth year

Citizenship

F M
Gender

Marital Status

City

Country

Zip / Postal code
Education and Experience

Title of Bachelor

Years of experience Years as a teacher

Certification Band /Score

Signature



A questionnaire

NAME: ____________________________________________________________

Instructions: Choose the best answer
1. When you are teaching do you use the appropriate terminology to your students?

a) Yes b) Sometimes c) No d) I need to improve in it

2. Do you understand the principles of language learning and teaching?


3. Do you select the appropriate teaching points from teaching materials to suits
different levels?


4. Do you provide your students with clear and effective explanations in a way that is
helpful to them?


5. Do you use grammar books, platforms or websites effectively to provide your
students with clear answers?


6. Do you provide to my students styles and strategies for learning?


7. Do you give your students feedback on their language competence in a way that is
appropriate and helpful?


8. Do you encourage and motivate your students to improve?


9. Do you define the aims of my lesson and understand how to achieve them?


10. Do you use a variety of exercise types?


11. Do you use various media forms appropriately as moodle, whiteboard, smart
board, etc?




Course rules

This training handbook includes all the rules to do these certifications possible.

- All trainees must update their application form for trainees interested before
starting the training.

- Trainees’ updated CVs with their application form

- We are required to send a quarter progress reports on the training, depending
the English level that they’re teaching.

- All trainees must answer the questionnaire to get integrated in their profile.

- All trainees are required to be involved in conducting or teaching research and
policy. All trainees are required to present work in progress about their
dossiers.

- Trainees will receive formal and informal instructions in the responsible
conduct of research, including language and teaching integrity and ethical
principles of teaching.

- This course should be read it completely before planning and doing the
dossier.

- The questionnaire should be answered by all candidates without any
exception.



STRUCTURE AND TIMING

Face to face

The face to face program provides you an opportunity to sit in on University of
Technological of south-east from Veracruz class to explore experiential learning in a
small class setting. This trainee handbook can be development in different structures
or way to teaching.

The training will include “train the trainer” programmes. This course also comes with
a set of a manual where it describes and explain how to do the dossier in six different
areas and it will explain the topic of the dossier as Language Awareness, Language
and Culture, Language Learning Processes, Language Teaching, Planning and
Evaluation, Self-Assessment and Development.

Members of the English academy will explain to the trainees what are the aims of the
each lesson, it will give an example of the description of a class, it also will explain
what are the correct procedure to do the dossier and the conclusion of the lesson. It
is also important for trainees to know all attachments or resources that they could
use for develop their classes.

All the material or resources to support are showed face to face by the English
Academy will also be made available. The ultimate objective should be to create
increased the best methodology and strategies for teaching, so that all trainees can
utilise the information for improvement of their quality of teaching, and to create
scope for teaching skills development.

All nine members of the English academy will be instructors who will teach in the face
to face format. We should not forget all benefits of face to face training which are
though face to face communication, additional information is available such as the
deducting through body language, tone, volume and modulations of voice.
Sometimes technology often does not facilitate the right type of information being
shared or exchanged. This means that learning potential can be limited. However,
the trainees are not entirely passive in this relationship or tutorial, as they give the
instructor valuable information about how they are progressing, areas in which they
are doing well and those that would benefit from further input. Face to face also
delivery allows trainees to share their personal experiences, thoughts and challenges
in relation to the content. This can be a rich source of learning and one that many
trainees miss when undertaking distance education.

The timing for this program using face to face training will be twice a week, three
hours per day, counting 60 hours in total



Blended course

The benefits of face to face courses are well documented elsewhere on this
handbook. Onsite courses have the face to face contact which online courses lack,
and online courses do not include any practice teaching, and for this reason are less
recommended for absolute beginner teachers

There are many factors which may lead a trainee to go for online training, however,
factors which include convenience, cost, access, location, learning styles and
preferences.

Online courses do enable you to gain a useful insight into this handbook, and where
there is a lower minimum requirement for the qualifications of teachers, these
courses can serve as a 'passport' into teaching. Online courses give a foundation
which is ideal for helping to orientate potential teachers who may be going off on a
short term teaching mission, where teaching English is not being seen as a long-term
career, nor to provide a sustainable source of income, where teaching might take
place on a casual or volunteer basis.

This kind of course will take more time because it will required more practice for face
to face and online practices. It should count 60 hours in total.

Online course

With our busy lives, conventional employee training can become a repetitive, time-
consuming task for all involved. In-person classroom training requires that everyone
involved get together at the same time/place, and the teacher must be paid for
his/her time, even though the same material is presented again and again.
Conventional training involves print materials, travel expenses, and many other cost-
producing aspects.
Flexibility: Online training works great with tight schedules. Since many people are
living busy lives, these Web-based applications can be reached from home or any
other Internet-accessible computer anytime! No more scheduled training sessions to
work around. Trainees can train at their own pace, and work around their schedules,
thereby minimizing loss of productivity.
Relevance: All content-managed courses stay up-to-date, ensuring that the most
accurate, relevant information reaches trainees.
Affordable: Companies with a large volume of high-turnover positions where
continuous training is necessary can save thousands with online training programs.
They eliminate classroom related costs and materials' expenses. Now trainers can



develop the course content, present it once and go on to the next project. Trainers
only need to revisit the course if the content needs to be modified.
Retention: Since trainees are learning at their own pace, the learning retention rate is
often higher than in a classroom setting. They can still have opportunities to email or
call the teacher to ask questions, although many online courses now offer an
updatable FAQ section where they can look first for answers to the most commonly
asked questions, which reduces repetitive questions.
Reporting: Most applications, like Osmosis, are customizable. The reporting tools are
also customized to suit the company. During the analysis phase of the project,
specialists determine what components are most important and develop easy ways
to gather the exact data needed for grading.

This kind of course will take more time because it will required more practice for face
to face and online practices. It should count 60 hours in total.

Weekend course

The way for this training will be only apply on weekends, it gives to teachers all the
information that they need to know but on weekends so they will be able to develope
their work and put in practices their experimental work in the week with their
students.

Compact course

In this course, we use the summary of all the methodologies and strategies for
teaching, it also focus in the meaning of the main concepts and includes a lot of
examples about to how make the dossiers. Talking about compact course is
spending the same hours for having this course but the insensitive for learning and
practice increase, it means that teachers will have to spend more time practicing and
doing research that reading or assist face to face to a course. It will be more practical
than theoretical.



CONTENTS

This handbook helps the teachers in training to develop their own teaching dossier. It
is really practical for trainees; it will help in order to design teacher’s teaching
dossiers. This manual contents general information such as the aims of the training,
the requirements of the trainee, the application form for trainees interested, the
questioner and all the course rules.

It also specifies all strategies, structure and timing that we are using for this training.
Some strategies are face to face, blended course, online course, weekend course,
compact course.

This trainee handbook will develop the language awareness, language and culture,
Language Learning Processes, Language Teaching, Planning and Evaluation and
Self-Assessment and Development in all the trainees teachers in order to guide to
meet, understand and design six dossiers for different areas, for any topic and level
they choose to work on.

