TRAINEE HANDBOOK

NAYERE PALOS SNCHEZ

TOPIC: SIMPLE PRESENT UNIT 2 LEVEL : ENGLISH I

Content
1.LANGUAGE AWARENESS .................................................................................... 2 2.LANGUAGE AND CULTURE ................................................................................. 5 3.LANGUAGE LEARNING PROCESSES ............................................................... 11 4.LANGUAGE TEACHING ...................................................................................... 30 5.PLANNING AND EVALUATION ........................................................................... 39 6.- SELF--ASSESSMENT AND DEVELOPMENT. ................................................. 43

1. 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 its 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 , lets 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 dont 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 Lets 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

Act. 2

Act. 3

Act. 4 Act. 5

Act. 5

Act. 6

2.LANGUAGE AND CULTURE

Sensitizing 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 Im (name) Im 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. Its 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 the main differences they encounter between their own culture and other cultures are.

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 students pace and yet keep the teaching going. 7. Lesson Plan Culture T=teacher/S=students

Phases of Learning Engage Students: Introduc1 on to theme:

Activities --Before lesson begins, T. writes theme different countries/differe nt cultures on

Social Form

Media/ materials

Aim of activity --engage students in topic. -- introduce

Time (min s) 15 min

Group plenar Board y Paper Set of cards with countries/nationali

different countries/ different cultures. (Reflectin g on own culture)

board. -- S. divided into Groups of 3 with country/nationali ties cards. -Each group gets paper Group make papers with things associated to other cultures PPT presentation T. asks S. have you been to any of these countries?

ties

theme. --S. reflect On culture in own country.

Pre-teach grammar: (comparin g cultures)

plenar Projector y computer

Verb to be grammati cal structure

--T. shows OH T/S read OH together

plenar OH (p. 6) y

Use verb to be to make introductio ns and getting acquainte d --T. explains Grammar structure --S. revise Structure and ask ques1ons If required. --S. --S. talk About personal experienc es. --S. reflect on And evaluate Their behavior And response To cultural situa1ons and

15 min.

15 min

Grammar practice. Verb be affirmativ e form

s. Ask each other questions about themselves and the country they represent s. circulate to find information.

Plena Notebooks ry workbook partne r

20 min

encounter s. Grammar practice. Verb be affirmativ e form s. practice grammar in a worksheet. s. practice grammar p. 6-7 group worksheets --S. Practice verb to be affirmative --S. talk About personal Experienc es using given structure -encourag e Awarenes s and evalua1on of own culture and other cultures. --S. develop Empathy with Other cultures. --develop Critical cultural awarenes s, evaluating own and other cultures. 10 min

Conclusio n: (Reflect on cultural difference s and similaritie s

--In groups S. discuss if there are situations that they find particularly interesting and how they are different from their own practices.

Group plenar y

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

NATIONALITY Austrian Greek American Japanese Brazilian 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. Dont 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! Dont 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 PROCESSES

DESCRIPTION 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 adjectives. -To incorporate the 4 skills. superlative

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 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

Act. 1

Act. 2

Act. 3

Closing

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 Form Superlative Form Taller Older Longer tallest oldest 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 Adjective with Final Comparative Form Superlative Form -e large wise Larger Wiser 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 Ending with a Single Consonant with a Single Vowel before It Big thin Fat

Comparative Form Superlative Form

Bigger thinner Fatter

biggest thinnest 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 Form Superlative Form more peaceful more pleasant more careful more thoughtful most peaceful most pleasant most careful 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 Comparative Adjective Ending Form with -y happy angry busy happier angrier busier

Superlative Form

happiest angriest 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 Comparative with -er, -le, or - Form ow narrow gentle narrower gentler

Superlative Form

narrowest 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 more generous more important more intelligent

Superlative Form

most generous most important 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 Form Better worse farther Less More Superlative Form best worst farthest least 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 Gente friendly friendly Quiet Quiet Simple Simple Comparative Form cleverer more clever gentler more gentle friendlier more friendly quieter more quiet simpler more simple Superlative Form cleverest most clever gentlest most gentle friendliest most friendly quietest most quiet simplest 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 Angry Bad

