HANDBOOK TOPIC : SIMPLE PRESENT UNIT 2 LEVEL : ENGLISH I
LANGUAGE AWARENESS DESCRIPTION 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 Act. 1
Act. 2
Act. 3
Act. 4 Act. 5
Act. 5
Act. 6
Let´s sing (numbers song) to go in a daily activity 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) Read a dialogue between two people where they are going to read , act out and understand the unknown words 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. Explain to ss the rule for 3rd person in verbs. Practice with some verbs . Copy the list of verbs and change in to 3rd person . e.g. go-goes 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. The students will write examples from simple present in notebook
PLANNING AND EVALUATION DESCRIPTION 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
Do I plan my lessons
of
my
lesson?
including different evaluation techniques?
Do I use various Do I do needs the CEFR?
ways analysis
of
conducing
and
assess
a my
Do I inform my students on language them on the appropriate options for Do I help my
students
to
plan
course
further
evaluation?
student‟s
examinations them? learning
to
language
available
suit
their
competence
to
them
needs?
LESSON PLAN Evaluation Lesson Plan Topic: Simple Present 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.
Materials Flashcards Memory game Computer Projector Exams
Type of evaluation -Personal And Group -Formative -Summative -Quantitative -Qualitative
according
and
advise
to
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 2. Nice to meet _____! a. now b. he c. you 3. What___ your e-mail address? a. „s b. are c. am
d. was d. too
d. you
4. My telephone ________ is 555 667 890 a. 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
d. Good night
3. Bye. See you tomorrow. a. Nice to meet you.
b. You‟re welcome c. Good morning
c. Good morning
4. Good-bye. Have a nice day. a. Thanks. You too b. You‟re welcome c. Good morning
d. Ok. See you later
d. Good night
Task 2: LANGUAGE AND CULTURE Verb be.
Sensitzing students to different cultural standards
Theme: DIFFERENT COUNTRIES/DIFFERENT CULTURES
Table of Contents: Page 1. Description of class and course 2 2. Aims of the lesson 2 3. Personal aims 2 4. Procedure 2 5. Conclusions 4 6. Self evaluation 4 7. Lesson plan 5 8. Attachments 8
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. (www.iSLCollective.com) 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 of Learning Engage Students: Introduc1on to theme: “different countries/ different cultures“. (Reflecting on own culture)
Activities
Social Form
Media/ materials
--‐Before lesson begins, T. writes theme different countries/different cultures on board. - S. divided into Groups of 3 with country/nationalities cards. -Each group gets paper Group make papers with things associated to other cultures
Group plenary
PPT presentation T. asks S. “have you been to any of these countries?
plenary
Projector computer
Verb to be grammatical structure
--‐T. shows OH T/S read OH together
plenary
OH (p. 6)
Grammar practice. Verb be affirmative form
s. Ask each other questions about themselves and the country they represent s. circulate to find
Plenary partner
Notebooks workbook
Pre--‐teach grammar: (comparing cultures)
Board Paper Set of cards with countries/nationalities
Aim of activity
Time (mins)
--‐engage students in topic. --‐ introduce theme. --‐S. reflect On culture in own country.
15 min
Use verb to be to make introductions and getting acquainted --‐T. explains Grammar structure --‐S. revise Structure and ask ques1ons If required. --‐S.
15 min.
--‐S. talk About personal experiences. --‐S. reflect on And evaluate
20 min
15 min
information.
Their behavior And response To cultural situa1ons and encounters.
Grammar practice. Verb be affirmative form
s. practice grammar in a worksheet. s. practice grammar p. 6-7
group
Conclusion: (Reflect on cultural differences and similarities
--‐In groups S. discuss if there are situations that they find particularly interesting and how they are different from their own practices.
Group plenary
worksheets
--‐S. Practice verb to be affirmative --‐S. talk About personal Experiences using given structure --‐encourage Awareness and evalua1on of own culture and other cultures.
10 min
--‐S. develop Empathy with Other cultures. --‐develop Critical cultural awareness, evaluating own and other cultures.
