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TRANSCRIPT
HANDBOOK
TOPIC: SIMPLE PRESENT UNIT 2 LEVEL : ENGLISH I
Content1.LANGUAGE AWARENESS........................................................................................................2
2.LANGUAGE AND CULTURE.....................................................................................................5
3.LANGUAGE LEARNING PROCESSES......................................................................................11
4.LANGUAGE TEACHING.........................................................................................................31
5.PLANNING AND EVALUATION..............................................................................................39
6.- SELF--‐ASSESSMENT AND DEVELOPMENT.........................................................................44
1.LANGUAGE AWARENESSDESCRIPTION OF THE AREA
Language Awareness can be defined as explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use.
Can we become better language users or learners or teachers if we e.g. in our relations with other people and/or cultures, and in our ability to see through language that manipulates or discriminates? Language Awareness interests also include learning more about what sorts of ideas about language people normally operate with, and what effects these have on how they conduct their everyday affairs: e.g. their professional dealings.
DESCRIPTION OF THE CLASS AND COURSE
In this course student have to communicate feelings , arguments , thinking , knowledge , ideas , reflexions ,opinions in all public areas like personal, educational and occupational , resourcing and respectively in English Language , the student has to be autonomous , the student has to understand how to use daily expressions , greetings and interchange personal information about daily routine and habits.
TOPIC
SIMPLE PRESENT
Spelling rules for 3rd person
Jobs and daily routine
What does your father do? (dialogue , comprehension reading
Grammar simple present (affirmative , negative and interrogative)
How often do you….? (speaking activity)
AIMS OF THE LESSON
Make autonomous students
Know the simple present form (affirmative , negative and interrogative)
The student will be able to interchange personal information about himself and other person talking about daily routine and habits.
The student will be able to write a description from himself and other person about daily routine and free-time activities.
PERSONAL AIMS
My purpose for this unit is make autonomous students where they can read , speak , write and understand the use and form for the simple present. They can resource whichever situation where they have to use simple present with a comprehension in all the forms.
PROCEDURE
WARM - UP
LEARN AND PRACTICE VOCABULARY
LISTENING COMPRENHENSION
PRESENT THE GRAMMAR STRUCTURES
RULES
LEARNING SPOKEN AND WRITING LANGUAGE
PRODUCTION WITH ALL THE RESOURCES IN THE FOUR SKILLS
CONCLUSION
On this unit it´s important that students get the information and show that they use this structure correctly .I believe that us a teachers have to teach to students how to use the language , let’s remember that us are motivators as well so we need to use all the tools as we can.
SELF-EVALUATION
When students answer something we can notice if the form that we were using was correct , just look their faces ,if they don’t have all the correct information the look like a warriors in a hard road but in the other side if they learn and understand everything they look like a fish in to water.LESSON PLAN
e.g. 2 hours class
Warm-up Let´s sing (numbers song) to go in a daily activity
Act. 1 The teacher will show a clock with some daily routine activities.( The students will understand the telling time and they will practice the vocabulary (listen and repeat)
Act. 2 Read a dialogue between two people where they are going to read , act out and understand the unknown words
Act. 3 From the dialogue take the expressions which have simple present to introduce this tense, give to ss the structure grammar in affirmative , negative and interrogative.
Act. 4 Explain to ss the rule for 3rd person in verbs.
Act. 5 Practice with some verbs . Copy the list of verbs and change in to 3rd person .e.g. go-goes
Act. 5 The teacher is going to bring some envelopes with puzzle sentences where the students are going to join two sentences .The first team who win is going to write the sentences on the board.
Act. 6 The students will write examples from simple present in notebook
PRODUCTION WITH ALL THE RESOURCES IN THE FOUR SKILLS
2.LANGUAGE AND CULTURE
Sensitzing students to different cultural standards
Theme: DIFFERENT COUNTRIES/DIFFERENT CULTURES (using simple present and the verb be)
1. Description of class and course
This is the same group as for the Planning and Evaluation project. It is a A1
course. There are 18 students between the ages of 18 and 25, 10 female and
8 male. They meet for class 1 and a half hour every Friday from 7:00 pm to
8:30 pm.
This is a motivated group. Some of the students need the target language to
apply for good employments. The group meets on Friday evenings, and 5 of
them come from northern states.
The course book is Blockbuster US 1 student book and workbook
2. Aims of the lesson
- To learn and practice the verb to be.
- To talk about different states
- To ask and talk about personal experiences with people in different states.
- To consider cultural standards in different countries.
- To compare own cultural standards with cultural standards in other
countries.
3. Personal aims
- To provide an interesting lesson that students will enjoy.
- To explain the grammar structure of countable and non-countable nouns that
students can employ.
- To motivate students to become aware of different cultural standards.
4. Procedure
1. The teacher writes the phrase: different countries, different cultures.
2. The teacher posts in the wall around the classroom the names of the
continents
3. The teacher welcomes students and explains that the topic will be
“experiences with people of different countries”.
4. Give the students a flashcard with countries or nationalities
5. Ask the students to circulate and find the partner with the correspondent
country/nationality.
6. Ask the students to form groups and sit in the area where their
country/nationality belongs to. Each student will play the role of a native born
in the country they picked.
7. Students will open their books (p. 4). They will read the title aloud. Teacher
says “I’m (name) I’m from France. Where am I from? Point to students and
ask: Where are you from? Why are you studying English?
8. Students will make a list with things that they relate to those countries. It
may include: clothing, food, physical appearance, etc.
9. With a PPT presentation, the teacher will show the different countries,
including physical location, photos of people, traditional customs, etc.
