4.6 part 1.docx

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TRAINEE

HANDBOOK NAYERE PALOS SÁNCHEZ

TOPIC: SIMPLE

PRESENT

UNIT 2

LEVEL : ENGLISH I

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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

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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, languageteaching and language use.

Can we become better language users or learners or teachers if we e.g. inour relations with other people and/or cultures, and in our ability to seethrough language that manipulates or discriminates? Language Awareness

interests also include learning more about what sorts of ideas about languagepeople normally operate with, and what effects these have on how theyconduct 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 EnglishLanguage , the student has to be autonomous , the student has to understandhow to use daily expressions , greetings and interchange personalinformation about daily routine and habits.

TOPIC

SIMPLE PRESENTSpelling 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)

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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 andother person talking about daily routine and habits.

The student will be able to write a description from himself and other personabout 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 witha comprehension in all the forms.

PROCEDURE

WARM

- UPLEARN AND

PRACTICE

VOCABULARY

LISTENING

COMPRENHENSION

PRESENT THE

GRAMMAR

STRUCTURES

RULES

LEARNING

SPOKEN AND

WRITING

LANGUAGE

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CONCLUSION

On this unit it´s important that students get the information and show that theyuse this structure correctly .I believe that us a teachers have to teach tostudents 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 wereusing was correct , just look their faces ,if they don‟t have all the correctinformation the look like a warriors in a hard road but in the other side if theylearn and understand everything they look like a fish in to water.LESSON PLAN

e.g. 2 hours class

Warm-up Let´s sing (numbers song) to go in adaily activity

Act. 1 The teacher will show a clock withsome daily routine activities.( Thestudents will understand the tellingtime and they will practice thevocabulary (listen and repeat)

Act. 2 Read a dialogue between two peoplewhere they are going to read , act outand understand the unknown words

Act. 3 From the dialogue take theexpressions which have simplepresent to introduce this tense, give toss the structure grammar inaffirmative , negative andinterrogative.

Act. 4 Explain to ss the rule for 3r person inverbs.

Act. 5 Practice with some verbs . Copy thelist of verbs and change in to 3rd

person .e.g. go-goes Act. 5 The teacher is going to bring some

envelopes with puzzle sentenceswhere the students are going to jointwo sentences .The first team who winis going to write the sentences on theboard.

Act. 6 The students will write examples fromsimple present in notebook

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2.LANGUAGE AND CULTURE

Sensitizing students to different cultural standards

Theme: DIFFERENT COUNTRIES/DIFFERENT CULTURES (using simplepresent 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.

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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 andthe 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.

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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 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 student‟s pace and yet keep the teaching

going.

7. Lesson Plan “Culture” T=teacher/S=students

Phases of Learning Activities

SocialForm

Media/ materials Aim of activity

Time(mins)

EngageStudents:Introduc1

on totheme:

--‐Before lessonbegins, T. writestheme different

countries/different cultures on

Groupplenar y

BoardPaper

Set of cards withcountries/nationali

--‐engagestudentsin topic.

--‐ introduce

15min

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“differentcountries/differentcultures“. (Reflectin

g on ownculture)

board. --- S. divided intoGroups of 3 withcountry/nationalities cards.

-Each groupgets paper Group makepapers withthingsassociated toother cultures

ties theme.--‐S.reflectOn culturein own

country.

Pre--‐teachgrammar:(comparin

gcultures)

PPTpresentation T.asks S. “have

you been to anyof thesecountries?

plenar y

Projector computer

Use verbto be tomake

introductions andgettingacquainted

15min.

Verb tobegrammaticalstructure

--‐T. shows OHT/S read OHtogether

plenar y

OH (p. 6) --‐T.explainsGrammar structure--‐S.

reviseStructureand askques1onsIf required.--‐S.

15min

Grammar practice.Verb be

affirmative form

s. Ask eachother questionsabout

themselves andthe country theyrepresents. circulate tofind information.

Plenarypartne

r

Notebooksworkbook

--‐S. talk Aboutpersonal

experiences.--‐S.reflect on AndevaluateTheir behavior AndresponseTo cultural

situa1onsand

20min

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encounter s.

Grammar practice.