15 min
8. ATTACHMENTS
COUNTRY Portugal Spain England France Germany Italy
NATIONALITY Portuguese Spanish English French German Italian
COUNTRY Austria Greece The USA Japan Brazil China
Hello there! We are from England. So we are English!
What about you? Where are you from? ………………………………………….
NATIONALITY Austrian Greek American Japanese Brazilian Chinese
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. …………………………
HANDBOOK TOPIC : COMPARATIVE AND SUPERLATIVE ADJECTIVES LEVEL : ENGLISH II
DESCRIPTION OF THE AREA LANGUAGE LEARNING PROCESS
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 adjectives. -To incorporate the 4 skills.
PROCEDURE
WARM - UP PRESENTATION OF COMPARATIVE ADJECTIVES
PRACTICE OF COMPARATIVE ADJECTIVES PRODUCTION OF COMPARATIVE ADJECTIVES IN CONTEXT
superlative
PRESENTATION OF SUPERLATIVE ADJECTIVES
PRACTICE OF SUPERLATIVE ADJECTIVES PRODUCTION OF SUPERLATIVE ADJECTIVES IN CONTEXT
CLOSING
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 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 Act. 1
Act. 2
Act. 3
Closing
The teacher shows students some images and elicits adjectives from them. (5min) The teacher asks some students to pass infront and asks the rest of the class some questions about their physical appearance. Eg. 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) The teacher explains the rules of the formation of comparative adjectives. (15min) The teacher pastes some posters of different famous people on the board and asks ss to make comparisons among them.(15min) 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 For further practice students can consult the following link. http://www.englishexercises.org/makeagame/viewgame.asp?id=3565
HANDBOOK TOPIC : SHOULD/SHOULDN’T AND VOCABULARY RELATED TO AILMENTS LEVEL : ENGLISH II
WRITEN BY: LIC. RAÚL ALEJANDRO MARTÍNEZ ARTEAGA
DESCRIPTION OF THE AREA LANGUAGE TEACHING:
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 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 PRESENTATION OF VOCABULARY RELATED TO AILMENTS PRACTICE OF VOCABULARY RELATED TO AILMENTS
PRODUCTION OF VOCABULARY
PRESENTATION OF SHOULD AND SHOULDN’T PRACTICE OF SHOULD AND SHOULDN’T PRODUCTION OF SHOULD AND SHOULDN’T
CLOSING
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.
LESSON PLAN (1 hour class) Warm-up
Act. 1
Act. 2
Act. 3
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) 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) 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) 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) The teacher will review the class by miming his/herself some of the ailments and students will have to say an advice. Eg. TWhat‟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)
Closing
ATTACHMENT:
health
salud
illness disease
enfermedad (en general) enfermedad (específica)
asthma
asma
chickenpox
varicela
smallpox
viruela
heart attack
infarto
heart disease hepatitis
cardiopatía hepatitis
ulcer
úlcera
flu
gripe
mumps
paperas
wound injury
herida (por un arma) herida
blood
sangre
hospital
hospital
doctor
médico
family doctor
médico de cabecera
nurse
enfermera
injection
inyección
medicine
medicina
pill prescription
pastilla, píldora receta médica
vaccine
vacuna
painful
doloroso
painless
indoloro
bandage band aid
venda tirita, curita
crutch
muleta
plaster
yeso
wheelchair
silla de ruedas
to feel good
sentirse bien
to catch a cold to have a cold
atrapar un resfrío 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 to faint
estar mareado desmayarse
to pass out
desmayarse
to be tired
estar cansado
to be exhausted
estar agotado
to have backache to have earache
tener dolor de espalda tener dolor de oídos
to have a headache
tener dolor de cabeza
to have a sore throat
tener dolor de garganta
to have a stomach-ache
tener dolor de estómago
to have toothache
tener dolor de dientes
to have a temperature to have a cough
tener fiebre tener tos
to have diarrhoea
tener diarrea
to have a rash
tener erupciones, sarpullido
to have spots
tener granitos
to have a black eye
tener un ojo morado
to get a bruise
magullarse
to get burnt
quemarse
to lose one's appetite
perder el apetito
to lose one's voice
quedarse afónico
to break one's arm to sprain one's ankle
quebrarse el brazo tener un esguince en el tobillo
to twist one's ankle
torcerse el tobillo
to be constipated
estar estreñido
to have constipation
tener estreñimiento
to be allergic to to suffer from
ser alérgico a sufrir de
to vomit
vomitar
to throw up
vomitar
to hurt
doler
to swell
hincharse
to take an aspirin to take a medicine
tomar una aspirina tomar un medicamento
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. 1. You
---
be so selfish.