10. Teacher will ask the students; “have you been to any of this countries?”
Elicit things like landscapes, people, etc. Students will point out the
differences between these countries and their own country. Make the students
use the verb be in sentences like: “they are tall (or short)” “they are tall”. The
teacher will correct smoothly.
11. Students will check the grammar (p. 6) and complete the questions and
the answers, using contractions. (p 6-7) (Positive form)
12. Working in pairs, students will practice asking each other questions and
write both the questions and the answers in their notebooks. The teacher will
check the work.
13. The teacher can use extra material for exercises like worksheets
downloaded from the internet.
14. Have the students move around and ask other students some personal
information, like nationality. It´s a good time to know and practice greetings
and introductions.
15. Have students to complete exercises 1 and 2 on page W1.
16. Finally in groups discuss what are the main differences they encounter
between their own culture and other cultures.
5. Conclusions
This unit motivates students to know each other better, and it also encourages
students to get to know someone else. This lesson also let the students think
about their culture manners and the verbal and non-verbal communication
signs that may be very different from ours. They will also understand the
importance of intercultural dialogue.
6. Self Evaluation
The objective for this lesson is to get the students culturally aware. The
material provided should appeal the interest of students and made them
aware of the importance of developing the necessary skills for intercultural
communication. However, it is important to keep in mind that for most
students this may be the first contact with a new language, so the teacher has
to have the ability to adapt to the student’s pace and yet keep the teaching
going.
7. Lesson Plan “Culture”T=teacher/S=students
Phases ofLearning Activities
Social Form
Media/ materials Aim ofactivity
Time (min
s)
Engage Students:Introduc1on to theme:
--‐Before lessonbegins, T. writes theme differentcountries/different cultures
Groupplenary
BoardPaperSet of cards with countries/nationali
--‐engage students in topic.--‐ introduce
15 min
“different countries/ different cultures“.(Reflecting on own culture)
on board. --- S. divided into Groups of 3 withcountry/nationalities cards.-Each group gets paperGroup make papers with things associated to other cultures
ties theme.--‐S. reflectOn culture in own country.
Pre--‐teach grammar: (comparing cultures)
PPT presentation T. asks S. “have you been to any of these countries?
plenary
Projectorcomputer
Use verb to be to make introductions and getting acquainted
15 min.
Verb to be grammatical structure
--‐T. shows OH T/S read OH together
plenary
OH (p. 6) --‐T. explainsGrammar structure--‐S. reviseStructure and ask ques1onsIf required.--‐S.
15 min
Grammar practice. Verb be affirmative form
s. Ask each other questions about themselves and the country they represents. circulate to find information.
Plenarypartner
Notebooksworkbook
--‐S. talkAbout personalexperiences.--‐S. reflect onAnd evaluate Their behaviorAnd responseTo cultural situa1ons
20 min
and encounters.
Grammar practice. Verb be affirmative form
S. practice grammar in a worksheet.s. practice grammar p. 6-7
group worksheets --‐S. Practice verb to be affirmative --‐S. talkAbout personalExperiences using givenstructure--‐encourageAwareness andevalua1on of own culture andOther cultures.
10 min
Conclusion:(Reflectonculturaldifferencesandsimilarities
--‐In groupsS. discuss if there are situations that they find particularly interesting and how they are different from their own practices.
Groupplenary
--‐S. developEmpathy withOther cultures.--‐developCritical culturalawareness, evaluating ownand other cultures.
15 min
8. ATTACHMENTS
COUNTRY NATIONALITY COUNTRY NATIONALITYPortugal Portuguese Austria Austrian
Spain Spanish Greece GreekEngland English The USA AmericanFrance French Japan Japanese
Germany German Brazil BrazilianItaly Italian China Chinese
Hello there! We are from England. So we are English!
What about you? Where are you from? ………………………………………….
What nationality are you? ………………………………………………………..
A. Follow the example and complete the sentences with the correct nationality. Don’t forget to include the verb!
1. I am from Spain. I am …………………………………………..........................
2. You are from France. You …………………………………………………….
3. He is from the USA. He ……………………………………………………….
4. She is from China. She ………………………………………………………...
5. It is from Italy. It ……………………………………………………………...6. We are from Brazil. We ………………………………………………………7. You are from Germany. You
…………………………………………………8. They are from Greece. They
…………………………………………………9. Leo is from Austria. …………………………………………………………10.Ann and Chun are from Japan.
………………………………………………
B. Now do the other way round and find out which country is missing! Don’t forget to include the verb!
1. I am Austrian. I am from ……………………………………………….......2. You are American. You ………………………………………………........3. He is Italian. He ……………………………………………………….........4. She is Chinese. She ………………………………………………………..5. It is French. It ……………………………………………………………..
6. We are Japanese. We …………………………………………………….. 7. You are English. You ……………………………………………………..8. They are Spanish. They …………………………………………………..9. Johanna is Greek. ………………………………………………………...
Lewis and Gwen are German. …………………………………………..
3. LANGUAGE LEARNING PROCESSESDESCRIPTION OF THE AREA
Second-language acquisition or second-language learning is the process by which people learn a second language. Second-language acquisition (often abbreviated to SLA) also refers to the scientific discipline devoted to studying that process. There are many different learning types and approaches to learning. To learn effectively it is important to tailor your study habits to your own needs and approach, this often means choosing techniques that work for you and evaluating them from time to time to determine if you need to try something new.
DESCRIPTION OF THE CLASS AND COURSE
This is an A2 course. There are 20 students between the ages of 18 and 25, 12 women and 8 men. They meet for class 1 hour three times a week (Mondays, Wednesdays and Fridays) from 5:00 to 6:00pm. This is a motivated group; most of the students need the English language to apply for good employments. 5 of the students are married and have children so this is a motivating factor for them too.
