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TECNICO SUPERIOR EN INGLES
MÓDULO INTRUCCIONAL
GRAMATICA I
FACILITADOR:
FRANCISCO JAVIER CASTILLO CHEN
PARTICIPANTE:
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2015
Course Syllabus
I. Course Description
This course introduces English Grammar I as it is applied to Oral Communication. It
encourages the development of communication skills necessary for adjustment and success in
ESL courses and on the job. The course provides a safe environment to develop confidence in
both spoken and written English. Areas of study include communication in two-person, group
and other speaking activities.
II General Objectives
To acquire basic and oral linguistic skills that will allow students to communicate
properly in real life situations.
To identify the use of some basic grammar rules to practice them in oral and written way.
III Specific Objectives:
To interact with classmates in order to practice the English language.
To prepare a short speech.
To summarize the main ideas of a text.
To participate actively in class assignments and workshops.
FIRST SESSION
Teacher´s Signature: ___________________________________________
LEARNING
OBJECTIVES
CONTENT
LEARNING ACTIVITIES
RESOURSES
EVALUATION
To identify students´ previous knowledge. To discuss about some basic grammatical rules. To do written some practices. To prepare a dialogue about a real life situation.
What is grammar? Basic Grammatical Rules
Personal Pronouns Simple present: Verb to be Affirmative Form Negative Form Simple present: do/does Affirmative Form Negative Form Interrogative Adverbs of Frequency Daily Routines
Description of the course Discussion of the evaluation Assignment of tasks Pre-activities:
Brainstorming about students’ previous knowledge. KWL Chart
While-activities: Explain some grammatical rules Do some practices.
Post Activities: Prepare a dialogue about a real life situation.
Materials: Visual Aids Board – Markers Didactic materials Permanent markers Sheets of paper Handout—Module
Diagnostic: Brainstorming KWL chart Formative: Written practices Summative: Dialogue
Example: Read the following interview using the simple present tense.
Mark: Hello, Can I ask you some questions for an interview?
Jennifer: Yes, I can answer some questions.
Mark: Thank you for taking the time. Now, first question: What do you do?
Jennifer: I work in a library. I'm a librarian.
Mark: Are you married?
Jennifer: Yes, I am.
Mark: What does your husband do?
Jennifer: He works as a policeman.
Mark: Do you usually have dinner together?
Jennifer: Yes, we do.
Mark: How often does your husband exercise?
Jennifer: He sometimes exercises four times a week. But, he usually exercises only
twice a week.
Mark: Where do you like going on holiday?
Jennifer: We rarely go on holiday. However, we like going to the mountains if we can.
Mark: What type of books do you read?
Jennifer: I often read horror stories.
Mark: Thank you very much for answering my questions.
Jennifer: You're welcome!
INSTRUCTIONS:
Get in pairs or in groups of three students.
Then, write a short dialogue using the simple present tense and/or the
simple past tense.
Be creative.
Get ready to present and act it out in front of the class.
Look at the example above.
Good luck!!
Class Activity
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DAILY EXPRESSIONS
Greetings
Hello. / Hi
iGood morning
Good afternoon.
Good evening
Introducing people
What's your name?
Who are you?
My name is ...
I am ...
My friends call me ...
Nice to meet you. (informal)
Pleased to meet you.
How do you do? (formal)
Nice to see you.
Nice to see you again.
How are you?
How are you today?
Fine, thank you/thanks.
Not too bad.
Very well.
I'm okay / all right.
Not too well, actually.
What's wrong with you?
What's the matter with you?
Are you all right?
I'm tired
I'm exhausted
I've got a cold.
Saying good bye
Good bye.
Bye. / See you.
See you later.
See you soon.
See you tomorrow.
See you next week.
Good night.
Verb be
POSITIVE FORM
I am a student.
He is a teacher.
She is a journalist.
It is a book.
We are mechanics.
You are pilots.
They are policemen.
Contracted forms of the verb to be
I am a student.
He is a teacher.
She is a journalist.
It is a book.
We are mechanics.
You are pilots.
They are policemen.
NEGATIVE FORM
I am not a student.
He is not a teacher.
She is not a journalist.
It is not a book.
We are not mechanics.
You are not pilots.