Verb beaffirmative form

s. practicegrammar in a

worksheet.s. practicegrammar p. 6-7

group worksheets --‐S.Practice

verb to beaffirmative--‐S. talk AboutpersonalExperiences usinggivenstructure--‐encourage Awareness andevalua1onof owncultureandother cultures.

10min

Conclusion:(Reflectonculturaldifferencesandsimilarities

--‐

In groupsS. discuss if there aresituations thatthey findparticularlyinteresting andhow they aredifferent fromtheir ownpractices.

Groupplenar y

--‐

S.developEmpathywithOther cultures.--‐developCriticalculturalawareness,

evaluatingownand other cultures.

15min

8. ATTACHMENTS

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COUNTRY NATIONALITY COUNTRY NATIONALITYPortugal Portuguese Austria Austrian

Spain Spanish Greece GreekEngland English The USA AmericanFrance French Japan Japanese

Germany German Brazil BrazilianItaly Italian China Chinese

Hello there! We are from England. So we are English!

What about you? Where are you from? ………………………………………….

What nationality are you? ………………………………………………………..

A. Follow the example and complete the sentences with the correct

nationality. Don‟t forget to include the verb!

1. I am from Spain. I am…………………………………………..........................

2. You are from France. You…………………………………………………….

3. He is from the USA. He……………………………………………………….

4. She is from China. She………………………………………………………...

5. It is from Italy. It ……………………………………………………………... 6. We are from Brazil. We ……………………………………………………… 7. You are from Germany. You

………………………………………………… 8. They are from Greece. They

………………………………………………… 9. Leo is from Austria. ………………………………………………………… 10. Ann and Chun are from Japan.

………………………………………………

B. Now do the other way round and find out which country is missing! Don‟t

forget to include the verb!

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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


Second-language acquisition or second-language learning is the process bywhich people learn a second language. Second-language acquisition (oftenabbreviated to SLA) also refers to the scientific discipline devoted to studyingthat process. There are many different learning types and approaches tolearning. 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 trysomething new.


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 amotivated 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.

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-To identify the differences in use between comparative and superlativeadjectives.

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 superlativeadjectives.

-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

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CONCLUSION

Throughout the development of this lesson, students acquired knowledge of the use of comparative and superlative adjectives by performing differentactivities. The whole group was certainly motivated to learn because all the

material and activities applied on this lesson were focused on differentlearning styles. So we as teachers must always have in mind that all our students learn and processing information in different ways, If we are alwaysaware 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 usecomparative and superlative adjectives in context. What I liked the most wasthe opportunity I had to manage material for the different learning styles.

LESSON PLAN

e.g. 1 hour class

Warm-up The teacher shows students someimages and elicits adjectives fromthem. (5min)

Act. 1 The teacher asks some students topass infront and asks the rest of theclass some questions about their physical appearance. Eg. Who is taller Pepe or Mario?Then she encourages ss to use thefollowing structure. Eg. Pepe is taller than Mario.The teacher keeps doing the samewith different classmates.(15min)

Act. 2 The teacher explains the rules of the

formation of comparative adjectives.(15min)

Act. 3 The teacher pastes some posters of different famous people on the boardand asks ss to make comparisonsamong them.(15min)

Closing The teacher throws a ball or balloon tosomeone in the class by the time shesays an adjective.The student whocatches the ball will have to say a

comparative statement that fits for 2 of her/his classmates. Then the student

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will have to throw the ball again andthe classmate who catches it will dothe same.(10min)

ATTACHMENT

Forming Comparative and Superlative Adjectives

One-syllable adjectives.

Form the comparative and superlative forms of a one-syllable adjective by adding –er for the comparative form and –est for the superlative.

One-Syllable Adjective

Comparative Form Superlative Form

Tall Taller tallest

Old Older oldest

long Longer longest

Mary is taller than Max.

Mary is the tallest of all the students.

Max is older than John.

Of the three students, Max is the oldest.

My hair is longer than your hair.

Max's story is the longest story I've ever heard.

If the one-syllable adjective ends with an e, just add –r for the comparative form and –st for the superlative form.

Mary's car is larger than Max's car.

Mary's house is the tallest of all the houses on the block.

Max is wiser than his brother.

Max is the wisest person I know.

One-Syllable Adjective with Final

-e


large Larger largest

wise Wiser wisest

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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 theconsonant and add –est for the superlative form.