TOPICS
-Comparative Adjectives
-Superlative Adjectives
AIMS OF THE LESSON
-To present and practice the comparative form of adjectives.
-To present and practice the superlative form of adjectives.
-To identify the differences in use between comparative and superlative adjectives.
PERSONAL AIMS
-To develop activities for different learning styles.
-To make students use comparative adjectives in context.
-To make students use superlative adjectives in context.
-To encourage students to keep on practicing comparative and superlative adjectives.
-To incorporate the 4 skills.
PROCEDURE
CONCLUSION
Throughout the development of this lesson, students acquired knowledge of the use of comparative and superlative adjectives by performing different activities. The whole group was certainly motivated to learn because all the material and activities applied on this lesson were focused on different
WARM - UP
PRESENTATION OF COMPARATIVE ADJECTIVES
PRACTICE OF COMPARATIVE ADJECTIVES
PRODUCTION OF COMPARATIVE ADJECTIVES IN
PRESENTATION OF SUPERLATIVE ADJECTIVES
PRACTICE OF SUPERLATIVE ADJECTIVES
PRODUCTION OF SUPERLATIVE ADJECTIVES IN CONTEXT
CLOSING
learning styles. So we as teachers must always have in mind that all our students learn and processing information in different ways, If we are always aware of that when planning, we will have better learning results indeed.
SELF-EVALUATION
I think it was a successful lesson because the main objectives were achieved. Students were able to perform different activities and they were able to use comparative and superlative adjectives in context. What I liked the most was the opportunity I had to manage material for the different learning styles.
LESSON PLAN
e.g. 1 hour class
Warm-up The teacher shows students some images and elicits adjectives from them. (5min)
Act. 1 The teacher asks some students to pass in front and asks the rest of the class some questions about their physical appearance. Egg. Who is taller Pepe or Mario?Then she encourages ss to use the following structure. Eg. Pepe is taller than Mario. The teacher keeps doing the same with different classmates.(15min)
Act. 2 The teacher explains the rules of the formation of comparative adjectives. (15min)
Act. 3 The teacher pastes some posters of different famous people on the board and asks ss to make comparisons among them.(15min)
Closing The teacher throws a ball or balloon to someone in the class by the time she says an adjective. The student who catches the ball will have to say a comparative statement that fits for 2 of her/his classmates. Then the student will have to throw the ball again and the classmate who catches it will do the same.(10min)
ATTACHMENT
Forming Comparative and Superlative Adjectives
One-syllable adjectives.
Form the comparative and superlative forms of a one-syllable adjective by adding –er for the comparative form and –est for the superlative.
One-Syllable Adjective
Comparative Form Superlative Form
tall taller tallest
old older oldest
long longer longest
Mary is taller than Max.
Mary is the tallest of all the students.
Max is older than John.
Of the three students, Max is the oldest.
My hair is longer than your hair.
Max's story is the longest story I've ever heard.
If the one-syllable adjective ends with an e, just add –r for the comparative form and –st for the superlative form.
Mary's car is larger than Max's car.
Mary's house is the tallest of all the houses on the block.
Max is wiser than his brother.
Max is the wisest person I know.
If the one-syllable adjective ends with a single consonant with a vowel before it, double the consonant and add –er for the comparative form; and double the consonant and add –est for the superlative form.
One-Syllable Adjective with Final -e
Comparative Form Superlative Form
large larger largest
wise wiser wisest
One-Syllable Adjective Ending with a Single Consonant with a Single Vowel before It
Comparative Form Superlative Form
big bigger biggest
thin thinner thinnest
fat fatter fattest
My dog is bigger than your dog.
My dog is the biggest of all the dogs in the neighborhood.
Max is thinner than John.
Of all the students in the class, Max is the thinnest.
My mother is fatter than your mother.
Mary is the fattest person I've ever seen.
Two-syllable adjectives.
With most two-syllable adjectives, you form the comparative with more and the superlative with most.
Two-Syllable Adjective
Comparative Form Superlative Form
peaceful more peaceful most peaceful
pleasant more pleasant most pleasant
careful more careful most careful
thoughtful more thoughtful most thoughtful
This morning is more peaceful than yesterday morning.
Max's house in the mountains is the most peaceful in the world.
Max is more careful than Mike.
Of all the taxi drivers, Jack is the most careful.
Jill is more thoughtful than your sister.
Mary is the most thoughtful person I've ever met.
If the two-syllable adjectives ends with –y, change the y to i and add –er for the comparative form. For the superlative form change the y to i and add –est.
Two-Syllable Adjective Ending with -y
Comparative Form
Superlative Form
happy happier happiest
angry angrier angriest
busy busier busiest
John is happier today than he was yesterday.
John is the happiest boy in the world.
Max is angrier than Mary.
Of all of John's victims, Max is the angriest.
Mary is busier than Max.
Mary is the busiest person I've ever met.
Two-syllable adjectives ending in –er, -le, or –ow take –er and –est to form the comparative and superlative forms.
Two-Syllable Adjective Ending with -er, -le, or -ow
Comparative Form
Superlative Form
narrow narrower narrowest
gentle gentler gentlest
The roads in this town are narrower than the roads in the city.
This road is the narrowest of all the roads in California.
Big dogs are gentler than small dogs.
Of all the dogs in the world, English Mastiffs are the gentlest.
Adjectives with three or more syllables.
For adjectives with three syllables or more, you form the comparative with more and the superlative with most.