They are not policemen.
Contracted forms of the verb to be
I´m not a student.
He´s not a teacher.
She´s not a journalist.
It´s not a book.
We´re not mechanics.
You´re not pilots.
They are policemen.
Sunday, July 15th, 2012.
SECOND SESSION
LEARNING OBJECTIVES
CONTENT
LEARNING ACTIVITIES
RESOURSES
EVALUATION
To recognize some important points from the last class. To listen to a story on a tape recorder. To practice pronunciation. To present a short dialogue about daily situations. To talk about the present and the past progressive tense. To practice the use of the prepositions of time and place. To discuss about some basic grammatical rules.
Listening/Speaking
Listening selection Dialogues about daily situations.
Grammatical Rules
Present Progressive Affirmative sentences Negative sentences Interrogatives
Past Progressive Affirmative sentences Negative sentences Interrogatives
Prepositions of Time Prepositions of Place
Pre-activities:
Brainstorming the last class. Listen to a story.
While-activities:
Comprehension questions Pronunciation practice (Play & Pause) Present and act our some dialogues. Explain some grammatical rules.
Post Activities:
DDo some practices DDescribe a Picture
Materials: Board – Markers Didactic materials Handout—Module Worksheets CD – CD player
Diagnostic: Brainstorming Class Discussion Listening Formative: Comprehension Questions Pronunciation Practice Dialogues Summative: Describe a picture Review
Teacher´s Signature: ___________________________________________
Look at the picture bellow. Write as much as you can about it on the lines below.
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Class Activity
Prepositions of Location/Place
Prepositions of place are words used to describe where something is.
on - encima de under - debajo de in - en inside - adentro outside - afuera in front of - en frente de behind - atrás next to - al lado Near of – cerca de
between - entre (dos) among - entre muchos across from - del otro lado de la calle (también se dice "opposite") opposite - del otro lado (de la calle u otra cosa) above - arriba below - abajo around - alrededor on the right - a la derecha on the left - a la izquierda
Practice
I PART: Use the given prepositions to complete the sentences according to the correct position of each place in the map.
next to between across from
1. The police station is______________ the bank and the store. 2. The drug store is______________ the police station. 3. The school is ______________ the restaurant. 4. The train station is_______________ the school. 5. The drug store is______________ the movie theater and the post office.
II PART: Look at the pictures and use the given prepositions to complete the sentences.
in front of behind between above below on the right on the left
1. The house is__________________ the car.
2. The dog is_______________ the sun.
3. The tree is _______________ of the house.
4. The car is________________ the house.
5. The sun is________________ the dog.
6. The house is________________ the dog and the tree.
7. The dog is________________ of the house.
III PART: Write sentences to describe where the things are in the picture. Use the prepositions—above, behind, between, in front of, on and under.
tree dog bicycle
table ball
basket cloud
Example: ball/table The ball is under the table.
1. basket/table __________________________________________________.
2. tree/bicycle __________________________________________________.
3. cloud/table ___________________________________________________.
4. bicycle/tree __________________________________________________.
5. dog/the bicycle and the table _______________________________________________.
Giving Directions
How do I get to _______? - ¿Cómo llego a _______? Turn right. - Doble a la derecha. Turn left. - Doble a la izquierda. Go straight. - Vaya derecho. Go one block. - Vaya una cuadra (manzana). Go past _______ - Pase _______ It's on the corner of ______ and ______. - Está en la esquina de _____ y _____.
Practice -- Select the correct direction.
1. I'm at the police station. How do I get to the church?
Go straight on Main Street. Turn left on Second Street. Go two blocks. It's on the right.
Go straight on Main Street. Turn left on Central Avenue. Go one block. Turn left. It's on the right.
Go straight on Main Street. Turn right on Second Street. Turn left on Central Avenue. It's on the right.
Sunday, July 22th, 2012.
THIRD SESSION
LEARNING OBJECTIVES
CONTENT
LEARNING ACTIVITIES
RESOURSES
EVALUATION
To review some grammatical topics and rules. To test students learning through a meaningful exam. To participate in an info-gap activity. To talk about the future tense. To do some practices about the future tense.