One-Syllable Adjective Endingwith a SingleConsonant with aSingle Vowelbefore 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 thesuperlative with most.

Two-Syllable Adjective


peaceful more peaceful most peaceful

pleasant more pleasant most pleasant

careful more careful most careful

thoughtful more thoughtful most thoughtful

This morning is more peaceful than yesterday morning.Max's house in the mountains is the most peaceful in the world.

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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 thecomparative form. For the superlative form change the y to i and add –est.

Two-Syllable Adjective Endingwith -y

ComparativeForm

Superlative Form

happy happier happiest

angry angrier angriest

busy busier busiest

John is happier today than he was yesterday.

John is the happiest boy in the world.

Max is angrier than Mary.

Of all of John's victims, Max is the angriest.

Mary is busier than Max.

Mary is the busiest person I've ever met.

Two-syllable adjectives ending in –er, -le, or –ow take –er and –est to form thecomparative and superlative forms.

Two-Syllable Adjective Endingwith -er, -le, or -ow

ComparativeForm

Superlative Form

narrow narrower narrowest

gentle gentler gentlest

The roads in this town are narrower than the roads in the city.

This road is the narrowest of all the roads in California.

Big dogs are gentler than small dogs.

Of all the dogs in the world, English Mastiffs are the gentlest.

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Adjectives with three or more syllables.

For adjectives with three syllables or more, you form the comparative withmore and the superlative with most.

Adjective withThree or MoreSyllables

ComparativeForm

Superlative Form

generous more generous most generous

important more important most important

intelligent more intelligent most intelligent

John is more generous than Jack.

John is the most generous of all the people I know.

Health is more important than money.

Of all the people I know, Max is the most important.

Women are more intelligent than men.

Mary is the most intelligent person I've ever met.

Exceptions.Irregular adjectives.

Irregular Adjective

ComparativeForm

Superlative Form

good Better best

bad worse worst

Far farther farthest

little Less least

many More most

Italian food is better than American food.

My dog is the best dog in the world.

My mother's cooking is worse than your mother's cooking.

Of all the students in the class, Max is the worst.

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Two-syllable adjectives that follow two rules. These adjectives can be usedwith -er and -est and with more and most.

Two-Syllable Adjective

ComparativeForm

Superlative Form

clever cleverer cleverest

clever more clever most clever

gentle gentler gentlest

Gente more gentle most gentle

friendly friendlier friendliest

friendly more friendly most friendly

Quiet quieter quietest

Quiet more quiet most quiet

Simple simpler simplest

Simple more simple most simple

Big dogs are gentler than small dogs.

Of all the dogs in the world, English Mastiffs are the gentlest.

Big dogs are more gentle than small dogs.

Of all the dogs in the world, English Mastiffs are the most gentle.

Adjetivo Comparativo Superlativo Español

Angry angrier angriest enfadado, enojado

Bad worse worst malo

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Big bigger biggest grande

Bitter bitterer bitterestamargo,resentido, agrio

Black blacker blackest negro

Bland blander blandest soso

Bloody bloodier bloodiest sanguinolento

Blue bluer bluest deprimido

Bold bolder boldest audaz

Bossy bossier bossiest mandón

Brave braver bravest valiente

Brief briefer briefest breve

Bright brighter brightest brillante, luminoso

Broad broader broadest ancho, amplio

Busy busier busiestocupado,ajetreado

Calm calmer calmest tranquilo

Cheap cheap cheaper barato

Chewy chewier chewiest correoso, gomoso

Chubby chubbier chubbiest rechoncho

Classy classier classiest elegante

Clean cleaner cleanest limpio, sano

Clear clear clearest claro, despejado

Clever cleverer cleverest listo, ingenioso

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Close closer closest cerca

Cloudy cloudier cloudiest nubiado

Clumsy clumsier clumsiest torpe

Coarse coarser coarsest áspero, grosero

Cold colder coldest frío

Cool cooler coolest fresco

Crazy crazier craziest loco

Creamy creamier creamiest cremoso

Creepy creepier creepiestespeluznante,repugnante

Crispy crispier crispiest crujiente

Cruel crueler cruelest cruel

Crunchy crunchier crunchiest crujiente

Curly curly curliestrizado, crespo,quebrado

Curvy curvier curviest curvo

Cute cuter cutest mono

Damp damper dampest húmedo

Dark darker darkest oscuro, moreno

Deadly deadlier deadliest mortal, mortífero

Deep deeper deepest profundo

Dense denser densest denso

Dirty dirtier dirtiest sucio

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Dry drier driest seco

Dull duller dullestaburrido, 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 fairestclaro, sereno,recto, justo