Comparativo angrier worse

Superlativo angriest worst

Espaol enfadado, enojado malo

Big Bitter Black Bland Bloody Blue Bold Bossy Brave Brief Bright Broad Busy Calm Cheap Chewy Chubby Classy Clean Clear Clever

bigger bitterer blacker blander bloodier bluer bolder bossier braver briefer brighter broader busier calmer cheap chewier chubbier classier cleaner clear cleverer

biggest bitterest blackest blandest bloodiest bluest boldest bossiest bravest briefest brightest broadest busiest calmest cheaper chewiest chubbiest classiest cleanest clearest cleverest

grande amargo, resentido, agrio negro soso sanguinolento deprimido audaz mandn valiente breve brillante, luminoso ancho, amplio ocupado, ajetreado tranquilo barato correoso, gomoso rechoncho elegante limpio, sano claro, despejado listo, ingenioso

Close Cloudy Clumsy Coarse Cold Cool Crazy Creamy Creepy Crispy Cruel Crunchy Curly Curvy Cute Damp Dark Deadly Deep Dense Dirty

closer cloudier clumsier coarser colder cooler crazier creamier creepier crispier crueler crunchier curly curvier cuter damper darker deadlier deeper denser dirtier

closest cloudiest clumsiest coarsest coldest coolest craziest creamiest creepiest crispiest cruelest crunchiest curliest curviest cutest dampest darkest deadliest deepest densest dirtiest

cerca nubiado torpe spero, grosero fro fresco loco cremoso espeluznante, repugnante crujiente cruel crujiente rizado, crespo, quebrado curvo mono hmedo oscuro, moreno mortal, mortfero profundo denso sucio

Dry Dull Dumb Dusty Early Easy Faint

drier duller dumber dustier earlier easier fainter

driest dullest dumbest dustiest earliest easiest faintest

seco aburrido, soso, tonto, romo estpido polvoriento pronto, temprano facl leve, tenue, vago, ligero claro, sereno, recto, justo lujoso lejos, distante rpido gordo pocos fiero, encarnizado aaqueroso, obsceno fino firme, estricto apto, en forma desconchado llano, liso, plano

Fair Fancy Far Fast Fat Few Fierce Filthy Fine Firm Fit Flaky Flat

fairer fancier further/farther faster fatter fewer fiercer filthier finer firmer fitter flakier flatter

fairest fanciest furthest/farthest fastest fattest fewest fiercest filthiest finest firmest fittest flakiest flattest

Fresh

fresher

freshest

fresco, nuevo, original agradable, amable, amistoso lleno, completo gracioso, curioso, raro tierno, afectuoso, suave oscuro, abatido, decado bueno grandioso, ambicioso, impotente grave grasiento grande, genial goloso, codicioso, vido asqueroso, grosero, craso culpable velludo, peludo prctivo, til, habilidoso, maoso

Friendly Full Funny

friendlier fuller funnier

friendliest fullest funniest

Gentle

gentler

gentlest

Gloomy Good

gloomier better

gloomiest best

Grand

grander

grandest

Grave Greasy Great Greedy

graver greasier greater greedier

gravest greasiest greatest greediest

Gross Guilty Hairy

grosser guilter hairier

grossest guiltiest hairiest

Handy

handier

handiest

Happy Hard Harsh healthy Heavy

happier harder harsher healthier heavier

happiest hardest harshest healthiest heaviest

feliz, contento, alegre duro, difcil spero, duro sano, saludable pesado, grueso, fuerte, duro alto, elevado, agudo moderno caliente, caluroso, picante humilde hambriento helado, fro pica jugoso, zumoso, suculento amable, benvolo, carioso grande tarde, restrasado, reciente perezoso ligero, claro