Grammar Test Giving Directions Grammatical Rules
Simple Future Tense: WILL
Affirmative sentences Negative sentences Interrogatives
Simple Future Tense: Going to
Affirmative sentences Negative sentences Interrogatives
Pre-activities: Review about the last class. Find places on a map.
While-activities: Explain some grammatical rules Do some practices.
Post Activities: Have a test
Materials: Board – Markers Didactic materials Handout—Module Worksheets CD – CD player Test/copies
Diagnostic: Brainstorming Class Discussion Formative: Explanation Written practices Presentation of dialogues. Summative: Written Test
Teacher´s Signature: ___________________________________________
STEP 1
STAND UP
IN ONE MINUTE, ASK TO 5 DIFFERENT CLASSMATES FOR AN APPOINTMENT. STEP 2
PAY ATTENTION TO THE TIME THAT THE TEACHER SAYS AND FIND THE CLASSMATE WITH WHOM YOU HAVE THE APPOINTMENT AT THAT TIME.
IN PAIRS, ANSWER THE QUESTION THAT THE TEACHER WILL GIVE YOU.
WAIT FOR THE FOLLOWING TIME THE TEACHER SAYS AND DO THE SAME.
WAYS TO ASK FOR AN APPOINTMENT:
1- CAN WE HAVE AN APPOINTMENT AT TWO O’ CLOCK?
2- CAN WE SEE AT TWO O’ CLOCK?
3- CAN WE MEET AT TWO O’ CLOCK?
4- DO YOU WANT AN APPOINTMENT WITH ME AT TWO O’CLOCK?
HERE ARE SOME POSSIBLE ANSWERS:
1- SORRY, I CAN´T SEE (MEET WITH) YOU AT THAT TIME. MAY BE AT FOUR
O’CLOCK.
2- OK, FINE.
3- YES, I CAN.
4- IT‘S OK, NO PROBLEM.
ANSWERS’ SHEET
Question 1: _____________________________________________________?
Answer:
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Question 2: _____________________________________________________?
Answer:
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Question 3: _____________________________________________________?
Answer:
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Question 4: _____________________________________________________?
Answer:
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Question 5: _____________________________________________________?
Answer:
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Sunday, July 29th, 2012.
FOURTH SESSION
LEARNING OBJECTIVES
CONTENT
LEARNING ACTIVITIES
RESOURSES
EVALUATION
To review some grammatical topics and rules. To test students learning through a meaningful exam. To participate in an info-gap activity. To talk about the future tense. To do some practices about the future tense.
Grammatical Rules
Definite Article THE
Indefinite Articles A/An
Reading Selection
Pre-activities:
Review about the last class. Class discussion
While-activities:
Explain some grammatical rules Fill in gaps exercises
Post Activities: Read Answer comprehension questions Write a summary
Materials: Board – Markers Didactic materials Handout—Module Worksheets CD – CD player Test/copies
Diagnostic: Brainstorming Class Discussion Formative: Explanation Fill in gaps exercises Summative: Read Answer Questions Write a summary
Teacher´s Signature: ___________________________________________
Fill in the correct answers.
The is used in the following particular conditions
Musical Instrument the guitar, the flute, the
harmonica
Families the Parkers, the Potters
Common Buildings the Hilton Hotel, the Torre
Mayor
Mountain Chains The Himalayas, The Andes.
Oceans, Seas the Atlantic Ocean, the
Mediterranean Sea
Designation/Title the Prime Minister, the
President,
the Pope
Rivers & Canals the Murray River, the Nile
Names of Countries the United States of America,
in plural the Netherlands
The definite article is used before singular and plural
nouns when the noun is specific or particular.
The tells that the noun is definite, that it refers to a
particular member of a group.
Example:
The boy that helped me is over there.
In this example, we talk about a specific boy, the boy
that helped me.
The is often use after the noun that has already been
mentioned.
Example
An old lady and a boy help the blind man, both the
old lady and the boy are helpful.
1. ___________ (The / X) German physicist, who discovered X-rays in 1895, was Wilhelm Roentgen.