Fancy fancier fanciest lujoso

Far further/farther furthest/farthest lejos, distante

Fast faster fastest rápido

Fat fatter fattest gordo

Few fewer fewest pocos

Fierce fiercer fiercest fiero, encarnizado

Filthy filthier filthiestaaqueroso,obsceno

Fine finer finest fino

Firm firmer firmest firme, estricto

Fit fitter fittest apto, en forma

Flaky flakier flakiest desconchado

Flat flatter flattest llano, liso, plano

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Fresh fresher freshestfresco, nuevo,original

Friendly friendlier friendliestagradable,

amable, amistoso

Full fuller fullest lleno, completo

Funny funnier funniestgracioso, curioso,raro

Gentle gentler gentlesttierno, afectuoso,suave

Gloomy gloomier gloomiest oscuro, abatido,decaído

Good better best bueno

Grand grander grandestgrandioso,ambicioso,impotente

Grave graver gravest grave

Greasy greasier greasiest grasiento

Great greater greatest grande, genial

Greedy greedier greediestgoloso, codicioso,ávido

Gross grosser grossest

asqueroso,

grosero, craso

Guilty guilter guiltiest culpable

Hairy hairier hairiest velludo, peludo

Handy handier handiestpráctivo, útil,habilidoso,mañoso

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Happy happier happiestfeliz, contento,alegre

Hard harder hardest duro, difícil

Harsh harsher harshest áspero, duro

healthy healthier healthiest sano, saludable

Heavy heavier heaviestpesado, grueso,fuerte, duro

High higher highestalto, elevado,agudo

Hip hipper hippest moderno

Hot hotter hottestcaliente, caluroso,picante

humble humbler humblest humilde

Hungry hungrier hungriest hambriento

Icy icier iciest helado, frío

Itchy itchier itchiest pica

Juicy juicier juiciest jugoso, zumoso,suculento

Kind kinder kindestamable, benévolo,cariñoso

Large larger largest grande

Late later latesttarde, restrasado,reciente

Lazy lazier laziest perezoso

Light lighter lightest ligero, claro

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Likely likelier likeliest probable

Little littler littlest pequeño, poco

Lively livelier liveliest animado, vivo

Lonely lonlier lonliest solitario

Long longer longest largo

Loud louder loudest fuerte, alto

Lovely lovelier loveliestprecioso, bello,lindo

Low lower lowest bajo

Mad madder maddestenfadado,enojado, loco

Mean meaner meanestmalo, mezquino,tacaño

Messy messier messiest sucio,desordenado,desastroso

Mild milder mildestafable, suave,leve

Moist moister moistest húmedo

Narrow narrower narrowest estrecho, escaso

Nasty nastier nastiestasqueroso,desagradable

naughty naughtier naughtiestmalo, travieso,picante

Near nearer nearest cercano, próximo

Neat neater neatest ordenado,

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aseado, pulcro

Needy needier neediest necesitado

New newer newest nuevo, fresco,reciente, moderno

Nice nicer nicestsimpatico,agradable, bueno

Noisy noisier noisiestruidoso,clamaroso

Odd odder oddest raro, extraño

Oily oilier oiliestgrasiento,aceitoso

Old older/elder oldest/eldestviejo, anciano,antiguo

Plain plainer plainest claro, sencillo

Polite politer politest educado, cortés

Por poorer poorest pobre

Pretty prettier prettiestbonito, lindo,hermoso

Proud prouder proudestorgulloso,soberbio, digno

Pure purer purest puro

Quick quicker quickest rápido

Quiet quieter quietesttranquillo,silencioso

Rare rarer rarest raro

Raw rawer rawest crudo, agrietado

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Rich richer richest rico, abundante

