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Certificacin de tutores de docentes de idiomas

LESSON PLAN AND TIME TABLE Made by : Teacher Blanca Ana Mara Valadez Alatorre And Teacher Cesar Gerardo Martinez Gallegos

OBJECTIVE: To create a training time table and a lesson plan to be used in your training. 1. Matching (1 PAGE). Match the six content areas to the following themes TOPIC Use of social forms Learning in a group Function of the Common European Framework of Reference Which are the different learner types The four skills Speaking activities How do we draw up a lesson plan? How do I present a grammar structure? Micro-peer teaching Different types of exercises in language classrooms Using pictures in a language classroom Feedback rules Pronunciation training Learning strategies and learner autonomy Difficult classroom situations Progress tests The use of media e-learning / blended learning
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CONTENT AREA
LLP LT PE LLP X LT PE X LT LT LT SA LA, LT, PE LLP LC, LT, PE, SA LLP, LT, PE, SA LT, PE LT LA

Claudia Schuhbeck

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Certificacin de tutores de docentes de idiomas

Intercultural learning

LC

Made by Teacher Blanca Ana Mara Valadez Alatorre And Teacher Cesar Gerardo Martinez Gallegos

2. Lesson plan (2 PAGES MAX). Choose two of the topics of the table of exercise 1. How would you teach these contents? Write a lesson plan:
1.- THE FOUR SKILLS TOPIC: VERB TO BE READING Effective language instructors show students how they can adjust their reading behavior to deal with a variety of situations, types of input, and reading purposes. They help students develop a set of reading strategies and match appropriate strategies to each reading situation. Some strategies are predicting, scanning ,skimming , intensive reading . Lesson plan: Act. 1 : choose an article , ask to ss look at the picture , answer some questions to make a prediction Act. 2: Read the second paragraph and match the highlighter words with the synonyms. Act. 3 Read the article and underline the most important sentence for paragraph. Act. 4: Complete the sentences according the article. Oral skills are learnt before written skills. Structures are practiced in controlled conditions. L is a tool for communicating meaning through use of function, vocabulary, structures, discourse. Lesson plan: act. 1: Look and repeat the vocabulary act 2: Practice on the sentences where is using the vocabulary and verb to be act. 3:the ss will choose a flag to use the dialogue as a model and practice with his/her partner e.g. A: Where are you from ? B: Im from Italy A: Are you Italian? B: Yes, I am Understand spoken language with its characteristics (brevity, redundancy, incomplete sentences, interruptions, hesitations, repetitions, ungrammatical utterances, noise, etc) Understand different speeds of speech and varied accents. Use the context. Use our knowledge of the world. Interpret facial expression and body language Lesson plan:
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SPEAKING

LISTENING

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Certificacin de tutores de docentes de idiomas

WRITE

act. 1: Listen the vocabulary and match with the flags act. 2: Listen the description from someone who lives in another country before you read and predict the answer for true or false act. 3 : listen to the dialogue and repeat, then practice Writing skills are learnt trough follow structures , models or signs. Teaching writing must to be as important as all the skills, who to follow correctly a sentences give important reference of the meaning sentence. Lesson Plan act.1: Write some sentences using the vocabulary and the verb to be as in affirmative , negative and interrogative act.2: follow the description and write about you with the chosen flag. act.3: write a short description about your best friend

2. HOW DO I PRESENT A GRAMMAR STRUCTURE? Grammar is sometimes defined as the way words are put together to make correct sentences. So in English the sentence I am a teacher is grammatical, whereas I are a teacher is not. This is a good starting point but the definition needs to be expanded to include all the aspects that the term Grammar covers and that we need to teach. Firs, it is not just a question of correctness. Grammatical forms nearly always carry meaning: the meaning of a particular message in a communicative situation is created by a combination of vocab and Grammar. We use grammatical items and constructions to express, e.g., time (using tenses) or place (using prepositions) or possibility (using modals or conditional clauses). It is often the meanings that create problems for our ss and need careful teaching (for example when contrasting present perfect simple with present perfect progressive). Example Lesson Plan: Act. 1: write on the board a sentence e.g. I am from Canada I am Canadian act. 2: explain in front of class how do we use this structure , DRAW A PERSON which means the personal pronoun then I draw a plus sign + verb to be e.g. o o(person)+ verb to be with this I write some examples then I explain how to change the sentences into negative and interrogative act. 3 The students construct some sentences in oral form following a model then they write some of them as example.

Made by Teacher Blanca Ana Mara Valadez Alatorre And Teacher Cesar Gerardo Martinez Gallegos

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

Friday
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Certificacin de tutores de docentes de idiomas

First week 2 HOURS ICE BREAKER ACTIVITY (LT) TEACHING VOCABULARY MEANING AND PRONUNCIATION TRAINNING (LA) FOLLOW A MODEL STUDENTS INTERACTION (LT)LEARNING SPOKEN AND WRITEN LANGUAGE (LA)

Second week 2 hours SELECTING AND DESING MATERIALS FAOR PRESENT NEW LANGUAGE (LT/LC) HOW DO WE DRAW A LESSON PLAN? (P/E) USING PICTURES IN CLASSROOM (PE)

2 HOURS PRESENTATION OF NEW LANGUAGE (LC/LLP) CLASSROOM MANAGEMENT: STUDENT ROLES AND TEACHER (SS TALKING AROUND THE CLASS) (LT/LC) APPLICATION OF THIS AWARENESS TO TEACHING AND LEARNING EXPERIENCES (LA) 2 hours PREPARING MATERIALS FOR CLASS ONLINE ( PE/LC) USE SOCIAL FORMS HOW ADULTS LEAR THE PROCESS (LLP) APLICATION OF THEORICAL KNOWLEDGE IN AUTHENTIC SITUATIONS (LLP)

2 HOURS SKILLS WORK: SPEAKING AND VS FLUENCY AND TASK. (LT /LLP/ LC) INTERCULTURAL LEARNING USE OF SOCIAL FORMS (LC/L THOUGH A READING ACTIVIT (LC) REFLECTION ON FOREIN LANGUAGE (LLP/LC/LT) POSSITIVE AND RECONSTRUCTIVE FEEDBAC (PE)

2 hours LEARNER STRATEGIES AND LEARNER AUTONOMY (LLP) HOW DO I PRESENT GRAMMAR? (LT) USING AUTHENTIC MATERIAL (LT)

The time table should be part of one of the following trainings: a) The basic training course is designed for teachers with no or little teaching experience and consists of 50 contact hours. b) The advanced training course which is suitable for teachers with teaching experience who have either taken part in the basic training course or who have gained their teaching experience elsewhere. (50 contact hours) The estimated workload for a trainee will require about 120 hours of individual work. This includes: reading, homework, learning journals, preparation of micro-peer teaching, etc. FORMAT: Word format 5 pages max. Typography: Arial 10 Cover (Name, e-mail, topic, etc.) Upload the file in a cloud application (dropbox, slideshare, scribd, Google Drive, Skydrive, etc.) and send the URL to course platform in appropriate forum. Please check your URL in other web browser before sending it.

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Claudia Schuhbeck

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