High Hip Hot humble Hungry Icy Itchy Juicy

higher hipper hotter humbler hungrier icier itchier juicier

highest hippest hottest humblest hungriest iciest itchiest juiciest

Kind Large Late Lazy Light

kinder larger later lazier lighter

kindest largest latest laziest lightest

Likely Little Lively Lonely Long Loud Lovely Low Mad

likelier littler livelier lonlier longer louder lovelier lower madder

likeliest littlest liveliest lonliest longest loudest loveliest lowest maddest

probable pequeo, poco animado, vivo solitario largo fuerte, alto precioso, bello, lindo bajo enfadado, enojado, loco malo, mezquino, tacao sucio, desordenado, desastroso afable, suave, leve hmedo estrecho, escaso asqueroso, desagradable malo, travieso, picante cercano, prximo ordenado,

Mean

meaner

meanest

Messy

messier

messiest

Mild Moist Narrow Nasty

milder moister narrower nastier

mildest moistest narrowest nastiest

naughty Near Neat

naughtier nearer neater

naughtiest nearest neatest

aseado, pulcro Needy New needier newer neediest newest necesitado nuevo, fresco, reciente, moderno simpatico, agradable, bueno ruidoso, clamaroso raro, extrao grasiento, aceitoso viejo, anciano, antiguo claro, sencillo educado, corts pobre bonito, lindo, hermoso orgulloso, soberbio, digno puro rpido tranquillo, silencioso raro crudo, agrietado

Nice

nicer

nicest

Noisy Odd Oily

noisier odder oilier

noisiest oddest oiliest

Old Plain Polite Por Pretty

older/elder plainer politer poorer prettier

oldest/eldest plainest politest poorest prettiest

Proud Pure Quick Quiet Rare Raw

prouder purer quicker quieter rarer rawer

proudest purest quickest quietest rarest rawest

Rich Ripe Risky Roomy Rough

richer riper riskier roomier rougher

richest ripest riskiest roomiest roughest

rico, abundante maduro, curado arriesgado, peligroso espacioso spero, tosco, bruto, ronco maleducado, grosero, tosco oxidado triste, lamentable, penoso seguro salado cuerdo, sensato espantoso, asustadizo superficial, poco profundo afilado, cerrado, agudo brillante, reluciente corto, bajo, chaparro tmido

Rude Rusty Sad Safe Salty Sane Scary

ruder rustier sadder safer saltier saner scarier

rudest rustiest saddest safest saltiest sanest scariest

shallow

shallower

shallowest

Sharp

sharper

sharpest

Shiny

shinier

shiniest

Short Shy

shorter shyer

shortest shyest

Silly Simple sincere Skinny Sleepy Slim Slimy Slow Small Smart Smelly Smoky

sillier simpler sincerer skinnier sleepier slimmer slimier slower smaller smarter smellier smokier

silliest simplest sincerest skinniest sleepiest slimmest slimiest slowest smallest smartest smelliest smokiest

tonto sencillo, simple, facl sincero, genuino flaco adormilado, sooliento delgado, fino viscoso, pegajoso, empalagoso lento pequeo listo, inteligente, agudo apestoso humeante, ahumado liso, suave, llano, fluido blando, suave pronto dolorido lamentable agrio, cido picante, especiado,

Smooth Soft Son Sore Sorry Sour Spicy

smoother softer sooner sorer sorrier sourer spicier

smoothest softest soonest sorest sorriest sourest spiciest

sazonado Steep steeper steepest empinado, pronunciado tacao, rcano, raqutico raro, extrao, desconocido estricto, rgido fuerte, slido, intenso, marcado soleado, radiante sudoroso dulce alto bronceado, moreno rico, sabroso, apetitoso grueso, denso, espeso, poblado delgado, fino sediento diminuto, minsculo fuerte, resistente, duro, difcil

Stingy

stingier

stingiest

strange Strict Strong Sunny Sweaty Sweet Tall Tan

stranger stricter stronger sunnier sweatier sweeter taller tanner

strangest strictest strongest sunniest sweatiest sweetest tallest tannest

Tasty

tastier

tastiest

Thick Thin Thirsty Tiny

thicker thinner thirstier tinier

thickest thinnest thirstiest tiniest

Tough

tougher

toughest

True Ugly Warm Weak wealthy Weird Wet

truer uglier warmer weaker wealthier weirder wetter

truest ugliest warmest weakest wealthiest weirdest wettest

cierto, verdadero, leal, fiel feo caliente, templado, clido dbil, flojo rico, pudiente raro, extrao mojado, hmedo, lluvioso ancho, amplio, extenso salvaje, silvestre, descontrolado ventoso sabio, sensato, prudente mundano, terreno virtuoso, digno joven

Wide

wider

widest

Wild Windy Wise Worldly Worthy Young

wilder windier wiser worldlier worthier younger

wildest windiest wisest worldliest worthiest younges

1. Paul is
taller

(tall) than Jack .