Adjective with Three or More Syllables
Comparative Form
Superlative Form
generous more generous most generous
important more important most important
intelligent more intelligent most intelligent
John is more generous than Jack.
John is the most generous of all the people I know.
Health is more important than money.
Of all the people I know, Max is the most important.
Women are more intelligent than men.
Mary is the most intelligent person I've ever met.
Exceptions.
Irregular adjectives.
Irregular Adjective
Comparative Form
Superlative Form
good better best
bad worse worst
far farther farthest
little less least
many more most
Italian food is better than American food.
My dog is the best dog in the world.
My mother's cooking is worse than your mother's cooking.
Of all the students in the class, Max is the worst.
Two-syllable adjectives that follow two rules. These adjectives can be used with -er and -est and with more and most.
Two-Syllable Adjective
Comparative Form
Superlative Form
clever cleverer cleverest
clever more clever most clever
gentle gentler gentlest
gentle more gentle most gentle
friendly friendlier friendliest
friendly more friendly most friendly
quiet quieter quietest
quiet more quiet most quiet
simple simpler simplest
simple more simple most simple
Big dogs are gentler than small dogs.
Of all the dogs in the world, English Mastiffs are the gentlest.
Big dogs are more gentle than small dogs.
Of all the dogs in the world, English Mastiffs are the most gentle.
Adjetivo Comparativo Superlativo Español
angry angrier angriest enfadado, enojado
bad worse worst malo
big bigger biggest grande
bitter bitterer bitterestamargo, resentido, agrio
black blacker blackest negro
bland blander blandest soso
bloody bloodier bloodiest sanguinolento
blue bluer bluest deprimido
bold bolder boldest audaz
bossy bossier bossiest mandón
brave braver bravest valiente
brief briefer briefest breve
bright brighter brightest brillante, luminoso
broad broader broadest ancho, amplio
busy busier busiestocupado, ajetreado
calm calmer calmest tranquilo
cheap cheap cheaper barato
chewy chewier chewiest correoso, gomoso
chubby chubbier chubbiest rechoncho
classy classier classiest elegante
clean cleaner cleanest limpio, sano
clear clear clearest claro, despejado
clever cleverer cleverest listo, ingenioso
close closer closest cerca
cloudy cloudier cloudiest nubiado
clumsy clumsier clumsiest torpe
coarse coarser coarsest áspero, grosero
cold colder coldest frío
cool cooler coolest fresco
crazy crazier craziest loco
creamy creamier creamiest cremoso
creepy creepier creepiestespeluznante, repugnante
crispy crispier crispiest crujiente
cruel crueler cruelest cruel
crunchy crunchier crunchiest crujiente
curly curly curliestrizado, crespo, quebrado
curvy curvier curviest curvo
cute cuter cutest mono
damp damper dampest húmedo
dark darker darkest oscuro, moreno
deadly deadlier deadliest mortal, mortífero
deep deeper deepest profundo
dense denser densest denso
dirty dirtier dirtiest sucio
dry drier driest seco
dull duller dullest aburrido, soso,
tonto, romo
dumb dumber dumbest estúpido
dusty dustier dustiest polvoriento
early earlier earliest pronto, temprano
easy easier easiest facíl
faint fainter faintestleve, tenue, vago, ligero
fair fairer fairestclaro, sereno, recto, justo
fancy fancier fanciest lujoso
far further/farther furthest/farthest lejos, distante
fast faster fastest rápido
fat fatter fattest gordo
few fewer fewest pocos
fierce fiercer fiercest fiero, encarnizado
filthy filthier filthiestaaqueroso, obsceno
fine finer finest fino
firm firmer firmest firme, estricto
fit fitter fittest apto, en forma
flaky flakier flakiest desconchado
flat flatter flattest llano, liso, plano
fresh fresher freshestfresco, nuevo, original
friendly friendlier friendliest agradable,
amable, amistoso
full fuller fullest lleno, completo
funny funnier funniestgracioso, curioso, raro
gentle gentler gentlesttierno, afectuoso, suave
gloomy gloomier gloomiestoscuro, abatido, decaído
good better best bueno
grand grander grandestgrandioso, ambicioso, impotente
grave graver gravest grave
greasy greasier greasiest grasiento
great greater greatest grande, genial
greedy greedier greediestgoloso, codicioso, ávido
gross grosser grossestasqueroso, grosero, craso
guilty guilter guiltiest culpable
hairy hairier hairiest velludo, peludo
handy handier handiestpráctivo, útil, habilidoso, mañoso
happy happier happiestfeliz, contento, alegre
hard harder hardest duro, difícil
harsh harsher harshest áspero, duro
healthy healthier healthiest sano, saludable
heavy heavier heaviestpesado, grueso, fuerte, duro
high higher highestalto, elevado, agudo
hip hipper hippest moderno
hot hotter hottestcaliente, caluroso, picante
humble humbler humblest humilde
hungry hungrier hungriest hambriento
icy icier iciest helado, frío
itchy itchier itchiest pica
juicy juicier juiciestjugoso, zumoso, suculento
kind kinder kindestamable, benévolo, cariñoso
large larger largest grande
late later latesttarde, restrasado, reciente
lazy lazier laziest perezoso
light lighter lightest ligero, claro
likely likelier likeliest probable
little littler littlest pequeño, poco
lively livelier liveliest animado, vivo
lonely lonlier lonliest solitario
long longer longest largo
loud louder loudest fuerte, alto