2. I don't think you 3. You
---
---
smoke so much.
exercise more. ---
4. I think you
try to speak to her.
5. You are overweight. You 6. Where 7. You
10.
---
go on a diet.
we park our car?
---
8. The kids 9.
---
---
never speak to your mother like this. ---
spend so much time in front of the TV.
I tell her the truth or should I say nothing? 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. 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.
common ailments
problem / symptom part(s) of body
cause(s)
remedy / treatment
sprain cut break sore -ache infection arteries heart runny rash diarrhoea obesity nausea stiff indigestion
1. Listen to that music! Our neighbors 2. If your tooth is still hurting you tomorrow, you
play music that loud at this hour. 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 language. You will enjoy things a lot more.
try and learn something of the
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 8. Lizzie year.
ask Bryan to help her with her studies. He did the same course last
9. Pregnant women 10. We
eat more, I think!
smoke as it can damage the baby.
leave too late tomorrow if we want to reach the beach before lunch.
HANDBOOK TOPIC : COMPARATIVE AND SUPERLATIVE ADJECTIVES LEVEL : ENGLISH II
DESCRIPTION OF THE AREA LANGUAGE LEARNING PROCESS 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 adjectives.
superlative
-To incorporate the 4 skills.
PROCEDURE
WARM - UP PRESENTATION OF COMPARATIVE ADJECTIVES
PRACTICE OF COMPARATIVE ADJECTIVES PRODUCTION OF COMPARATIVE ADJECTIVES IN CONTEXT PRESENTATION OF SUPERLATIVE ADJECTIVES
PRACTICE OF SUPERLATIVE ADJECTIVES PRODUCTION OF SUPERLATIVE ADJECTIVES IN CONTEXT
CLOSING
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 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 Act. 1
Act. 2
Act. 3
Closing
The teacher shows students some images and elicits adjectives from them. (5min) The teacher asks some students to pass infront and asks the rest of the class some questions about their physical appearance. Eg. 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) The teacher explains the rules of the formation of comparative adjectives. (15min) The teacher pastes some posters of different famous people on the board and asks ss to make comparisons among them.(15min) 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 tall old long
Comparative Superlative Form Form taller tallest older oldest 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. One-Syllable Comparative Adjective with Form Final -e large larger wise wiser
Superlative Form largest wisest
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 Comparative Superlative Ending with a Form Form Single Consonant with a Single Vowel before It 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 peaceful pleasant careful thoughtful
Comparative Superlative Form Form more peaceful most peaceful more pleasant most pleasant more careful most careful 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
Two-Syllable Adjective Ending with -y happy angry busy
Comparative Form
Superlative Form
happier happiest angrier angriest 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 Comparative Superlative Ending with -er, Form Form -le, or -ow 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 generous important intelligent
Comparative Form
Superlative Form
more generous most generous more important most important 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 good bad far little many
Comparative Superlative Form Form better best worse worst farther farthest less least 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 clever clever gentle gentle friendly friendly quiet quiet simple simple
Comparative Superlative Form Form cleverer cleverest more clever most clever gentler gentlest more gentle most gentle friendlier friendliest more friendly most friendly quieter quietest more quiet most quiet simpler simplest 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