Paul is * (tall) than

2. Your ring is 3. It's the 4. It's the (difficult) (small) house

(expensive) than mine .

more expensive Your ring is * (ex

exercise I've ever seen .

most difficult It's the * (difficult)

I've ever seen .

smallest

It's the * (small) h

5. Mark is the 6. He is 7. My sister is 8. She is the

(fat) of (+ rich) than his ((beautiful)

his family .
fattest Mark is the * (fat)

brother.
as rich as He is * (= rich) his

intelligent) than you.

less intelligent My sister is * (- in

girl in her class.

1. My brother is
taller

(tall) than me. 2. Nancy is 3. Your father is 4. This dress is 5. Is Italian food 6. My dog is 7. Your cat is 8. Mary is 9. Marrackech is 10. A diamond is (intelligent) girl (old) than (expensive) (good) (big) than your (small) than (young) of all the (hot) city (solid)

My brother is * (ta

in the classroom.
the most intelligen Nancy is * (intellig

you.
older Your father is * (o

than those shoes.

more expensive This dress is * (e

than American food?

better Is Italian food * (g

cat.
bigger My dog is * (big) t

my dog.
smaller Your cat is * (sma

students in the classroom,

the youngest Mary is * (young)

in Morocco.
the hottest Marrackech is * (

than wood.
more solid

4. LANGUAGE TEACHING
DESCRIPTION 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 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 shouldnt to ask for and give advice. -To present and practice vocabulary related to ailments. -To recognize the correct use of should or shouldnt 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 shouldnt) 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 PRACTICE OF AILMENTS VOCABULARY RELATED TO AILMENTS

PRODUCTION OF VOCABULARY RELATED TO AILMENTS

PRESENTATION OF SHOULD AND SHOULDNT

PRACTICE OF SHOULD AND SHOULDNT PRODUCTION OF SHOULD AND SHOULDNT

CLOSING

CONCLUSION: By selecting and adapting different teaching methods and approaches it was easier to fulfill the lessons objectives. Through role-play and other activities students had the opportunity to practice should and shouldnt 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 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 shouldnt 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 shouldnt. 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 shouldnt. (15min) Students will be given papers with different situations they will have to role-play. Eg. STUDENT A: You have

Act. 1

Act. 2

Act. 3

Closing

a problem with your health. Tell student B whats 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 shouldnt 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/shouldnt. (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. T- Whats wrong with me?( by the time she/he touches her/his head) SS- You have a headache. T- What shoud I do? SSYou should take a pain reliever. (5 min)

ATTACHMENT:

health illness disease asthma chickenpox smallpox heart attack heart disease hepatitis ulcer flu mumps wound injury blood

salud enfermedad (en general) enfermedad (especfica) asma varicela viruela infarto cardiopata hepatitis lcera gripe paperas herida (por un arma) herida sangre

hospital doctor family doctor nurse injection medicine pill prescription vaccine painful painless bandage band aid crutch plaster wheelchair to feel good to catch a cold to have a cold to sneeze to cough to blow one's nose to feel sick to feel dizzy to faint to pass out to be tired to be exhausted to have backache to have earache to have a headache to have a sore throat to have a stomach-ache to have toothache to have a temperature to have a cough to have diarrhoea

hospital mdico mdico de cabecera enfermera inyeccin medicina pastilla, pldora receta mdica vacuna doloroso indoloro venda tirita, curita muleta yeso silla de ruedas sentirse bien atrapar un resfro tener un resfro estornudar toser sonarse la nariz tener nuseas estar mareado desmayarse desmayarse estar cansado estar agotado tener dolor de espalda tener dolor de odos tener dolor de cabeza tener dolor de garganta tener dolor de estmago tener dolor de dientes tener fiebre tener tos tener diarrea