lovely lovelier loveliestprecioso, bello, lindo
low lower lowest bajo
mad madder maddestenfadado, enojado, loco
mean meaner meanestmalo, mezquino, tacaño
messy messier messiestsucio, desordenado, desastroso
mild milder mildest afable, suave, leve
moist moister moistest húmedo
narrow narrower narrowest estrecho, escaso
nasty nastier nastiestasqueroso, desagradable
naughty naughtier naughtiestmalo, travieso, picante
near nearer nearest cercano, próximo
neat neater neatestordenado, aseado, pulcro
needy needier neediest necesitado
new newer newestnuevo, fresco, reciente, moderno
nice nicer nicestsimpatico, agradable, bueno
noisy noisier noisiest ruidoso,
clamaroso
odd odder oddest raro, extraño
oily oilier oiliest grasiento, aceitoso
old older/elder oldest/eldestviejo, anciano, antiguo
plain plainer plainest claro, sencillo
polite politer politest educado, cortés
poor poorer poorest pobre
pretty prettier prettiestbonito, lindo, hermoso
proud prouder proudestorgulloso, soberbio, digno
pure purer purest puro
quick quicker quickest rápido
quiet quieter quietesttranquillo, silencioso
rare rarer rarest raro
raw rawer rawest crudo, agrietado
rich richer richest rico, abundante
ripe riper ripest maduro, curado
risky riskier riskiestarriesgado, peligroso
roomy roomier roomiest espacioso
rough rougher roughestáspero, tosco, bruto, ronco
rude ruder rudest maleducado,
grosero, tosco
rusty rustier rustiest oxidado
sad sadder saddesttriste, lamentable, penoso
safe safer safest seguro
salty saltier saltiest salado
sane saner sanest cuerdo, sensato
scary scarier scariestespantoso, asustadizo
shallow shallower shallowestsuperficial, poco profundo
sharp sharper sharpestafilado, cerrado, agudo
shiny shinier shiniest brillante, reluciente
short shorter shortestcorto, bajo, chaparro
shy shyer shyest tímido
silly sillier silliest tonto
simple simpler simplestsencillo, simple, facíl
sincere sincerer sincerest sincero, genuino
skinny skinnier skinniest flaco
sleepy sleepier sleepiestadormilado, soñoliento
slim slimmer slimmest delgado, fino
slimy slimier slimiest viscoso, pegajoso,
empalagoso
slow slower slowest lento
small smaller smallest pequeño
smart smarter smartestlisto, inteligente, agudo
smelly smellier smelliest apestoso
smoky smokier smokiesthumeante, ahumado
smooth smoother smoothestliso, suave, llano, fluido
soft softer softest blando, suave
soon sooner soonest pronto
sore sorer sorest dolorido
sorry sorrier sorriest lamentable
sour sourer sourest agrio, ácido
spicy spicier spiciestpicante, especiado, sazonado
steep steeper steepestempinado, pronunciado
stingy stingier stingiesttacaño, rácano, raquítico
strange stranger strangestraro, extraño, desconocido
strict stricter strictest estricto, rígido
strong stronger strongestfuerte, sólido, intenso, marcado
sunny sunnier sunniest soleado, radiante
sweaty sweatier sweatiest sudoroso
sweet sweeter sweetest dulce
tall taller tallest alto
tan tanner tannestbronceado, moreno
tasty tastier tastiestrico, sabroso, apetitoso
thick thicker thickestgrueso, denso, espeso, poblado
thin thinner thinnest delgado, fino
thirsty thirstier thirstiest sediento
tiny tinier tiniestdiminuto, minúsculo
tough tougher toughestfuerte, resistente, duro, difícil
true truer truestcierto, verdadero, leal, fiel
ugly uglier ugliest feo
warm warmer warmestcaliente, templado, cálido
weak weaker weakest débil, flojo
wealthy wealthier wealthiest rico, pudiente
weird weirder weirdest raro, extraño
wet wetter wettestmojado, húmedo, lluvioso
wide wider widest ancho, amplio,
extenso
wild wilder wildestsalvaje, silvestre, descontrolado
windy windier windiest ventoso
wise wiser wisestsabio, sensato, prudente
worldly worldlier worldliest mundano, terreno
worthy worthier worthiest virtuoso, digno
young younger younges joven
1. Paul is (tall) than Jack .
2. Your ring is (expensive) than mine .
3. It's the (difficult) exercise I've ever seen .
4. It's the (small) house I've ever seen .
5. Mark is the (fat) of his family .
6. He is (+ rich) than his brother.
7. My sister is (- intelligent) than you.
8. She is the (beautiful) girl in her class.
1. My brother is (tall) than me.
2. Nancy is (intelligent) girl in the classroom.
3. Your father is (old) than
taller Paul is * (tall) than
more expensive Your ring is * (ex
most diff icult It's the * (diff icult)
smallest It's the * (small) h
fattest Mark is the * (fat)
as rich as He is * (= rich) his
less intelligent My sister is * (- in
taller My brother is * (ta
the most intelligen Nancy is * (intellig
you.
4. This dress is (expensive) than those shoes.
5. Is Italian food (good) than American food?
6. My dog is (big) than your cat.
7. Your cat is (small) than my dog.
8. Mary is (young) of all the students in the classroom,
9. Marrackech is (hot) city in Morocco.
10. A diamond is (solid) than wood.
4.LANGUAGE TEACHINGDESCRIPTION OF THE AREA
Language teaching is the practice and theory of learning and teaching a language, it is also important to mention that Language Teaching process is the facilitation of learning, in which you can "teach" a foreign language successfully if, among other things, you know something about learns or fails to learn a second language. There are many methods and approaches for teaching a second language but the use of them depends on our students’ needs and objectives.