bitterest
amargo, 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
busiest
ocupado, 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
creepiest
espeluznante, repugnante
crispy
crispier
crispiest
crujiente
cruel
crueler
cruelest
cruel
crunchy
crunchier
crunchiest
crujiente
curly
curly
curliest
rizado, 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
faintest
leve, tenue, vago, ligero
fair
fairer
fairest
claro, 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
filthiest
aaqueroso, 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
freshest
fresco, nuevo, original
friendly
friendlier
friendliest
agradable, amable, amistoso
full
fuller
fullest
lleno, completo
funny
funnier
funniest
gracioso, curioso, raro
gentle
gentler
gentlest
tierno, afectuoso, suave
gloomy
gloomier
gloomiest
oscuro, abatido, decaído
good
better
best
bueno
grand
grander
grandest
grandioso, ambicioso, impotente
grave
graver
gravest
grave
greasy
greasier
greasiest
grasiento
great
greater
greatest
grande, genial
greedy
greedier
greediest
goloso, codicioso, ávido
gross
grosser
grossest
asqueroso, grosero, craso
guilty
guilter
guiltiest
culpable
hairy
hairier
hairiest
velludo, peludo
handy
handier
handiest
práctivo, útil, habilidoso, mañoso
happy
happier
happiest
feliz, contento, alegre
hard
harder
hardest
duro, difícil
harsh
harsher
harshest
áspero, duro
healthy
healthier
healthiest
sano, saludable
heavy
heavier
heaviest
pesado, grueso, fuerte, duro
high
higher
highest
alto, elevado, agudo
hip
hipper
hippest
moderno
hot
hotter
hottest
caliente, caluroso, picante
humble
humbler
humblest
humilde
hungry
hungrier
hungriest
hambriento
icy
icier
iciest
helado, frío
itchy
itchier
itchiest
pica
juicy
juicier
juiciest
jugoso, zumoso, suculento
kind
kinder
kindest
amable, benévolo, cariñoso
large
larger
largest
grande
late
later
latest
tarde, 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
loveliest
precioso, bello, lindo
low
lower
lowest
bajo
mad
madder
maddest
enfadado, enojado, loco
mean
meaner
meanest
malo, mezquino, tacaño
messy
messier
messiest
sucio, desordenado, desastroso
mild
milder
mildest
afable, suave, leve
moist
moister
moistest
húmedo
narrow
narrower
narrowest
estrecho, escaso
nasty
nastier
nastiest
asqueroso, desagradable
naughty
naughtier
naughtiest
malo, travieso, picante
near
nearer
nearest
cercano, próximo
neat
neater
neatest
ordenado, aseado, pulcro
needy
needier
neediest
necesitado
new
newer
newest
nuevo, fresco, reciente, moderno
nice
nicer
nicest
simpatico, agradable, bueno
noisy
noisier
noisiest
ruidoso, clamaroso
odd
odder
oddest
raro, extraño
oily
oilier
oiliest
grasiento, aceitoso
old
older/elder
oldest/eldest
viejo, anciano, antiguo
plain
plainer
plainest
claro, sencillo
polite
politer
politest
educado, cortés
poor
poorer
poorest
pobre
pretty
prettier
prettiest
bonito, lindo, hermoso
proud
prouder
proudest
orgulloso, soberbio, digno
pure
purer
purest
puro
quick
quicker
quickest
rápido
quiet
quieter
quietest
tranquillo, silencioso
rare
rarer
rarest
raro
raw
rawer
rawest
crudo, agrietado
rich
richer
richest
rico, abundante
ripe
riper
ripest
maduro, curado
risky
riskier
riskiest
arriesgado, peligroso
roomy
roomier
roomiest
espacioso
rough
rougher
roughest
áspero, tosco, bruto, ronco
rude
ruder
rudest
maleducado, grosero, tosco
rusty
rustier
rustiest
oxidado
sad
sadder
saddest
triste, lamentable, penoso
safe
safer
safest
seguro
salty
saltier
saltiest
salado
sane
saner
sanest
cuerdo, sensato
scary
scarier
scariest
espantoso, asustadizo
shallow
shallower
shallowest
superficial, poco profundo
sharp
sharper
sharpest
afilado, cerrado, agudo
shiny
shinier
shiniest
brillante, reluciente
short
shorter
shortest
corto, bajo, chaparro
shy
shyer
shyest
tímido
silly
sillier
silliest
tonto
simple
simpler
simplest
sencillo, simple, facíl
sincere
sincerer
sincerest
sincero, genuino
skinny
skinnier
skinniest