2. I like __________ (the / X) cappuccino very much. 3. Winchester is a city in __________ (the / X) United
Kingdom. 4. Last year we went to __________ (X / the)
Singapore for holidays. 5. George likes _________ (X / the) baseball and
________(X / the) golf. 6. ________ Parkers moved to the city last month. 7. We usually go to school by _________ (the / X)
bus. 8. Internet users can access to information from
around _______ (X / the) world. 9. ________ (X / The) bus to Wall Street leaves at
6.15. 10. Breakfast is very important, it is _______ (the / X )
first meal of the day. 11. My mom was born in ________ (X / the) forties. 12. Cecelia is ________ (X / the) General Manager of
ABC Company. 13. Hazel lives in _______ (X/ the) west of Australia. 14. The Hilton Hotel is on ________ (X / the) Park
Street. 15. Joseph is going to _________(X / the) post office to
mail a letter.
Indefinite Articles - A and An
A and an are the indefinite articles. They refer to something not
specifically known to the person you are communicating with.
A and an are used before nouns that introduce something or someone
you have not mentioned before.
For example:
"I saw an elephant this morning."
"I ate a banana for lunch."
A and an are also used when talking about your
profession:
For
example:
"I am an English teacher."
"I am a builder."
You use a when the noun you are referring to
begins with a consonant (b, c, d, f, g, h, j, k, l,
m, n, p, q, r, s, t, v, w, x, y or z), for example,
"a city", "a factory", and "a hotel".
You use an when the noun you are referring
to begins with a vowel (a, e, i, o, u)
Pronunciation changes this rule. It's the sound that
matters, not the spelling.
If the next word begins with a
consonant sound when we say it,
for example, "university" then
we use a. If the next word begins
with a vowel sound when we say
it, for example "hour" then we
use an.
We say "university" with a "y" sound at the beginning as though it were spelt "youniversity".
So, "a university" IS correct.
We say "hour" with a silent h as though it
were spelt "our".
So, "an hour" IS correct.
(Lots of people get this wrong - including
native speakers.)
Definite or Indefinite article practice
Gap-fill exercise
_______ man decided to rob________ bank in_________ town where he lived. He walked into________ bank
and handed_________ note to one of________ cashiers._________ cashier read the note, which told her to
give________ man some money. Afraid that he might have_________ gun, she did as she was told.________
man walked out of_______ building, leaving________ note behind. However, he didn't have________ chance
to spend________ money because he was arrested________ following day. He had made________ mistake
and written________ note on the back of________ envelope, and on_________ other side of ________
envelope was his name and address.________ Police stopped________ man driving________ car through
________ town nearby_________ next day and arrested him.
Exercise
Complete the sentences with a suitable article. Use a, an, the or x.
1. Albert Einstein was ______________________ famous scientist.
2. Einstein was born in ______________________ Germany in 1879.
3. Einstein won_____________________ Nobel Prize in Physics in 1921.
4. Einstein left his country and lived in ________________________ States until he died in 1955.
5. Einstein is known for his theory of_________________________ relativity.
6._______________________ German physicist, who discovered X-rays in 1895, was named Wilhelm Roentgen.
7. Roentgen won______________________ 1901 Nobel Prize.
8. Mandela was born in_________________________ South Africa.
9. Mandela was_______________________ first President elected in South Africa after Apartheid was revoked.
10. Mandela was imprisoned for_________________________ nearly 30 years for his anti-apartheid activities.
11. Mother Teresa was__________________________ Roman Catholic nun.
Read the text. Underline or highlight all the verbs that you find. Then answer some comprehension
questions and write a short summary using your own ideas.
Tips in Maintaining Each day Motivation – The Finest Strategy to Attain Your Goals.
By: Richard Tan
To make sure that you reach your objective, you must preserve your stage of motivation from begin to
finish. Needless to say without your motivation, you will lose track of what you have deliberate to do next
and you will lose your approach once again. To grantee that this may not happen once more, be aware of
some strategies to maintain your each day motivation at high point.
Once you set a goal, a plan must be conjured in accordance to it as well as day by day motivation. To
continually remind your self of the plan, you have to always discuss it. If the goal entails you, your spouse
and the entire household, then make it a follow to talk about your plans when you eat together. This
fashion, all of you'd always be reminded on what needs to be performed subsequent and the motivation to
do it might all the time be there.
To hit your targets, it's best to construct your desire. When you've a plan you need to initiate, it is advisable
apply sure ranges of effort to get it done.