The six main areas of the training are:

1. Language awareness, where trainees will improve their pronunciation training,
learning vocabulary, listening comprehension, understanding different accents,
learning spoken and written languages. Trainees will be able to describe the
language I am teaching and use the appropriate terminology, to understand the
principles of language learning and teaching, to select the appropriate teaching
points from teaching materials to suit different levels, to provide my students with
clear and effective explanations in a way that is helpful to them, to select and apply
the appropriate methodological tools to highlight differences in language systems,
to use reference materials (i.e. grammar books) effectively to provide my students
with clear answers with regards to language-related questions at the end of the
course.
2. Language and culture, the purpose in this area is awareness of socio-cultural and
intercultural aspects of language use and language learning, dealing sensitively
with difficult classroom situations relating to intercultural differences, understanding
different backgrounds (therefore different study methods) of students, cross-
cultural communication and applicacion of this knowledge to the teaching situation.
Trainees will be able to take into account and incorporate into my teaching the
educational experiences my students have had previously, to provide for individual
learner styles and strategies in my teaching, to design my lessons with my
students' needs and interests in mind in order to make it interesting, lively and
motivating, to give my students feedback on their language competence in a way
that is appropriate and helpful (i.e. error correction) taking into account the stage of



language development they are at, to encourage and motivate my students to
improve at the end of the course.
3. Language learning processes, in this area the trainees will be able to take into
account and incorporate into my teaching the educational experiences my students
have had previously, to provide for individual learner styles and strategies in my
teaching, to design my lessons with my students' needs and interests in mind in
order to make it interesting, lively and motivating, to give my students feedback on
their language competence in a way that is appropriate and helpful (i.e. error
correction) taking into account the stage of language development they are as well
as the stage aim we are trying to achieve in a particular stage of a lesson, to
encourage and motivate my students to improve, being aware of different types of
motivation and capable to relate those to my students at the end of the course.
4. Language teaching, trainees will be able to define the aims of my lesson and
understand how to achieve them by the end of the lesson as well as make my
students aware of what my aims are, to be confident in selecting, adapting and
designing materials to suits those aims, to use a variety of exercise types, to use
various media forms appropriately (Moodle, whiteboard, Smartboard...), to
evaluate learning tasks and activities, to incorporate learning tasks and activities
which encourage and facilitate learner autonomy and take into account learners'
learning styles and cultural expectations, to give clear instructions and make sure
they are understood, to manage a class effectively in a wide variety of contexts
taking into consideration the learners' needs and levels of language competence
as well as mixed abilities and clarify the meaning of new vocabulary through the
use of different means and I am able to check that the students have understood
at the end of the course.
5. Planning and evaluation, in this area trainees will be able to state the general aims
of a course with reference to the CEFR (European Framework), to define the aims
of my lesson so that they fit within the context of the whole course, to plan lessons
and teaching programmes and include appropriate tasks to suit the learning
outcomes, to use various ways of conducting a course evaluation, to do a needs
analysis and assess my students' language competence according to the CEFR,
to inform my students on language examinations available to them and advice
them on the appropriate options for them, to help my students to plan further
learning to suit their needs and use a variety of inductive and deductive
approaches to present a grammar structure and select an effective approach
taking into account the grammar point in question and the group I'm teaching at
the end of the course. At the last area but not the least
6. Self-assessment and development, in this area trainees wil be able to reflect and
draw conclusions from observations and self-observation in order to gain a better
understanding of the teaching situation and validate, bring changes to and improve
my own teaching, to receive and make use of feedback on my teaching
performance, to give constructive feedback to colleagues , to incorporate the
systematic sharing of ideas with colleagues to promote best practice, to access the
relevant support systems that will enable me to develop further and find solutions


to my teaching problems and to put forward ideas on how to ensure continuous
professional development at the end of the course.

CERTIFICATE

General Information

Getting a certification as English trainee teachers will improve the trainee’s teaching-
learning strategies in English as a second language. It gives the teacher the abilities
and understanding to increase the cognitive process in the way that they teach, it
also helps all the communications strategies to develop the intercultural
understanding.

The global necesity to learn another language, specially English, as teacher, we
should motivate our student the importance of this language at present and getting
this certification will help teachers to do that kind of motivation.

This certification will provide to teachers to develop their own teaching strategies or
metodologies for teaching. Getting this certification, teachers will improve how to
correct mistakes from their students in class, it is really important to teachers use
social forms and identify how adults learn a language.

The documents require to obtain the certificate are:

- A bachelor degree
- Teaching Knowledge Test certification (three modules with at least band 3 in
each one)
- Elaborate and develop six dossier in areas as Language Awareness,
Language and Culture, Language Learning Processes, Language Teaching,
Planning and Evaluation and Self-Assessment and Development.
- Have at least 1 year of experience in teaching
- Trainee teachers should be attendance to all hours of this course

The candidates receive a certificate for Trainee Teachers. Candidates performance
is reported to the European Competence Systems Certificate and evaluate it by this
important and international organization. This one will be who decided is the
certification has been successful and it will let the teachers know about it.



Application form for certification

Fill in the boxes with your information, all required fields must be completed or your
form will be returned.

LAST NAME (as photo ID)

FIRST NAME (as photo ID)

ADDRESS. LINE 1

ADDRESS. LINE 2

CITY

COUNTRY ZIP CODE

PHONE NUMBER GENDER
MAL FEMALE
E

DATE OF BIRTH NATIVE LANGUAGE
MONT DA YEAR
H Y



Application form for lesson observation

Date / Time: Duration:
Teacher: Level. & Subject: No. in Class:

Support Staff: Observer:
Context:

Where the teaching was effective, it was because: Where the teaching was not so effective it was
because:

Where the learning was effective, it was because:
Where the learning was not so effective it was
because:

Agreed areas for development



MANUAL

Dossiers Explanation
The first area is Language Awareness. Here the trainee is going to be able to
describe the language taught in class, and making reference about appropriate
terminology. The apprentice is going to learn how to select the appropriate teaching
points from materials, in order to share the principles of language learning; also
he/she is going to learn how to provide effective explanations to the learners through
the use of appropriate methodological tools. By doing this, is necessary to make use
of reference materials which are going to provide clear information related to the
language.

Instructions for dossier Elaboration
Cover.- Your dossier must contain a cover where you specify the area that you are
going to work with. Provide the title, the date, and the name of the person that is
elaborating the dossier.

Description of the area.- Here you have to explain the characteristics of the area that
you are developing, providing just a brief explanation about the area in no more than
a full page.

Description of the class and course.- here you have to explain the participants of the
class. You have to include number of students that are in the class, the level of the
learners, their age; the characteristics of the course like the goals of the session, the
topic, and the order which is going to be performed.

Topic.- You have to provide the main topic that you are using to elaborate your
dossier.

Aims of the lesson.- provide the objectives that learners have to achieve at the end of
the lesson according to the topic.

Personal aims.- provide the personal objectives that you want to achieve at the end
of the lesson.

Procedure.- In this section you have to describe all the activities of the class. This
description has to be very detailed. It must be described in order, and explaining
what should the learners do and the dynamic issues. It is important to add the
materials that students need in every activity. It must cover the whole class, from the
introduction to the conclusion.