DESCRIPTION OF THE CLASS AND COURSE:
This is an A2 course. There are 20 students between the ages of 18 and 25. They meet for class 1 hour three times a week (Mondays, Wednesdays and Fridays) from 5:00 to 7:00pm. This is a motivated group; most of the students
older Your father is * (o
more expensive This dress is * (e
better Is Italian food * (g
bigger My dog is * (big) t
smaller Your cat is * (sma
the youngest Mary is * (young)
the hottest Marrackech is * (
more solid
need the English language to apply for good employments. 5 of the students are married and have children so this is a motivating factor for them too.
TOPICS:
-The verb should (for giving advice)
-Ailments
AIMS OF THE LESSON:
-To present and practice the verb “should” “shouldn’t to ask for and give advice.
-To present and practice vocabulary related to ailments.
-To recognize the correct use of should or shouldn’t according to the situation.
PERSONAL AIMS:
-To plan activities which can provide students the opportunity to apply what they learn in the classroom to real life experiences.
-To create a positive learning environment by the use of different methods and approaches.
-To enhance students participation through simulation and role-play.
- To integrate the four skills (listening, reading, writing and speaking) in the lesson.
-To make students learn and use the verb should (or shouldn’t) to ask for and give advice.
-To make students learn and use vocabulary related to ailments in context.
PROCEDURE:
WARM - UP
CONCLUSION:
By selecting and adapting different teaching methods and approaches it was easier to fulfill the lesson’s objectives. Through role-play and other activities students had the opportunity to practice should and shouldn’t and they were able to use vocabulary related to ailments in context. Due to this experience I consider it necessary to keep on track of new methods and teaching strategies in order to provide students with the necessary tools for a second language learning environment.
SELF-EVALUATION
It was a bit hard to choose the appropriate methods because I first had to check students’ background, however I was able to achieve my goals and I think the lesson finally was a big succeeds because I was aware of everything surrounding my class as for example, materials, instructions, error correction, etc.
PRESENTATION OF VOCABULARY RELATED TO AILMENTS PRACTICE OF
VOCABULARY RELATED TO AILMENTS PRODUCTION OF
VOCABULARY RELATED TO AILMENTS PRESENTATION
OF SHOULD AND SHOULDN’T
PRACTICE OF SHOULD AND
PRODUCTION OF SHOULD AND SHOULDN’T
CLOSING
LESSON PLAN (1 hour class)
Warm-up The teacher will share a personal experience with students by telling them what ailment she/he once had. Then she/he will advice students by using should or shouldn’t in case they suffer the same ailment than her/him. (5 min)
Act. 1 The teacher will present students some flashcards or images with different ailments and then she/he will mention an advice for them using should or shouldn’t. Eg. The girl in the picture has a toothache, she should go to the dentist. At the end, the teacher will show the flashcards again but this time, she/he will elicit the ailments and advices from students. (15min)
Act. 2 The teacher will ask some students to mime different ailments infront of the
class and the rest of it will have to guess what the ailment is, afterwards they will have to say the corresponding advice to that ailment using should or shouldn’t. (15min)
Act. 3 Students will be given papers with different situations they will have to role-play. Eg. STUDENT A: You have a problem with your health. Tell student B what’s wrong with you and ask him/her for advice.STUDENT B: Student A has a problem with his/her health. Listen to him/her and then tell him/her what he/she should or shouldn’t do. Once students have the activity ready, they will present it to their classmates and then the teacher is going to ask them questions about what happened in each situation encouraging them to use vocabulary related to ailments and should/shouldn’t.(20 min)
Closing The teacher will review the class by miming his/herself some of the ailments and students will have to say an advice. Eg. T- What’s wrong with me?( by the time she/he touches her/his head) SS- You have a headache. T- What shoud I do? SS- You should take a pain reliever. (5 min)
ATTACHMENT:
health salud
illness enfermedad (en general)
disease enfermedad (específica)
asthma asma
chickenpox varicela
smallpox viruela
heart attack infarto
heart disease cardiopatía
hepatitis hepatitis
ulcer úlcera
flu gripe
mumps paperas
wound herida (por un arma)
injury herida
blood sangre
hospital hospital
doctor médico
family doctor médico de cabecera
nurse enfermera
injection inyección
medicine medicina
pill pastilla, píldora
prescription receta médica
vaccine vacuna
painful doloroso
painless indoloro
bandage venda
band aid tirita, curita
crutch muleta
plaster yeso
wheelchair silla de ruedas
to feel good sentirse bien
to catch a cold atrapar un resfrío
to have a cold tener un resfrío
to sneeze estornudar
to cough toser
to blow one's nose sonarse la nariz
to feel sick tener náuseas
to feel dizzy estar mareado
to faint desmayarse
to pass out desmayarse
to be tired estar cansado
to be exhausted estar agotado
to have backache tener dolor de espalda
to have earache tener dolor de oídos
to have a headache tener dolor de cabeza
THE USE OF SHOULD AND SHOULDN’T
We use should and shouldn't to give advice or to talk about what we think is right or wrong.
You should means something like I think it is a good idea for you to do it.
You shouldn't means something like I think it is a bad idea for you to do it.
Should is used to express the opinion of a speaker and often follows I think or I don't think.
Examples
You look tired. I think you should take a few days off.
Alice works very long hours. She should to talk to her boss.
- I have an English test tomorrow.- I shouldn't worry if I were you. You have worked really hard.
- I never have enough money.- I don't think you should go out so much.
Should - Quick Grammar Note
To give advice to someone you can also say:
I should do it if I were you. I shouldn't be so rude, if I were you.