Ripe riper ripest maduro, curado

Risky riskier riskiest arriesgado,peligroso

Roomy roomier roomiest espacioso

Rough rougher roughestáspero, tosco,bruto, ronco

Rude ruder rudestmaleducado,grosero, tosco

Rusty rustier rustiest oxidado

Sad sadder saddesttriste, lamentable,penoso

Safe safer safest seguro

Salty saltier saltiest salado

Sane saner sanest cuerdo, sensato

Scary scarier scariestespantoso,asustadizo

shallow shallower shallowestsuperficial, pocoprofundo

Sharp sharper sharpest

afilado, cerrado,

agudo

Shiny shinier shiniestbrillante,reluciente

Short shorter shortestcorto, bajo,chaparro

Shy shyer shyest tímido

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Silly sillier silliest tonto

Simple simpler simplestsencillo, simple,facíl

sincere sincerer sincerest sincero, genuino

Skinny skinnier skinniest flaco

Sleepy sleepier sleepiestadormilado,soñoliento

Slim slimmer slimmest delgado, fino

Slimy slimier slimiest viscoso, pegajoso,empalagoso

Slow slower slowest lento

Small smaller smallest pequeño

Smart smarter smartestlisto, inteligente,agudo

Smelly smellier smelliest apestoso

Smoky smokier smokiesthumeante,ahumado

Smooth smoother smoothestliso, suave, llano,fluido

Soft softer softest blando, suave

Son sooner soonest pronto

Sore sorer sorest dolorido

Sorry sorrier sorriest lamentable

Sour sourer sourest agrio, ácido

Spicy spicier spiciest picante,especiado,

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sazonado

Steep steeper steepestempinado,pronunciado

Stingy stingier stingiesttacaño, rácano,raquítico

strange stranger strangestraro, 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 tannestbronceado,moreno

Tasty tastier tastiestrico, sabroso,apetitoso

Thick thicker thickestgrueso, denso,espeso, poblado

Thin thinner thinnest delgado, fino

Thirsty thirstier thirstiest sediento

Tiny tinier tiniestdiminuto,minúsculo

Tough tougher toughestfuerte, resistente,duro, difícil

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True truer truestcierto, verdadero,leal, fiel

Ugly uglier ugliest feo

Warm warmer warmestcaliente,templado, cálido

Weak weaker weakest débil, flojo

wealthy wealthier wealthiest rico, pudiente

Weird weirder weirdest raro, extraño

Wet wetter wettest mojado, húmedo,lluvioso

Wide wider widestancho, amplio,extenso

Wild wilder wildestsalvaje, silvestre,descontrolado

Windy windier windiest ventoso

Wise wiser wisestsabio, sensato,prudente

Worldly worldlier worldliest mundano, terreno

Worthy worthier worthiest virtuoso, digno

Young younger younges joven

1. Paul is (tall) than Jack .taller Paul is * (tall) tha

2. Your ring is(expensive) than mine .

more expensive Your ring is * (ex3. It's the (difficult)

exercise I've ever seen .most dif f icult It's the * (dif f icult)

4. It's the (small) houseI've ever seen .

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smallest It's the * (small) h5. Mark is the (fat) of

his family .fattest Mark is the * (fat)

6. He is (+ rich) than hisbrother.

as rich as He is * (= rich) hi7. My sister is (-

intelligent) than you.less intelligent My sister is * (- i

8. She is the (beautiful)girl in her class.

1. My brother is (tall) than me.taller My brother is * (t

2. Nancy is (intelligent) girlin the classroom.

the most intellige Nancy is * (intelli3. Your father is (old) than

you.older Your father is * (

4. This dress is (expensive)than those shoes.

more expensive This dress is * (e5. Is Italian food (good)

than American food?

better Is Italian food * (g 6. My dog is (big) than your cat.

bigger My dog is * (big)7. Your cat is (small) than

my dog.smaller Your cat is * (sm

8. Mary is (young) of all thestudents in the classroom,

the youngest Mary is * (young)9. Marrackech is (hot) city

in Morocco.the hottest Marrackech is * (

10. A diamond is (solid)than wood.

more solid

4. LANGUAGE TEACHING


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Language teaching is the practice and theory of learning and teaching alanguage, it is also important to mention that Language Teaching process isthe facilitation of learning, in which you can "teach" a foreign languagesuccessfully 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 andFridays) 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 studentsare 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 giveadvice.

-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 whatthey learn in the classroom to real life experiences.