Conclusion.- here you have to write a general conclusion about the way you
developed the dossier. You have to provide your thoughts about the aims you
completed, and if it is necessary changing anything.



Self evaluation.- in this section you have to elaborate a personal evaluation about
your performance and if you found any problem during the dossier creation. You
have to include what you have learnt, and what do you think you could improve for
future activities.

Lesson plan.- here you have to include the lesson plan that you elaborated for the
dossier. You have to consider all the activities of the class, the material that you are
going to use, the time for each activity, and how is going to be the interaction per
activity.

Attachments.- in this section you have to include all the extra materials that you are
going to use for the class; they could be worksheets, flashcards, pictures, etc.

Dossier Format

Cover.-

“ENGLISH LEVEL”

Objectives of the lesson
Topic

Theme:

“NAME OF THE AREA”

Date

Note: The information of each section of the dossier, does not have to pass 15 lines,
only the procedure section must be no less than a full page
EVALUATION

Teaching dossiers checklists

Teaching Dossier Area: Language Awareness
Necessary point to cover Covered? Observation/comment



yes no
The teacher is completely familiar
with the basic tools for language
analysis.

The teacher is able to make general
comparisons between the source
language of the learners and the
target language.

The teacher can deploy this
knowledge in his/her teaching, using
it in particular for the planning of
language lessons and language
courses.

The teacher is able to check his/her
knowledge of the language system
and to further develop it, using
relevant reference sources.

Uses correct and appropriate
terminology to describe language.

Formulates learning objectives
clearly and comprehensibly for
language lessons and parts of
language lessons

Analyses language and help
learners to understand language
structures

Perceives and understand difficulties
related to the structures of the target
language which learners encounter
and to provide appropriate didactical
and methodological measures to
deal with such problems

Provides grammatical explanations
which are readily comprehensible
and accessible to his/her learners



Teaching Dossier Area: Language and Culture

yes no
The teacher is aware of socio-
cultural and intercultural aspects in
language use and language
production.

The trainer is able to sensitive
learners to cultural differences.

Shows empathy with/sensitivity to
the cultural background(s) of the
learners

Promotes sensitivity towards
cultural differences whilst avoiding
cultural stereotypes in his/her
learners.

Integrates socio-cultural and
intercultural topics into the
language lessons.



Teaching Dossier Area: Planning and Evaluation

Yes no
Is the teacher able to plan and
evaluate language lessons within
the context of a given curriculum-
syllabus.

Understand the institutional
context of his/her teaching
activities and is familiar with the
overall training programmes
offered within his/her institution.

Understands the levels of
competence defined in the
European Framework of
Reference, is familiar with the
main language examinations
offered in the target language and
is able to prepare learners to take
such examinations.

States general aims and
objectives for a course or a series
of lessons

Defines aims and objectives for a
lesson and integrate them in the
context of a course

Plans lessons, selecting
appropriate learning tasks and
activities to suit the aims and
objectives of the lesson



Teaching Dossier Area: Language Acquisition

yes no
The teacher is aware of the most
important concepts related to
current theories of language
acquisition, can recognise
development patterns in the target
language, and is able to integrate
these into the planning of
language lessons, thus structuring
and supporting the language
learning process.

Integrates learners' previous
learning experience in his/her
language lessons

Presents learning materials in a
lively and relevant manner

Takes into consideration the
needs and interests of the learners

Recognises the level of language
competence of the learners

Anticipates possible language
problems and show evidence of
envisaged solutions in his/her
planning



Teaching Dossier Area: Global Evaluation

yes no
Combines theoretical knowledge
with practical language teaching

Acquires basic methodological-
didactic competence and skills
and know when and how to apply
them

Understands the different aspects
and problems related to modern
language teaching

Reflects and analyse own
teaching, based on practical
examples, and draw conclusions
for own further development.

Tries out and evaluate new and
alternative solutions.

Learns from others.

Works together with others.



Class Observation checklist

Name of trainee Observer
_____________________ ___________________________

Class observed Date
_____________________ ______________________________

Mark with an X in the appropriate space:
1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed

Teaching Dossier Area: Global Evaluation

Necessary point to cover Result Observation/

1 2 3 4 5 Comment

Before the lesson takes part:

The planning of the lesson

The choice of material,
activities and tasks

Reflection on potential
problems

Well designed materials

During the lesson:

Review of previous topic

Invites to class discussion

Solicits students input

Demonstrates awareness
of individual needs of
students

aims of the lesson (clear
and transparent)

correction (how)



language of instruction

Context appropriate?

classroom management

social forms

atmosphere

Confidence provider

Content organized

Relates concept to
students needs and
experience

After the lesson:

topics to be discussed

Commitments

Proper and clear feedback

Personal feedback (if
needed)

Evaluation Procedure and Assessment criteria

The evaluation criteria for the trainee are going to be according to the way which
evaluation is held in the institution. The evaluations’ university is divided in two parts,
70% practice and 30% theoretical knowledge. Based on this, the observation must
be considered by following the practical part. It is important that the trainee provides
practical activities, more than grammar explanation. Also, the institution is focused on
communicative approach; for this reason, the interaction must be by speaking
practices.

The evaluation criteria would be obtained by taking into account the next activities:
Class preparation, class development, and class ending. The first part must contain
the way which the trainee is getting ready for the class, including material, resources,
and how there is an anticipation to possible problems.
During the class development, it is considered the interaction between the trainee
and the students. It is necessary to catch student’s attention by providing interesting
information for them. One of the most important points to consider in this part is



clarifying doubts and questions properly, as well as providing clear explanations
about grammar structures and communication patterns.
Finally, the class ending must cover a feedback about the topic. It is important that
during this section of the class, students clarify all the doubts. It is needed a general
review of the session as well.

In order to achieve a satisfactory evaluation of 70% of practice, and 30% theoretical
knowledge, the teacher has to achieve those three sections in every session. For that
reason, the trainee has to comprehend and put into practice all those requirements.
The evaluation will be divided in the next form:

Class preparation.- 30%
Class development.- 45%
Class ending.- 25%

ainer Evaluation checklist

Name of trainer Date
_____________________ ______________________________

Class observed
______________________

Mark with an X in the appropriate space:
1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed

Trainer Evaluation

Point to cover Result Observation/

1 2 3 4 5 Comment

1. The training met my
expectations.

2. I will be able to apply
the knowledge learned.

3. The training objectives
for each topic were
identified and followed.



4. The content was
organized and easy to
follow.

5. The materials
distributed were pertinent
and useful.

6. The trainer was
knowledgeable.

7. The quality of
instruction was good.

8. The trainer met the
training objectives.

9. Class participation and
interaction were
encouraged.

10. Adequate time was
provided for questions
and discussion.

11.- The trainer showed
patience during the
training

12.- The trainer showed
fairness and objectivity in
evaluations



MATERIAL

1.- A reading list

1.- The importance of language awareness, Maria Prtic Soon; see the article at:
http://dspace.mah.se/bitstream/handle/2043/6229/Examensarbete100%25vers.fin.pd
f?sequence=1