When you regret not doing something in the past, you can say:
I shouldn't have spoken to him like that. I should have apologized earlier
Chose should or shouldn't.
You be so selfish.
1. I don't think you smoke so much.
2. You exercise more.
3. I think you try to speak to her.
4. You are overweight. You go on a diet.
5. Where we park our car?
6. You never speak to your mother like this.
7. The kids spend so much time in front of the TV.
8. I tell her the truth or should I say nothing?
9. I think we reserve our holiday in advance.
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 and study!
5) Children eat lots of vegetables but they eat lots of sweets.
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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 watch so much TV. You walk 1 hour a day. You
drink fruit juice and water. You drink wine or beer
1. Listen to that music! Our neighbors play music that loud at this hour.
2. If your tooth is still hurting you tomorrow, you go to the dentist's.
3. Cathy keep ringing her ex-boyfriend. I think he is with another girl now.
4. Before going to Madrid for your holidays, you try and learn something of the language. You will enjoy things a lot more.
5. You always knock on the door before entering. This is a private office.
6. We bring something to Kate's party. I'll feel really embarrassed otherwise.
7. That model on the TV is too skinny. She eat more, I think!
8. Lizzie ask Bryan to help her with her studies. He did the same course last year.
9. Pregnant women smoke as it can damage the baby.
5.PLANNING AND EVALUATIONDESCRIPTION OF THE AREA
Planning an educational evaluation refers to a systematic and ongoing process which includes:
-Researching and collecting information, from different sources, about the learning process, the content, the methods, the context, the outcomes of an educational activity.
-The establishment of certain criteria (evaluation criteria)
-The discernment and judgment of the analyzed information (according to the set evaluation criteria and at the light of the educational objectives).
-Drawing conclusions and recommendations which allow the re-orientation and eventual improvement of the educational activity”
Educational evaluation can help to change things and to plan “different things”, but it can also help us to plan things better, in order to prevent negative consequences and to compensate for possible shortcomings.
DESCRIPTION OF THE CLASS AND COURSE
In this course student have to communicate feelings , arguments , thinking , knowledge , ideas , reflexions ,opinions in all public areas like personal, educational and occupational , resourcing and respectively in English Language , the student has to be autonomous , the student has to understand how to use daily expressions , greetings and interchange personal information about daily routine and habits.
TOPIC
SIMPLE PRESENT
Spelling rules for 3rd person
Jobs and daily routine
What does your father do? (dialogue , comprehension reading
Grammar simple present (affirmative , negative and interrogative)
How often do you….? (speaking activity)
AIMS OF THE LESSON
Make autonomous students
Know the simple present form (affirmative, negative and interrogative)
The student will be able to interchange personal information about himself and other person talking about daily routine and habits.
The student will be able to write a description from himself and other person about daily routine and free-time activities.
PERSONAL AIMS
The main aim in this area is to evaluate students, with different types of strategies, in all language skills using the CEFR as a reference to check how well they can read, speak, write and understand the use and form for the simple present; evaluate if they have achieved and acquired competences.
PROCEDURE
With the different evaluations methods this area evaluates the competencies: knowledge, skills, attitudes, abilities and values gained, developed or achieved during the educational activity.
1- In the warm –up activity previous knowledge and students needs can be evaluated by asking or let them express orally.
2- Vocabulary will be evaluated with a memory game.
3- To evaluate listening, a short quiz with video will be used.
4- In grammar structure, students have to create a presentation where they include and apply grammar to describe pictures and daily life activities.
5- To evaluate speaking they will present their projects in class where they have to explain it.
6- A final written exam will be used to evaluate grammar and writing skills.
7- Students answer a short test to evaluate their performance and participation in the course.
CONCLUSIONS
On this unit it´s important that students get the information and show that they use this structure correctly. We know that there are not golden rules” for the development of a perfect educational evaluation.
We have to be creative to choose the correct strategies to use formative and summative evaluations which can provide us real results about our students.
SELF EVAUATION
These questions can help to evaluate ourselves as teachers to realize if we are doing a good job at the planning and evaluation moment.
Do I define the aims of my lesson?
Do I plan my lessons including different evaluation techniques?
Do I use various ways of conducing a course evaluation?
Do I do needs analysis and assess my student’s language competence according to the CEFR?
Do I inform my students on language examinations available to them and advise them on the appropriate options for them?
Do I help my students to plan further learning to suit their needs?
LESSON PLAN
Evaluation Lesson PlanTopic: Simple Present
Activity Materials Type of evaluation
1- In the warm –up activity previous knowledge and students needs can be evaluated by asking or let them express orally.
2- Vocabulary will be evaluated with a memory game.
3- To evaluate listening, a short quiz with video will be used.
4- In grammar structure, students have to create a presentation where they include and apply grammar to describe pictures and daily life activities.
5- To evaluate speaking they will present their projects in class where they have to explain it.
FlashcardsMemory gameComputerProjectorExams
-PersonalAnd Group-Formative-Summative-Quantitative-Qualitative
6- A final written exam will be used to evaluate grammar and writing skills.
7- Students answer a short test to evaluate their performance and participation in the course.
ATTACHEMENTS
FINAL EXAM Name ________________________________________________Date __________Group ___________ Score ____________I. Select the correct answer to complete the sentences.