-To create a positive learning environment by the use of different methods andapproaches.

-To enhance students participation through simulation and role-play.

- To integrate the four skills (listening, reading, writing and speaking) in thelesson.

-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.

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PROCEDURE:

CONCLUSION:

By selecting and adapting different teaching methods and approaches it waseasier to fulfill the lesson‟s objectives. Through role-play and other activitiesstudents 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 Iconsider it necessary to keep on track of new methods and teachingstrategies in order to provide students with the necessary tools for a secondlanguage learning environment.

SELF-EVALUATION

WARM

- UP

PRESENTATION

OF

VOCABULARY

RELATED TO

AILMENTS PRACTICE OF

VOCABULARY

RELATED TO

AILMENTS PRODUCTION OF

VOCABULARY

RELATED TO

AILMENTS PRESENTATION

OF SHOULD AND

SHOULDN’T

PRACTICE OF

SHOULD AND

SHOULDN’T

PRODUCTION OF

SHOULD AND

SHOULDN’T

CLOSING

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It was a bit hard to choose the appropriate methods because I first had tocheck 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 everythingsurrounding my class as for example, materials, instructions, error correction,

etc.

LESSON PLAN (1 hour class)

Warm-up The teacher will share a personalexperience with students by tellingthem what ailment she/he once had.Then she/he will advice students byusing should or shouldn‟t in case they

suffer the same ailment than her/him.(5 min) Act. 1 The teacher will present students

some flashcards or images withdifferent ailments and then she/he willmention an advice for them usingshould or shouldn‟t. Eg. The girl in the picture has a toothache, she shouldgo to the dentist. At the end, theteacher will show the flashcards againbut this time, she/he will elicit the

ailments and advices from students.(15min)

Act. 2 The teacher will ask some students tomime different ailments infront of theclass and the rest of it will have toguess what the ailment is, afterwardsthey will have to say thecorresponding advice to that ailmentusing should or shouldn‟t. (15min)

Act. 3 Students will be given papers withdifferent situations they will have torole-play. Eg. STUDENT A: You have

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a problem with your health. Tellstudent B what‟s wrong with you andask him/her for advice.STUDENT B: Student A has aproblem with his/her health. Listen to

him/her and then tell him/her whathe/she should or shouldn‟t do. Oncestudents have the activity ready, theywill present it to their classmates andthen the teacher is going to ask themquestions about what happened ineach situation encouraging them touse vocabulary related to ailmentsand should/shouldn‟t. (20 min)

Closing The teacher will review the class by

miming his/herself some of theailments and students will have to sayan advice. Eg. T- What‟s wrong withme?( by the time she/he touchesher/his head) SS- You have aheadache. T- What shoud I do? SS-You should take a pain reliever. (5min)

ATTACHMENT:

health salud

illness enfermedad (en general)

disease enfermedad (específica)

asthma asma

chickenpox varicela

smallpox viruela

heart attack infarto

heart disease cardiopatía

hepatitis hepatitis

ulcer úlcera

flu gripe

mumps paperas

wound herida (por un arma)

injury herida

blood sangre

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hospital hospital

doctor médico

family doctor médico de cabecera

nurse enfermera

injection inyecciónmedicine medicina

pill pastilla, píldora

prescription receta médica

vaccine vacuna

painful doloroso

painless indoloro

bandage venda

band aid tirita, curitacrutch muleta

plaster yeso

wheelchair silla de ruedas

to feel good sentirse bien

to catch a cold atrapar un resfrío

to have a cold tener un resfrío

to sneeze estornudar

to cough toser

to blow one's nose sonarse la nariz

to feel sick tener náuseas

to feel dizzy estar mareado

to faint desmayarse

to pass out desmayarse

to be tired estar cansado

to be exhausted estar agotado

to have backache tener dolor de espalda

to have earache tener dolor de oídos

to have a headache tener dolor de cabeza

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 tener fiebre

to have a cough tener tos

to have diarrhoea tener diarrea

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THE USE OF SHOULD AND SHOULDN‟T

We use should and shouldn't to give advice or to talk about what wethink 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 Ithink or I don't think.

Examples

You look tired. I think you should take a few days off.