2.- Language awareness: an international project, Dolors Masats; see the article at:
http://jaling.ecml.at/pdfdocs/articles/English.pdf

3.- 100+ ideas to promote language awareness, Joe Debono; see the article at:
http://www.newburypark.redbridge.sch.uk/langofmonth/activitiesbooklet.pdf

4.- Culture and Language, Edward P. Lazear; see the full article at: http://faculty-
gsb.stanford.edu/lazear/personal/PDFs/culture%20and%20language.pdf

5.- culture and language studies-wonderland through the linguistic looking glass,
Biljana Misic Ilié; see the article at: http://facta.junis.ni.ac.rs/lal/lal2004/lal2004-01.pdf

6.- Factor affecting the language learning process, Bilqees Shabbir; see the complete
article at: http://www.usindh.edu.pk/irjah/irjah_37/6.%20Bilqees%20Shabbir.pdf

7.- Interpreting communicative language teaching, Sandra J. Savigon; see the
complete article at: http://yalepress.yale.edu/yupbooks/pdf/0300091567.pdf

8.- Planning, conducting, and evaluating parenting education programs, Karen
DeBond; see the full article at:
http://www.ces.ncsu.edu/depts/fcs/temp/parent_ed/pdfs/planning%20family%20progr
ams.pdf

9.- Self-assessment and development planning; you can see the full article at:
http://dera.ioe.ac.uk/4104/1/self-assessment-and-development-planning.pdf



TASK 4.3
PREPARING FOR LESSON OBSERVATION

A live lesson observation will take part in your training exam.
The lesson observation consists in the preparation, actual teaching, a written self-assessment by the
trainee and a written evaluation of the teacher trainer of a language lesson.
Please consider the following questions and send a file with your responses:

1. - How would you as a teacher trainer introduce the peer lesson observation?
When organizing a peer observation, it is essential to discuss the following at least a week before the
observed lesson is due to take place.

 Which year group or class to observe
 The time, date and duration of the observation
 The observation focus
 The aims and lesson structure and content
 The role of the observer during the lesson, e.g. where they should sit, their involvement
(if any) in the lesson itself
 The composition of the group, e.g. numbers, boys, girls, special educational needs; band,
set or mixed ability
 The nature of any in-class support
 The observation recording format to be used
 Whether the observer can ask students questions and look at their work
 The information that will be required by the observer prior to the observation, e.g. the
lesson plan
 When feedback will be given – time should be allowed for reflection but the feedback
should be given within a week of the observation taking place
 Any concerns the colleague being observed may have.

2. - Which observation tasks could be interesting for your trainees? Write down some ideas.

How to introduce vocabulary, how to practice grammar and how to correct mistakes.

3. - How would you prepare your visit with the trainee? Which information do you need before the
observation?
 Focus on the areas agreed beforehand with your colleague.
 Record information as accurately as possible.
 Only record information relevant to what was agreed prior to the observation.
 Arrive on time.
 Be positive and courteous.



 Do not move around the room, look at books or talk with students unless you previously
agreed to do so. If colleagues and students are not used to others in the classroom, this
can cause a change in the classroom dynamic.

5. - How long should the lesson observation last?
At least 20 minutes.

6.-How would you write down your feedback? Create a feedback sheet which you could use for your
future lesson observations.

For feedback to be effective it must be given in an environment of trust; that is, we should all be
committed to helping each other learn and improve as much possible. In the feedback we need to be
honest, specific and remember to focus on positive.

Group Observation Form

Teacher’s Name: __________________________________ Date:
________________________
Observer’s Name: _________________________________ Time in class: from _________ to
_________
Level: __________ Unit: ___________ Number of students: ____________
In the box on the left mark a check () if you observed this step or area and it was okay, make a cross
() if the step or area was not done well, and leave it blank if you didn’t see this area or step during
the observation.

STEPS/AREAS COMMENTS
Teacher behavior toward students
The T was organized and prepared
The T was confident and transmitted
enthusiasm
The T motivated and encouraged students
The T always used English
The T’s instructions were appropriate for the
level of Ss
The T was in control of the class
The T maintained a good pace in the class
The T kept eye contact with students
The T’s LOE is adequate for the level s/he’s
teaching
Student learning
Ss were using the target language
Ss understood T instructions in English
Ss were participating in English
Ss were able to carry out the tasks that the T
set up
Ss were able to self correct
Ss were interested in the class
Ss were motivated
Ss achieved the objectives of the class
Weak students I noticed: Areas to work on with the group:



Classroom set up:

Teacher’s signature: ________________________________ Date: _________________________

7.- How would you manage the feedback-discussion? Write down the most important rules.

Acknowledge strengths – there are always some good things, but sometimes the skill of the observer
lies in identifying them develop confidence – in the early stages of peer observation, that is what you
are there for identify best or developing practice be explicit and specific be evaluative rather than
descriptive reflect only on what was agreed before the observation encourage self-reflection and self-
evaluation – ask questions such as “What do you think?’ and ‘Why is it like that?’, and help
colleagues move beyond initial responses to consider practice in greater detail only offer advice and
alternative approaches if they are asked for – but remember in the early stages they may be neither
required nor valued.

8. - What happens if the trainee fails? What advice would you give him/her?

We give another opportunity, and she/he needs to prepare better.

9. – What can the trainee do, if he does not accept the feedback of the trainer?

He needs to do an auto-evaluation that help what are the areas that he needs to do an effort.

10. - Is a second visit possible? With the same trainer?

Yes, it is possible, it depend on the situation that was generate the first visit with the staff.

Dossier for UT Students as Technician University Superiors in Manteinance Career



Level 6.

CONTENTS

Task 1: LANGUAGE AWARENESS – Topic: Body Talk

Task 2: LANGUAGE AND CULTURE - Topic: Developing your memory

Task 3: LANGUAGE LEARNING PROCESSES - Topic: Taking about a live
performance

Task 5: PLANNING AND EVALUATION - Topic: Subject Relative Clauses

Task 4: LANGUAGE TEACHING - Topic: At a live performance!

Task 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENT: Writing
descriptions


UTSV Task 1:

LANGUAGE AWARENESS

To revise and pronounce the body talk vocabulary

It´s……adjective……+ infinitive

Theme: Body Talk

JANUARY 2013
UT

Task 1: LANGUAGE AWARENESS

Table of Contents:

- Description of the area

- Description of class and course

- Topic

- Aims of the lesson

- Personal aims

- Procedure

- Conclusions

- Self evaluation

- Lesson plan

- Attachments

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3. Description of the area

This area includes to Analysis of phonology, grammatical and lexical structures
and use of related basic terminology, to link between linguistic competence and
communicative competence, to target language description and appropriate
terminology, language description being understood as a system of abstract
elements, constructions, and rules, to awareness of language systems
differences to application of this awareness to teaching and learning experience
(i.e. analysis of learning materials)

2. Description of class and course

This course is level 6 . There are twenty students between the ages of 18 and
25. Most of the students do not like English language too much but all the
students accept English not as their favorite subject but as a necessary subject
for their carreer.

