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Professions. English Teaching I

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Mónica Rayón

on 4 April 2013

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Transcript of Professions. English Teaching I

Professions Introduction Cultural elements Contents and objectives First Session Activity 1:
Mime!! Second Session Activity 3: Micropolis Communication
Language Assessment Activity 2:
What do I need? learn professions developed by people they know
the importance of those professions
new vocabulary To create a more capable society in which everyone can develop the job they want Description of the activity Why have we chosen this activity? Description of the activity Why we have chosen this activity? Why we have chosen this activity? Description of the activity Assessment criteria Assessment methodology First session Second session LET'S PRACTICE! Fairies group A student performs a profession Students guess what profession it is. Previous knowledge Vocabulary Present simple tenses Interactive and communicative skills Self-expressive skills Learn English in a fun and interactive way THANKS FOR YOUR
ATTENTION!! Fairies
Group Ana Acosta Muñoz
Cristina Bascuñana Acero
Irene Bermejo Majuelos
Clara María Carmona Merino
Mónica Rayón Calderón
Alba Romero Gil Vocabulary Relations among professions and its related objects Content Vocabulary Structures Functions Language Support Professions and objects Postman Cook Police officer Firefighter Doctor Baker Farmer Painter Mechanic Waiter Teacher Driver Veterinarian Pilot Journalist Secretary Hairdresser Yes/No Questions Do
Have got
Can
Are Yes/No, I do/don't
Yes/No, I have/haven't
Yes/No, I can/can't
Yes/No, I am/am not Questions and answers
Agreements and disagreements
Complaints
Greetings
Make offers, requests or suggestions
Talk about likes, dislikes, preferences
Rephrase
Give advice and opinions
How to ask for things
How to express feelings
How to respond appropriately Contents Objectives Professions.
Specific vocabulary, tools and actions of certain professions.
Present simple questions.
Writing, meaning and image of certain vocabulary.
Performance of daily life situations.
Verbal and non-verbal communication.
Appreciation of English to communicate.
Interest in the work of the partners. To recognize the different professions.
To relate the specific actions and tools with their corresponding profession.
To ask present simple questions.
To use the specific vocabulary of each profession.
To apply the acquired knowledge to daily life situations.
To associate the writing, meaning and image of certain vocabulary.
To communicate by using both verbal and non-verbal techniques.
To appreciate the use of English as a communication tool.
To respect the work of the partners. Conversations of professions A worksheet with a picture of one profession and the name of some related tools. Children have to look for these objects in magazines and stick them in the gaps Baker's stand Doctor's stand Police Officer's stand Journalist's stand Farmer's stand >>Scaffolding >>Phrases and expressions >>English and gestures >>Clear pronunciation and intonation >>Caretaker speech: - Slow rate of speech
- Short and simple sentences
- Rephrasing and repeating Bring the city into our classroom
The class will be divided in 5 different stands joined by a path.
Five groups of five
The stands...
1. Baker's stand
2. Doctor's stand
3. Police officer's stand
4. Journalist's stand
5. Farmer's stand >>Visuals >>Affective Experience real life professions
Put in to practice the grammar and vocabulary learnt in class
Interact with their partners in a new and different context
Have fun and learn more! >>Feedback Recognize the different professions.
Associate the specific actions and tools with their corresponding profession.
Ask present simple questions.
Use the specific vocabulary of each profession.
Apply the acquired knowledge to daily life situations.
Associate the writing, meaning and image of certain vocabulary.
Communicate by using both verbal and non-verbal techniques.
Appreciate the use of English as a communication tool.
Respect the work of the partners. Our students should be able to: OBSERVATION Do they control the use of Present Simple? Do they use the language functions in the right way? For 2nd cycle
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