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 quemarseto lose one's appetite perder el apetito

to lose one's voice quedarse afónico

to break one's arm quebrarse el brazo

to sprain one's ankle 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 ser alérgico ato suffer from sufrir de

to vomit vomitar

to throw up vomitar

to hurt doler

to swell hincharse

to take an aspirin tomar una aspirina

to take a medicine tomar un medicamento

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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---

smoke so much.

3. You---

exercise more.

4. I think you---

try to speak to her.

5. You are overweight. You---

go on a diet.

6. Where---

we park our car?

7. You---

never speak to your mother like this.

8. The kids---

spend so much time in front of the TV.

9. --- I tell her the truth or should I say nothing?

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10. 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

1. Listen to that music! Our neighbors play music that loud at thishour.

2. If your tooth is still hurting you tomorrow, you go to the dentist's.

3. Cathy keep ringing her ex-boyfriend. I think he is with another girl now.

4. Before going to Madrid for your holidays, you try and learnsomething of the language. You will enjoy things a lot more.

5. You always knock on the door before entering. This is a privateoffice.

6. We bring something to Kate's party. I'll feel really embarrassedotherwise.

7. That model on the TV is too skinny. She eat more, I think!

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8. Lizzie ask Bryan to help her with her studies. He did the samecourse last year.

9. Pregnant women smoke as it can damage the baby.

5. PLANNING AND EVALUATION


Planning an educational evaluation refers to a systematic and ongoing

process which includes:

-Researching and collecting information, from different sources, about thelearning process, the content, the methods, the context, the outcomes of aneducational activity.

-The establishment of certain criteria (evaluation criteria)

-The discernment and judgment of the analyzed information (according to theset evaluation criteria and at the light of the educational objectives).

-Drawing conclusions and recommendations which allow the re-orientationand 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.


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 EnglishLanguage , the student has to be autonomous , the student has to understandhow to use daily expressions , greetings and interchange personalinformation about daily routine and habits.

TOPIC

SIMPLE PRESENT

Spelling rules for 3rd person

Jobs and daily routineWhat does your father do? (dialogue , comprehension reading

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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 andother person talking about daily routine and habits.

The student will be able to write a description from himself and other personabout 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 howwell they can read, speak, write and understand the use and form for thesimple 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 canbe 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 wherethey include and apply grammar to describe pictures and daily lifeactivities.

5- To evaluate speaking they will present their projects in class wherethey have to explain it.

6- A final written exam will be used to evaluate grammar and writing skills.

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7- Students answer a short test to evaluate their performance andparticipation in the course.

CONCLUSIONS

On this unit it´s important that students get the information and show that theyuse 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 andsummative evaluations which can provide us real results about our students.

SELF EVAUATION

These questions can help to evaluate ourselves as teachers to realize if weare doing a good job at the planning and evaluation moment.

Do I define the aims of my lesson?

Do I plan my lessons including different evaluation techniques?

Do I use various ways of conducting a course evaluation?Do I do needs analysis and assess my student‟s languagecompetence according to the CEFR?

Do I inform my students on language examinations available tothem and advise them on the appropriate options for them?

Do I help my students to plan further learning to suit their needs?

LESSON PLAN

Evaluation Lesson PlanTopic: Simple Present

Activity Materials Type of evaluation

1- In the warm –up activityprevious knowledge andstudents needs can beevaluated by asking or let

them express orally.

FlashcardsMemory gameComputer Projector

Exams

-Personal And Group-Formative-Summative

-Quantitative-Qualitative

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2- Vocabulary will be evaluatedwith a memory game.

3- To evaluate listening, a shortquiz with video will be used.

4- In grammar structure,students have to create apresentation where theyinclude and apply grammar todescribe pictures and dailylife activities.

5- To evaluate speaking theywill present their projects inclass where they have to

explain it.

6- A final written exam will beused to evaluate grammar and writing skills.

7- Students answer a short testto evaluate their performanceand participation in thecourse.

ATTACHEMENTS

FINAL EXAMName ________________________________________________Date __________ Group ___________ Score ____________ I. Select the correct answer to complete the sentences.