The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course
book is Open Mind 3. They joined the course to pass the English class as a
subject and to be able to understand English TV programs and websites.

3. Topic – It´s + adjectives + infinitive

4. Aims of the lesson

b) To revise and practice the impersonal use of the infinitive.

c) To use Infinitive

d) To talk about injuries

e) To talk about symptoms

f) To give advice for injuries

5. Personal aims

g) To provide an interesting topic and a very enjoyable lesson.

h) To explain the infinitive so that the students can use it in their conversation.

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i) To encourage the students to have English class as a necessary and
important class as others.

j) To provide grammar structures for giving advice.

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6. Procedure

The topic of the new chapter (Unit 9 /p.87) was BODY TALK and in this lesson we
looked describing student’s injuries and illness that the students suffered when they
were small children.. A good part of this lesson directly follows the lesson layout of the
Teacher’s Guide. This book is an invaluable selection of guidelines and tips, which not
only facilitate lesson planning, but have taught me many useful strategies to improve
my teaching and help my students. During our UT’s term, we have been able to discuss
and use many of these strategies and examples first hand, and the lessons learned
from trainers´ and colleagues´ experience have made us appreciate and be aware of
why I’m including certain exercises in the lesson and what benefits they can offer.

For the Icebreaker part Teacher had to nominate a student to read some phrases in
the box. She or he has to point at the muscle that he is pointing ans at the same time
she or she has to pronounced. So all the rest of the class can see that that is the way
to pronounce this word.. The teacher has has to ask the students to do this activity in
pairs, to recognize the parts of the body. T ask the Ss to work in pairs and discuss what
rules they have to follow in the school building or in the classroom. It was very important
to elicit students to answer and try to think in English Ideas. Then Teacher listened
several ideas from the class.Teacher ask Students to say whatever they know about
social rules. After that part, Teacher elicited suggestions like : You shouldn’t run in the
corridor. You shouldn’t eat in the classroom. When the SS have said their injuries, the
teacher must focuss on suggestions foer each one.

For the final part of Icebreaker moment Teacher gave a moment to read the
instruccions carefully and Teacher made sure they understand confession(telling the
truth about something they did that was wrong). If it is nesecary several SS must give
their point on view too. So they can share pieces of adivice for the injuries they talked
about.

After this activity Teacher asked Students to opened the book (p.52 , 53 ) and
individually Students looked at the exercises. Before th e teacher revise the exercise, if
it is necessary the students must check their information in pairs in order to share their
knowledge of the topic. After that processes Teacher has to point out that if you sprain
your ankle , knee, or wrist , you injure it by turning suddenly , but your do not break
anything. He or she has to point out that injury is normally a bit more serious that hurt.

Ask the Students to read the instructions to the class; nominate a two students to read
aloud the model conversation; elicit the tense the students will need to used ( the
simple past tense) Poit out that the students can describe either an accident or injury
that happened to them personally or to a friend or to a relative . Ask the students to
answer the questions in pairs and at the same time encourage them to to ask
follow-up questions and try to keep the conversation going. And listen to some ideas
from the class.

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Give the students some advice in using SHOULD and SHOULN¨T to give advice.
Write the words avoiding injuries on the board . Ask the students to work in pairs
and discuss what people should or shouldn´t do when they are playing some sports.
Listen to some ideas from the class and elicit a list of shoulds and should ( e.g.
Your shouldn´t swim after a meal; You should stretch your muscles before you
exercise).Students Pointed out that when a car was driving the wrong way along one-
way street is very dangerous because you canget injured.. Students nominated an S to
read instructions and the grammar explanation to the class. After that teacher focused
on the form of the structure.

After all the information written above , each checked the answers with the class.
Teacher pointed out that not paying attention, or being careless is a dangerous when
your are waking down the street or a place where cars did not normally stop. So it could
be very dangerous an dyiou can be damaged. The Students had to do exercise
individually and then they compared their answers in pairs, discussing any differences.
After that activity students answered each question in plenary.

For definition words teacher asked Students worked with their partners from Ex.B. and
teacher asked Students to work in pairs and say what the man should and shouldn’t
have done using new verbs. Teacher asked Students to look at the Words in the
language box. If you were supposed that you should ot shouln´t do, so they can gice
some adive using the infinitive for giving advice.

In the part of focus grammar teacher asked students to complete the grammar table
using the information from the text in EX A; the teacher nominate students to read a
liud the correct sentences; poit out that we must use TO in this structure , eg. IT IS
IMPORTANT TO KEEP THE SHOULDERS RELAXED. The teacher must help the
students with the comparative form of the adjectives can also be used in this
structures eg, IT´S BETTER TO SPEAK TO A PROFESSIONAL; IT´S MORE
IMPORTANT TO KEEP THE SHOULDER RELAXED. The teacher must elicit other
ways fo giving advice with a similar meaning. E g. YOU SHOULD KEEP THE
SOULDER RELAXED ; YOU´D BETTER SEE A DOCTOR; YOU OUGHT TO SPEAK
TO A PROFESSIONAL.

You can continue like this: draw the students´attention to the language box. Give
them a moment to read the information and elicit the target grammatical construction.
The teacher can say that these are some of the other adjectives that can be used in
this structure . Other examples include unusual, rare, possible, unnesessary, and
other words that are important such vital, and crucial.

Make the students see the student´s book page for the audio script. Teacher asked
Students to read the question and options carefully. Teacher Showed Students the
grammar structure for S+Should have+past participle+C. And teacher asked students to
complete the grammar table individually, by referring t the text in Ex. A teacher

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nominated a Student to read the instruction and the grammar explain with a similar
meaning to the class.

For Transfer part teacher drew Students´s attention to the Watch out! Box and
emphazise that we cannot omit the words IT or the word TO in the infinitive when
using this structure. Ask the students to do this exercise individually and then to
compare their answers in pairs , disucssing any differencs. The teacher has to check
the answers with the class. In this part teacher asked students do this exercise
individually and then they compared their answers in pairs. Students checked the
answer with the class. They 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.
He asked Students to look at the examples in the Watch out! Box, teacher reminded
them that they should not forget to use IT IS......TO......, e. Teacher gave Students a
few minutes to think about some things that are importan to do.

For conclusion and evaluation part for the class teacher put the students into groups of
three or four to discuss the questions. When the groups finished, teacher elicited some
ideas from the class. Teacher listened to some ideas from the class and correct any
errors in the use of should have/ shouldn´t have. Then teacher asked Students to work
in pairs and told their partners about the things they didn’t do, using the phrases in the
box. For final part a homework teacher asked Students to complete asked Students to
complete WORKBOOK p- 52, section 1. And for the other topic teacher asked Students
to do exercises from WORKBOOK page 53,section 3.

7.- Conclusions

This lesson contained many exercises for revising the modal SHOULD/SHOULDN’T
and IT IS........TO....... for giving advises. With the examples we use pictures or images
for auxiliary verb and short answers appealed to the students and it hopes to help them
to understand the structure. As a teacher it gives the chance to personalize the subject
and talk about something as rules and advises. This lesson motivates the Students to
apply their ideas for expressing advises and at the same time help them to improve
vocabulary for being creator of their own learning processes . As we are in a very
modern world sttudents must creat their own knowledge of the language according to
their likes.