to have a rash to have spots to have a black eye to get a bruise to get burnt to lose one's appetite to lose one's voice to break one's arm to sprain one's ankle to twist one's ankle to be constipated to have constipation to be allergic to to suffer from to vomit to throw up to hurt to swell to take an aspirin to take a medicine

tener erupciones, sarpullido tener granitos tener un ojo morado magullarse quemarse perder el apetito quedarse afnico quebrarse el brazo tener un esguince en el tobillo torcerse el tobillo estar estreido tener estreimiento ser alrgico a sufrir de vomitar vomitar doler hincharse tomar una aspirina tomar un medicamento

THE USE OF SHOULD AND SHOULDNT

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

-----

go on a diet.

we park our car? never speak to your mother like this.

---

8. The kids 9.
---

spend so much time in front of the TV. I tell her the truth or should I say nothing?

10. I think we

---

reserve our holiday in advance.

Read the sentences. Write should or shouldnt 1)If its rainy you 2)Tom 3) a) b) Yes, you take an umbrella.

eat so many lollipops. Its bad for his teeth. I drink hot tea if I have a sore throat? . go to the cinema . They eat lots of sweets.

4) They have a test tomorrow. They stay at home and study! 5) Children

eat lots of vegetables but they

6) I have a party tonight. What 7) The doctor said: "_ You You watch so much TV. You

I wear? A dress or a pair of trousers? eat healthy food. You eat fast food. walk 1 hour a day. You drink wine or beer

drink fruit juice and water. You

1. Listen to that music! Our neighbors hour. 2. If your tooth is still hurting you tomorrow, you 3. Cathy girl now.

play music that loud at this

go to the dentist's.

keep ringing her ex-boyfriend. I think he is with another

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 office. 6. We otherwise. always knock on the door before entering. This is a private

bring something to Kate's party. I'll feel really embarrassed

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 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 , reflections ,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 its 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 dene the aims of my lesson?

Do I plan my lessons Do I use various

including different evaluation techniques? of conducting a course evaluation? language

ways

Do I do needs analysis competence according Do I inform my students them and advise them Do I help my needs? students

and assess my to the CEFR? on on to

students

language examinations the appropriate options further learning to

available to for them? suit their

plan

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. Materials Flashcards Memory game Computer Projector Exams Type of evaluation -Personal And Group -Formative -Summative -Quantitative -Qualitative

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.

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 6. Yes, I ____. a. m b. not 7. No, Im _____. a. am b. are

c. Am

d. s

c. too

d. am

c. not

d. is

8. A. Whats your _______ name? B. Its 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. d. Good night 2. How are you? a. Nice to meet you. d. Good night 3. Bye. See you tomorrow. a. Nice to meet you. d. Ok. See you later 4. Good-bye. Have a nice day. b. Youre welcome c. Good morning

b. Im fine, thanks

c. Good morning

b. Youre welcome c. Good morning

6. SELF-ASSESSMENT AND DEVELOPMENT

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.

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 .

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.

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

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.

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 class 3-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 week. 6-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- 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. Icebreaker Before lesson begins, ask students to look at a picture. - Ask what a routine is. - Share their ideas.

Act. 1 Explain that students will hear a conversation. Read the questions at the end of the conversation. Play the recording again and check

Act. 2

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 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.

Act. 3

Act. 4

Act. 5

Act. 5

Act. 6

ATTACHEMENTS

PREPOSITIONS OF TIME

In

on

centuries years seasons months during parts of the day dates days special days weekends

in 20th century in 2012 / in that year in summer in September in the morning / in the afternoon/ in the evening on 4th March on Saturday / on Monday morning on Christmas Eve at the weekend

at

nighr time great annual festivals meals

at night at 6 oclock 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 oclock. 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. 12. 13. 14. 15.
I dont like getting up early ................. the morning.

11. We usually go to the pub ................. Saturday night.

Justin Bieber was born ................. 1994. He doesnt drive ................. night. ................. winter we go to school by bus. They dont watch TV.................dinner.