1. Hi! My name _____ John.a. is b. are c. am d. was

2. Nice to meet _____!a. now b. he c. you d. too

3. What___ your e-mail address?a. „s b. are c. am d. you

4. My telephone ________ is 555 667 890a. address b. name c. color d. number

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5. ______ you Michael?

a. Is b. Are c. Am d. „s

6. Yes, I ____.

a. „m b. not c. too d. am

7. No, I‟m _____. a. am b. are c. not d. is

8. A. What‟s your _______ name? B. It‟s Gonzalez. a. first b. last c. middle d. nickname

9. David Smith is single.a. Mrs. Smith b. Ms. Smith c. Miss Smith d. Mr. Smith

10. Liz Silva is married.a. Mrs. Silva b. Mr. Silva c. Miss Silva d. Sra. Silva

II. Chose the best response.

1. Good morning!a. Nice to meet you. b. You‟re welcome c. Good morning

d. Good night

2. How are you?a. Nice to meet you. b. I‟m fine, thanks c. Good morning

d. Good night

3. Bye. See you tomorrow.a. Nice to meet you. b. You‟re welcome c. Good morning

d. Ok. See you later

4. Good-bye. Have a nice day.

6. SELF-ASSESSMENT AND DEVELOPMENT

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 andsources of help.

Description of class and course

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In this course the students will be able to understand and use the simplepresent, frequency adverbs and prepositions of time to talk about activities. Inthis lesson students will talk about when things happen, they will learn todescribe weekday and weekend routines, also the habitual actions .

Topic: Daily life.

To motivate students, we need the students to realize that they can applywhat they practice in class, in a real life situation. If We can make this, wecan say that it is a successful lesson because the students will be moreinterested 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 performanceV. To share ideas with colleagues to promote best practiceVI. The student will be able to interchange personal information abouthimself 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 willunderstand the prepositions of time, frequency adverbs and they will practice the

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vocabulary (listen and repeat).

5-Students walk around the classroom and ask each person to tell them two interestingthings 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 theylearned about their classmates

8-The students will write examples from some interesting or unusual activities to helpthem stimulate and increase their vocabulary.

5- ConclusionsI think this lesson encouraged students to experiment with the language, touse the previous vocabulary and grammar they learned. I consider that thislesson was useful for them because it made them realize that there is apurpose, 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 canuse 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 learnand use the language and I also incorporate listening task and activities whichencourage and facilitate learner autonomy and interaction between theintegrant of the class. These activities take into account learners‟ learningstyles and cultural expectations. I also shared ideas with colleagues topromote 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 tolook at a picture.- Ask what a routine is.- Share their ideas.

Act. 1Explain that students will hear aconversation.Read the questions at the end of the

conversation.Play the recording again and check

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the answers with the class Act. 2 Explain the frequency adverbs and

prepositions of time

Act. 3 The teacher will show a pictures with

some daily routine activities.( Thestudents will understand theprepositions of time, frequencyadverbs and they will practice thevocabulary (listen and repeat)

Act. 4 Students walk around the classroomand ask each person to tell them twointeresting things or unusual thingsthey do each week

Act. 5 The students have to ask and answer questions about their activities with alltheir classmates.

Act. 5 when students finish asking andanswering questions around theclassroom, ask for the first volunteersout of several to share someinteresting or unusual things theylearned about their classmates

Act. 6 The students will write examples fromsome interesting or unusual activities

to help them stimulate and increasetheir vocabulary.

ATTACHEMENTS

PREPOSITIONS OF TIME

In

centuries

years

seasons

months

during parts of theday

in 20th century

in 2012 / in that year

in summer

in September

in the morning / in the afternoon/ in theevening

on dates days

special days

on 4th March on Saturday / on Monday morning

on Christmas Eve weekends at the weekend

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A) Write at, in or on.

1. Classes start................. September.

2. My birthday is ................. 15 July.

3. They like meeting ................. lunchtime.

4. The film starts ................. 9 o‟clock.

5. All the family meets ................. Christmas day.

6. I usually stay at home ................. the weekend.

7. They have Karate lessons ................. the evening.

8. The bank closes .................3:00 pm.

9. We are going skiing ................. Easter.

10. I don‟t like getting up early ................. the morning.

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

12. Justin Bieber was born ................. 1994.

13. He doesn‟t drive ................. night.

14. ................. winter we go to school by bus.

15. They don‟t watch TV.................dinner.

at

nighr time great annual festivals meals

at night at 6 o‟clock at Easter at dinner

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