8. Self Evaluation

In this part of this work, it is important to say that it was a very interesting way to
introduce the topics for encourage the students to use grammar rules and structure as a
communicative tool for communicating each other. However it has been created with

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the best tools to improve their vocabulary. This plan was a good option for helping the
students to create a good communicative approach.

9. Lesson Plan
T = teacher / S = students

Phases of Media/ Time
Learning Activities Social Form Aim of activity (mins
materials )

Icebreaker/ T ask the Ss to work in pairs and discuss Group Workbook Introduce theme. 400
Introduction what rules they have to follow when -to elicit rules Ss have
to theme they are practicibng any sports.. Students´s to follow when donig
BODY TALK T listen several ideas from the class. book sports.
T elicit suggestions like IT IS
IMPORTANT TO...... -
T gives Ss a moment to read the Brainstorming
instruccions carefully so the SS can
anderatant and aqquires the structure
properly.

Extension of Ask Ss to work In pairs and compare the 400
theme examples they found of rule-breaking - Student -Injuries
,discussing any injuries and hurts and -individual book Accidentts
maybe accidents.
Ask Ss to decide which is the most -partner Advice
serious injury they have had i ytheir lives -
and why. Brainstorming Copies Speak about injuries
and their possible
Elicit several responses from the class. Workbook advice
Along with each example of INJURIES
AND acccidents , elicit more information
about why it is important to be careful,
e.g. IT IS IMPORTANT TO ........ .
Point out that it is important to be cafelu
to avoid accidents and injuries.

Nominate an S to read instructions and
the grammar explanation to the class.
Focus on the form of the structure. Point
out that IT and TO are part of the
structure

600
Personalizati Check the answers with the class. Point -partners -Student
on out that injuries cabn be avoided if you book
have acution and it is a dangerous not to
be carefull. - plenary

Have Ss to do exercise individually and
then compare their answers in pairs,
discussing any differences.
- S. answer each question in plenary.

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Defining -individual - practice 600
words Have Ss work with their partners from -plenary -Student circumlocution.
Ex.B. book -familiarize students
Ask Ss to work in pairs and say what the with more vocabulary
man should and shouldn’t have done which can be
using new verbs. And the impersdonal implemented with next
structire for givibg adive IT IS exercises.
IMPORTANT TO...

Ask Ss to look at the Words in the
language box. If you were supposed to
do something. The meaning is very
similar to the idea to corealtion between
disease, injuries and accidents
prevention..
Focus on See the student’s book page for the -plenary -Ss can see structure 600
Grammar audio script. -board clearly.
Ask Ss to read the question and options -grammar Ss can apply it.
carefully. sheet
Show Ss the grammar structure for
It IS -----TO..........
Ask Ss to complete the grammar table
individually, by referring t the text in Ex. A
Nominate a S to read the instruction and

Transfer Draw Ss´s attention to the Watch out! Individually -S. practice the 400
Box. -board structure in a controlled
,. The response to the question must -grammar form.
therefore also refer to the past. pairs worksheet -pre-teach vocabulary
Have Ss complete the grammar table for next exercise.
individually by referring to the text in Ex.
A and then compare their answers in
pairs, discussing any differences.
.

Consolidation Have the Ss do this exercise individually -plenary -worksheet -T give exercises and
and then compare their answers in pairs. express answers in 400
Check the answer with the class pairs to do a
coevaluation.
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 INJURIES and the
advice for evoiding them.

Ask Ss to look at the examples in the
Watch out! Box, remind them that they
should not forget to useIT IS:......TO.....
fot structuring this sentence.

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Conclusion b) Put the students into groups of three -individual worksheet 3 Get the Ss´s ideas 200
and or four to discuss the questions. student and correct any errors
Evaluation When the groups finish, elicit some -plenary book with the grammar
ideas from the class. structure.
T listen to some ideas from the class and Do a feedback about
correct any errors in the use of should the used structures.
have/ shouldn´t have. AND it is
important/ vita/ useful, etccc to
Ask Ss to work in pairs and tell their
partner about the things they didn’t do,
using the phrases in the box.
Correct any errors in the use of was/were
going to
Homework -T. asks S. to complete WORKBOOK p- -individual -workbook Feedback the
task 52, section 2. structure.
T ask Ss to do exercises from
WORKBOOK page 53,section 3.

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- Attachments
-

Shortening that-clauses
It Expressions Followed by Clauses

IT (ADJ) THAT + SUBJUNCTIVE VERB CLAUSE IT (ADJ) FOR + INFINITIVE CLAUSE

It's + adj can be followed by a that-clause with should or Or It's + adj can be followed by an infinitive clause. Use a

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a subjunctive verb to express a wish, recommendation or [for+ noun / pronoun] to include the subject "doer of the
suggestion. The subject is mentioned in the clause. activity" of the infinitive clause. (Omit it if it refers to
everyone in general. )

EXPRESSION THAT SUBJUNCTIVE CLAUSE EXPRESSION FOR + INFINITIVE CLAUSE
PRON.
It is important that you be careful at all It is important to be careful at all
times. for you times.
It is a good idea that Jack close all cages at It is a good idea for Jack to close all cages at
(noun!) night. night.
It is essential that it go well. It is essential for it to go well.
It's not necessary that they work until 3 a.m. It's not necessary for them work until 3 a.m.
It is rare that we wear lab coats. It is rare for us to wear lab coats.

Infinitive Clause | Imperative Clauses | "Order" + Noun + Infin
It…for Pattern List
easy
It is/ was for you to do that.
advisable dangerous difficult easy
essential exciting a good idea (noun) good manners (noun!)
hard impolite important likely (climate, temperature)
logical necessary not easy not so hard
rare rude smart wrong

worksheet 1
one.

Appearance Color Condition
Feelings (Bad)
Adjectives Adjectives Adjectives
Adjectives
adorable red alive
beautiful orange better angry
clean yellow careful bewildered
drab green clever clumsy
elegant blue dead defeated
fancy purple easy embarrassed
glamorous gray famous fierce
handsome black gifted grumpy
long white helpful helpless
magnificent important itchy
old-fashioned inexpensive jealous
plain mushy lazy
quaint odd mysterious
sparkling powerful nervous
ugliest rich obnoxious
unsightly shy panicky
tender repulsive

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wide-eyed uninterested scary
vast thoughtless
wrong. uptight
worried

Should or Shouldn´t .Giving advice
Read the sentences. Write should or shouldn´t

1)If it´s rainy you take an umbrella.

2)Tom eat so many lollipops. It´s bad for his teeth.

3) a) I drink hot tea if I have a sore throat?

b) Yes, you .

4) They have a test tomorrow. They go to the cinema . They stay at home

5) Children eat lots of vegetables but they eat lots of sweets.

6) I have a party tonight. What I wear? A dress or a pair of trousers?

7) The doctor said: "_ You eat healthy food. You eat fast food. You

TV. You walk 1 hour a day. You drink fruit juice and water. You drink

Look at the pictures . Make sentences giving advice to these people . Use should.