1. Hi! My name _____ John.a. is b. are c. am d. was
2. Nice to meet _____!a. now b. he c. you d. too
3. What___ your e-mail address?a. ‘s b. are c. am d. you
4. My telephone ________ is 555 667 890a. address b. name c. color d. number
5. ______ you Michael?a. Is b. Are c. Am d. ‘s
6. Yes, I ____.a. ‘m b. not c. too d. am
7. No, I’m _____.a. am b. are c. not d. is
8. A. What’s your _______ name? B. It’s Gonzalez. a. first b. last c. middle d. nickname
9. David Smith is single. a. Mrs. Smith b. Ms. Smith c. Miss Smith d. Mr. Smith
10. Liz Silva is married. a. Mrs. Silva b. Mr. Silva c. Miss Silva d. Sra. Silva
II. Chose the best response.
1. Good morning!a. Nice to meet you. b. You’re welcome c. Good morning
d. Good night 2. How are you?
a. Nice to meet you. b. I’m fine, thanks c. Good morningd. Good night
3. Bye. See you tomorrow.a. Nice to meet you. b. You’re welcome c. Good morning
d. Ok. See you later
4. Good-bye. Have a nice day.
6.- SELF--‐ASSESSMENT AND DEVELOPMENT.1.- Description of the area:
This area includes Development of observation skills, dealing with feedback, awareness of one's own strengths and weaknesses, awareness of possibilities for further professional development and the resources and sources of help.
2.- Description of class and course
In this course the students will be able to understand and use the simple present, frequency adverbs and prepositions of time to talk about activities. In this lesson students will talk about when things happen, they will learn to describe weekday and weekend routines, also the habitual actions .
3.- Topic: Daily life.
To motivate students, we need the students to realize that they can apply what they practice in class, in a real life situation. If We can make this, we can say that it is a successful lesson because the students will be more interested in their activities and also they will show interest in their classmates’ activities. Students will feel motivated when they share their interest with other students.
4.- Aims of the lesson
- Use prepositions of time correctly. - Talk about the frequency they do their activities
- Students describe weekdays and weekend routines. - Talk about interesting activities
5.- Personal aimsI. To promote learner autonomy.II. Know the simple present form. III. The students will be able to use prepositions of time correctly.IV. To receive feedback on my teaching performanceV. To share ideas with colleagues to promote best practiceVI. The student will be able to interchange personal information about himself and other person talking about daily activities.
6.- Procedure
1-Before lesson begins, ask students to look at a picture.- Ask what a routine is.- Share their ideas.
2-Explain that students will hear a conversation.Read the questions at the end of the conversation.Play the recording again and check the answers with the class3-Explain the frequency adverbs and prepositions of time
4-The teacher will show a pictures with some daily routine activities.( The students will understand the prepositions of time, frequency adverbs and they will practice the vocabulary (listen and repeat)5-Students walk around the classroom and ask each person to tell them two interesting things or unusual things they do each week6-The students have to ask and answer questions about their activities with all their classmates.7-when students finish asking and answering questions around the classroom, ask for the first volunteers out of several to share some interesting or unusual things they learned about their classmates
8-The students will write examples from some interesting or unusual activities to help them stimulate and increase their vocabulary.
5.- ConclusionsI think this lesson encouraged students to experiment with the language, to use the previous vocabulary and grammar they learned. I consider that this lesson was useful for them because it made them realize that there is a purpose, that they can use it in a real life situation. The objective in general of this course is that students realize that they can apply the language, the can use the activities practiced in the classroom to interact outside the class.
6.- Self Evaluation
I try to do this lesson attractive , using slide in a language classroom, giving students real life situations, encouraging and motivating the students to learn and use the language and I also incorporate listening task and activities which encourage and facilitate learner autonomy and interaction between the integrant of the class. These activities take into account learners’ learning styles and cultural expectations. I also shared ideas with colleagues to promote the improvement in our classrooms and students.
7.- Lesson plan.
Icebreaker Before lesson begins, ask students to look at a picture.- Ask what a routine is.- Share their ideas.
Icebreaker Before lesson begins, ask students to look at a picture.- Ask what a routine is.- Share their ideas.
Act. 1Explain that students will hear a conversation.Read the questions at the end of the conversation.Play the recording again and check the answers with the class
Act. 2 Explain the frequency adverbs and prepositions of time
Act. 3 The teacher will show a pictures with some daily routine activities.( The students will understand the prepositions of time, frequency adverbs and they will practice the vocabulary (listen and repeat)
Act. 4 Students walk around the classroom and ask each person to tell them two interesting things or unusual things they do each week
Act. 5 The students have to ask and answer questions about their activities with all their classmates.
Act. 5 when students finish asking and answering questions around the classroom, ask for the first volunteers out of several to share some interesting or unusual things they learned about their classmates
Act. 6 The students will write examples from
some interesting or unusual activities to help them stimulate and increase their vocabulary.
ATTACHEMENTS
PREPOSITIONS OF TIME
in
centuries years seasons months during parts of
the day
in 20th century in 2012 / in that year in summer in September in the morning / in the afternoon/
in the evening on dates
days special days
on 4th March on Saturday / on Monday morning on Christmas Eve
at
weekends nighr time great annual
festivals meals
at the weekend at night at 6 o’clock at Easter at dinner
A) Write at, in or on.
1. Classes start................. September.
2. My birthday is ................. 15 July.
3. They like meeting ................. lunchtime.
4. The film starts ................. 9 o’clock.
5. All the family meets ................. Christmas day.
6. I usually stay at home ................. the weekend.
7. They have Karate lessons ................. the evening.
8. The bank closes .................3:00 pm.
9. We are going skiing ................. Easter.
10. I don’t like getting up early ................. the morning.
11. We usually go to the pub ................. Saturday night.
12. Justin Bieber was born ................. 1994.
13. He doesn’t drive ................. night.
14. ................. winter we go to school by bus.
15. They don’t watch TV.................dinne