flaco
sleepy
sleepier
sleepiest
adormilado, soñoliento
slim
slimmer
slimmest
delgado, fino
slimy
slimier
slimiest
viscoso, pegajoso, empalagoso
slow
slower
slowest
lento
small
smaller
smallest
pequeño
smart
smarter
smartest
listo, inteligente, agudo
smelly
smellier
smelliest
apestoso
smoky
smokier
smokiest
humeante, ahumado
smooth
smoother
smoothest
liso, 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
spiciest
picante, especiado, sazonado
steep
steeper
steepest
empinado, pronunciado
stingy
stingier
stingiest
tacaño, rácano, raquítico
strange
stranger
strangest
raro, extraño, desconocido
strict
stricter
strictest
estricto, rígido
strong
stronger
strongest
fuerte, sólido, intenso, marcado
sunny
sunnier
sunniest
soleado, radiante
sweaty
sweatier
sweatiest
sudoroso
sweet
sweeter
sweetest
dulce
tall
taller
tallest
alto
tan
tanner
tannest
bronceado, moreno
tasty
tastier
tastiest
rico, sabroso, apetitoso
thick
thicker
thickest
grueso, denso, espeso, poblado
thin
thinner
thinnest
delgado, fino
thirsty
thirstier
thirstiest
sediento
tiny
tinier
tiniest
diminuto, minúsculo
tough
tougher
toughest
fuerte, resistente, duro, difícil
true
truer
truest
cierto, verdadero, leal, fiel
ugly
uglier
ugliest
feo
warm
warmer
warmest
caliente, templado, cálido
weak
weaker
weakest
débil, flojo
wealthy
wealthier
wealthiest
rico, pudiente
weird
weirder
weirdest
raro, extraño
wet
wetter
wettest
mojado, húmedo, lluvioso
wide
wider
widest
ancho, amplio, extenso
wild
wilder
wildest
salvaje, silvestre, descontrolado
windy
windier
windiest
ventoso
wise
wiser
wisest
sabio, sensato, prudente
worldly
worldlier
worldliest
mundano, terreno
worthy
worthier
worthiest
virtuoso, digno
young
younger
younges
joven
1. Paul is 2. Your ring is
(tall) than Jack . (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 6. He is 7. My sister is 8. She is the
(fat) of his family . (+ rich) than his brother. (- intelligent) than you. (beautiful) girl in her class.
1. My brother is 2. Nancy is 3. Your father is
(tall) than me. (intelligent) girl in the classroom. (old) than you.
4. This dress is
(expensive) than those shoes.
5. Is Italian food
(good) than American food?
6. My dog is 7. Your cat is 8. Mary is
(big) than your cat. (small) than my dog. (young) of all the students in the classroom,
9. Marrackech is
(hot) city in Morocco.
10. A diamond is
(solid) than wood.
Task 6:
SELF-ASSESSMENT AND DEVELOPMENT
Topic: Daily life (Simple present). Level : INGLES I
Table of Contents:
-
Description of the area
-
Description of class and course
-
Theme and motivation
-
Aims of the project
-
Planning
-
Procedure
-
Conclusions
-
Evaluation of the project and self-evaluation
-
Lesson plans and attachments
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 aims I. 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 performance
V.
To share ideas with colleagues to promote best practice
VI.
The student will be able to interchange personal information about himself and other person talking about daily activities.
6.- Procedure
Icebreaker LOOK SOME PICTURES AND LEARN VOCABULARY
LISTENING COMPRENHENSION EXPLAIN THE
FREQUENCY ADVERBS AND PREPOSITIONS OF TIME
PRACTICE
ACTIVITY PRODUCTION WITH ALL THE RESOURCES IN THE FOUR SKILLS
5.- Conclusions I 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.
Act. 1
Act. 2
Act. 3
Act. 4
Act. 5
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 class Explain the frequency adverbs and prepositions of time 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) Students walk around the classroom and ask each person to tell them two interesting things or unusual things they do each week The students have to ask and
Act. 5
Act. 6
answer questions about their activities with all their classmates. 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 The students will write examples from some interesting or unusual activities to help them stimulate and increase their vocabulary.