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He has a so

He has a so

He has a so

He has a so

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WISH FOR REGRETS

TSV Task 2:

LANGUAGE AND CULTURE

Theme: Wish for regrets

5. Learning REGRETS

6. Sensitising students to use wish for regrets

7. Using I wish::::...........................................

8. Learning vocabulary of ideas, past events , hobbies or interests, wishes and regrets.

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JANUARY, 2013
UTSV

Table of Contents:

b) Description of the area

c) Description of class and course

d) Topic

e) Aims of the lesson

f) Personal aims

g) Procedure

h) Conclusions

i) Self evaluation

j) Lesson plan

k) Attachments

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a.Description of the area

This area will awareness of socio-cultural and intercultural aspects of language
use and language learning, with different situations related to intercultural
differences, understanding different social backgrounds of students, crosscultural
communication, e.g. wishes and regrets that took place in the past but that are
affecting until now in the present.

b.Description of class and course

This is the same group above mentioned. There are twenty students between the
ages of 18 and 25 Most of the students do not like English language too much
but they take it as a very important subject for their carreer. English is not their
favorite subject but they need it as all the up-to-date material is in English.

The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course
book is Open Mind 3. They joined the course for passing their English class as
a subject and for being able to understand English songs

c.Topic –I WISH...........

d.Aims of the lesson

c) Talking about wishes and regrets

d) Talking about past events

e) Use If ONLY......

f) Talking about having your wishes

g) Describing your best regrets

h) Use past events and hypothetical sentences

i) Practicing wishes and regrets

e.Personal aims

k) To promote students for being critical.

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l) To provide a very funny lesson.

m) To encourage students to communicate their wishes and regrets

n) To introduce the grammar structure in an easily way.

f.Procedure

The teacher has to write the word REGRET on the board , and he will ask the students
what regrets means in their mother language . Elicit that regrets is a feeling of sadness
about something that has already happened . Tell the students that they are going to
learn how to express regrets a bout the past in English. Point out that regret can be a
noun or a verb, eg, I REALLY REGRET EATING THAT SECOND PIECE OF PIE (
verb), ONE OF MY BIGGEST REGRETS IS NOT EXERCISING MORE WHEN I
WAS YOUNGER (noun).

For the correct development of this lesson, Teacher gave Students a moment to read
the instruccions carefully after that teacher made sure they understood
confession(telling the truth about something you regret that has happened in the past.).

For the developments of this part teacher nominated a Student to read instructions
and the grammar explanation to the class. Teacher try to focus on the form of the
structure. And teacher pointed out that the structure to expresss regrests is I WISH.

For the moment of personalization teacher checked the answers with the class.
Teacher pointed out that all the people without exeption have regrets and wishes they
did not make them come true. So that is the reazon of these lesson: to express wishes
and regrest.

Teacher asked students to do exercise individually and then compare their answers in
pairs, discussing any differences and students answered each question in plenary.As
the next step, defining words teacher asked Students to work with their partners from
Ex.B.

The teacher elicit what an autobiography is (the story of someone´s life written by
that person; a biography is the story of someone´s life written by someone else.). Ask
the students to read the questions carefully ; have the students to complate the task
indivdually and then compare to the classmates in pairs , discussin g any difference.
Check the answer with the class . Encourage the sttudents to explaian the answer (eg
because she smoked, she had a poor immmune system ; she didn´t eat well; she
dindn´t do much exercise).

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Teacher also Ask ed Students to work in pairs and say what they regret . Teacher
asked students to look at the Words in the language box. If you were supposed to do
something. The meaning is very similar to the idea to of a past intention. It suggests to
check answers with the class. Note that the topic sentence is, in this case,two
sentences. An alternative way for expressing this as a single sentence a d use the
sttructure I WISH I HAD..........

When the teacher try to Ask Ss to complete the grammar table individually, by referring
t the text in Ex. After that teacher nominated a Student to read the instruction and the
grammar explanation to the class.and the question was in the simple past. The
response to the question must therefore also refer to the past PEREFCT for the
structre of the I WISH I HAD WRITTEN , for example. Students had to complete the
grammar table individually by referring to the text in Ex. A and then compared their
answers in pairs, discussing any differences.

As following step teacher gave Students a few minutes to think about some things
they wish they haven done and use regrets and wishes- to do in the past but he didn´t
and why they didn´t do them. Next of these activities teacher asked students to work in
pairs and tell their partner about the things they didn’t do, using the phrases in teh box.
When this activity finished teacher corrected any errors in the use I WISH I HAD.........

For concluding with this part, it was taking into account to do put students into groups of
five or six, and students had te read each other’s descriptive paragraphs Have the
students to work in pairs and reapeat the exercise using IF ONLY instead of I
WISH , SHE WISHES ETC... Check the answer with the class. Eg.. IF ONLY SHE
HAD GONE TO COLLEGE , IF ONLY THEY HADN´T GONE ON VACATION LAST
YEAR.....

g.Conclusions

It believes that this lesson help students to know the different ways to think in a
different ways to face the some kinds of problems in past perfect and using at the
same time I WISH and IF ONLY... for expressing wishes and regrets. What would
have happened if something had been too diffrente. In short using hypothetical
sentences.

h.Self Evaluation

Most of the time design a a very interesting lesson is very important when using some
attitudes for completing the activities and teacher tried to share and listened student´s
comments. It required not only to have a good knowledge about any topic, it needs t
have some other structures that are extremely important as simple past, and past
perfect.

i.LESSON PLAN “Culture”

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T = teacher / S = students

Phases of Media/ Time
Learning Activities Social Form Aim of activity (mins
materials )

Icebreaker/ T gives Ss a moment to read the Group Introduce theme. 400
Introduction instruccions carefully.make sure they aderograms -to elicit some
to theme understand confession(telling the truth importanta wihes i your
Wish for about WISHES life
regrets
- Cross-cultural
Brainstorming
communication

Extension of Nominate an S to read instructions and 400
theme the grammar explanation to the class. - Student -
Focus on the form of the structure. Point -individual book
out that it is necessary to remenber tyhe Speak about wishes for
simple past ant past perfect, to put them -partner regrets
together in the structure I WISH or IF -
ONLY Brainstorming

.

600
Personalizati Have Ss to do exercise individually and -partners -Student
on then compare their answers in pairs, book
discussing any differences.
- S. answer each question in plenary. - plenary

Defining Ask Ss to look at the Words in the -individual - practice 600
words language box. If you were supposed to -plenary -Student circumlocution.
do something. The meaning is very book -familiarize students
important because you are going to to with more vocabulary
use past and past perfect and the which can be
Structure I WISH implemented with next
exercises.

Focus on -plenary -Ss can see structure 600
Grammar Ask Ss to complete the grammar table -board clearly.
individually, by referring t the text in Ex. A -grammar Ss can apply it.
Nominate a S to read the instruction and sheet

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Transfer Point out that for expressing wishes for Individually -S. practice the 400
regrest in the past is very omportant -board structure in a controlled
remenber some past tenses that -grammar form.
support the structure. pairs worksheet -pre-teach vocabulary
for next exercise.
Have Ss complete the grammar table
individually by referring to the text in Ex.
A and then compare their answers in
pairs, discussing any differences.
.

Consolidation Ask Ss to look at the examples in the -plenary -worksheet -T give exercises and
Watch out! Box, remind them that they express answers in 400
should not forget to use going to, even f pairs to do a
the main verb is go. coevaluation.
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.

Conclusion Ask Ss to work in pairs and tell their -individual worksheet 3 Get the Ss´s ideas 200
and partner about the things they regret using student and correct any errors
Evaluation the phrases in the box. -plenary book with the grammar
Correct any errors in the use of I WISH structure.
OR IF ONLY Do a feedback about
the used structures.

Homework T ask Ss to do exercises from -individual -workbook Feedback the
task WORKBOOK page 54,section 5 Y 6. structure.

j.Attachments

If only = I wish. Se emplea para sugerir un deseo o pero más fuerte sobre el
presente o el pasado o would + el infinitive sin “to”
If only he were here.
If only we hadn’t taken the bus we would have arrived earlier.- Si no
hubiésemos cogido el autobús habríamos llegado antes
If only you could stop talking.- Si al menos dejara de hablar

Fill in the blanks with the correct form of the verb.
1. Tom’s mother wished he ………….. (be) tidier around the house.
2. Jenny wished she …………….. (be) prettier.
3. Mike wishes he ……………. (can) swim as well as Tom.
4. I wish we ……………….. (not have) exams tomorrow.
5. Tom and Mary wish they ……………. (can) buy a new car.
6. I wish I …………………. (buy) that sweater I saw last week; now it is been
sold.
7. Do you wish we ……………………. (spend) more time at Madame Tussaud’s
when we were in London?

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8. Tom now wishes he ………………… (work) harder when he was at school.
9. Mike wishes he …………………… (go) to see his grandfather while he was
in hospital.
10. Gary wished you ……………………. (not tell) everyone where he lived.
11. I wish it ……………………. (not rain) so much when we were in England.
12. I wish my children ……………… (not spend) so much money!
13. I wish I ………………….. (win) the first prize instead of John.
14. If only he ……………. (have) a dog when he was a child.
15. His parents wish he ……………. (read) more and …………………. (not watch)
so much television.
16. Mary wishes she …………… (buy) that necklace she saw, but it was much
too expensive.

Here are some situations make suitable wish sentences for each one.
1. Tommy would love to have a baby sister. Tommy wishes …
2. Bill is not looking forward to going to the dentist tomorrow. Bill wishes
…
3. I am really sorry I can’t come with to the theatre tonight. I wish …
4. The neighbour was upset about the loud noise Bob was making. The
neighbour wishes …
5. Jill is upset that he quarrelled with his girlfriend. Jill wishes …
6. What a pity Jean missed the film last night. Jean wishes …
7. I don’t really want to go to the dentist. I wish …
8. John is too short to be a basketball player. John wishes …
9. The Smiths regret cancelling their holiday in Turkey. The Smiths wish
…
10. Dad really wants you to stop smoking. Dad wishes …
11. What a shame you missed the school trip. I wish …
12. I hope it snows at the weekend. I wish …

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Task 3 JANUARY 2013

UTSV

LANGUAGE LEARNING PROCESSES

To learn subject relative clause

Object relative clause

Relative pronouns

Theme: Subject Relative Clause

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UTSV

Table of Contents:

b) Description of the area

c) Description of class and course

d) Topic

e) Aims of the lesson

f) Personal aims

g) Procedure

h) Conclusions

i) Self evaluation

j) Lesson plan

k) Attachments

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January 2013

9. Description of the area
This area covers the needs that students require when they are learning a
language. It is focused on correcting mistakes and a the same time gives the
students all the tools for help them to learn through self-learning in order to improve
their own learning process.

10. Description of class and course

This work has been designed for learners in level 6. Most of students are studying
so they are between ages of 18 and 25, and some students older than them.
This lesson has been designed to help students to comprehend the main ideas in
oral exercises. The main purpose is to encourage to use the relative clause as
subject and object, .At the end they must be able to talk about people, places and
things. For completing this activity teacher should use Open Mind 3 from MacMillan
editorial, covering unit 12, page 97.

11. Topic : Subject Relative Clauses

12. Aims of the lesson

-Talking about live performance and entertainment
-Giving information about people, places, and things
-Talking about electronic forms of entertainment
-Descriving Tv shows and movies.
- Discussing the characteristics of good teams and team players.
-Evaluating individual and team performance

13. Personal aims

b) To help students to use different subject relative clauses. And object
relatgive clauses
c) To help them to make the difference between both uses.

d) To help students to write descriptions.

e) To recycle some vocabulary about people, places and things

f) To guide students to use communication patterns to use the
vocabulary with clauses.

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g) To motivate and encourage the students to do a good use with the
language.
h) To promote student´s autonomy.

14. Procedure

This lesson has been designed on communicative approach development. This
topic is focused in the unit 12, “STAGE AND SCREEN!”(p.97) . In this section
students have to make use of RELATICE CLAUSES and express it when they
make difference between CLAUSES as subject and object. And at the same time
students interchange information. The main topic is to recycle vocabulary and
some adjectives to describe characters. In this case the book is going t be the
mail tool ,which will help us with some activities and they are going to use in the
activites.
As icebreaker moment. All students should be organized to play with recycle
vocabulary. Ask the students to keep their book closed. Write the word
entertainment on the board . Elicit words for different types of entertainment ,
weg,, movies, theater, dancing, opera, musicals, ballet etc…. Teacher asks
students to cover the list of entertainment with a strip of paper. Ask students to
work in pairs and discuss what the entertainment in the pictures are most
common . Elicit some ideas from the class. Then ask them to uncover the list of
entertaiment and match them with the pictures.
As a second activity is in the book (p.97) teacher asks students to look at the
picture on the book and the students have to discuss what their favorite activity
is. . Then teacher ask them some questions: Whay is that activity so important ?
Give the students some minutes to read the questions . The teacher has tyo
explain the difference between watch a play and got ot the thaerter,
generallye referws to seein g a professional theater production , while wate a
play can refer to professional show but it can also mean going to an amateur
or children performance, or watchibng a play on Tv.
All the answers are covered, teacher nominates a student to read the grammar
explanation to the class. After that teacher ask students to work individually and
find examples in the text in Ex. A to complete the grammar table (p-98)
Teacher asks students to compare their answers in pairs and finally teacher ask
students to compare their answers in pairs and as last activity teacher check the
answers with the class.
Check that the students underatntd some words that are very important for
this lesson for example STAND-UP COMIC ( some one whose job is to tos
stand in front of the audience and entertain them by telling jokes and stories
to make them laugh . The term STAND-UP COMEDIAN is also widely used.

Give tehs students time tot do the task individually . There may be another
choice fdor this activity: askl the students gto work individually and rank the
activities from 1 (favorite) to 5 (least favotite). Ask them to compare tair

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Handbook level 6 unit 9 12

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