A necessary factor will get done, make sure that you will clearly see the rewards of your efforts. This
fashion, you will be motivated in doing the subsequent steps that are acknowledged in your plan, since
you'll be looking forward for the fruits of your labor. Consistent with this, you also needs to visualize the
longer term rewards of the issues you've got been doing. Dream huge, since it's totally free and it will
maintain your motivation on high level.
Create the correct mental state and be prepared for some obstacles you may encounter alongside the way.
All the time assume positive so that you could overcome any sorts of distractions or issues that you just
meet on your technique to attaining your goals. With each day motivation you'll be extra consistent in doing
the necessary steps to succeed in your goals. Welcome challenges and dream of your goal every night, so
that the following morning you will get up with a variety of energy to do the issues it's essential to do in
attaining your dreams.
Comprehension Questions
1. What do you have to do to make sure that you will reach your objective?
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2. Mention some strategies that will help you to maintain your each day
motivation at high point.
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3. Write a short summary about the text.
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ENGLISH PICTIONARY
VOCABULARY: BUSINESS ENGLISH
1. Meeting
2. Graphs
3. Letter
4. Interview
5. Job
6. Employer
7. Employee
8. Receptionist
9. Bilingual secretary
10. Lawyer
11. Accountant
12. Administrator
13. Advertiser
14. Assistant
15. Buyer
16. Client
17. Customer
18. Manager
19. Marketing
20. Sales department
21. Bookkeeper
22. Invoice
23. Stockholder
24. Cash
25. Coins
26. Bills
27. Cash machine
28. E-marketing
29. E-commerce
INSTRUCTIONS:
Choose 20 of the following words.
Arrange them in alphabetical order.
Look for the meaning of the following
words in an Engligh-English dictionary
and add its standard pronunciation
and part of speech too.
Illustrate them
Use formal presentation, letter #12
Times New Roman, Arial or Tahoma.
List of Irregular Verbs Base Form Simple Past Past Participle Spanish
arise arose arisen surgir
be was / were been ser
beat beat beaten golpear
become became become convertirse
begin began begun comenzar
bet bet/betted bet/betted apostar
bite bit bitten morder
bleed bled bled sangrar
blow blew blown soplar
break broke broken romper
bring brought brought traer
build built built construir
buy bought bought comprar
catch caught caught atrapar
choose chose chosen elegir
come came come venir
cost cost cost costar
creep crept crept arrastrarse
cut cut cut cortar
deal dealt dealt dar, repartir
do did done hacer
draw drew drawn dibujar
dream dreamt/dreamed dreamt/dreamed soñar
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fall fell fallen caer
feed fed fed alimentar
feel felt felt sentir
fight fought fought pelear
find found found encontrar
flee fled fled huir
fly flew flown volar
forget forgot forgotten olvidar
forgive forgave forgiven perdonar
forsake forsook forsaken abandonar
freeze froze frozen congelar
get got got tener, obtener
give gave given dar
go went gone ir
grow grew grown crecer
hang hung hung colgar
have had had tener
hear heard heard oír
hide hid hidden esconderse
hit hit hit golpear
hold held held tener, mantener
hurt hurt hurt herir, doler
keep kept kept guardar
kneel knelt knelt arrodillarse
know knew known saber
lead led led encabezar
learn learnt/learned learnt/learned aprender
leave left left dejar
lend lent lent prestar
let let let dejar
lose lost lost perder
make made made hacer
mean meant meant significar
meet met met conocer, encontrar
pay paid paid pagar
put put put poner
quit quit/quitted quit/quitted abandonar
read read read leer
ride rode ridden montar, ir
ring rang rung llamar por teléfono
rise rose risen elevar
run ran run correr
say said said decir
see saw seen ver
sell sold sold vender
send sent sent enviar
set set set fijar
sew sewed sewn/sewed coser
shake shook shaken sacudir
shine shone shone brillar
shoot shot shot disparar
show showed shown/showed mostrar
shrink shrank/shrunk shrunk encoger
shut shut shut cerrar
sing sang sung cantar
sit sat sat sentarse
sleep slept slept dormir
slide slid slid deslizar
sow sowed sown/sowed sembrar
speak spoke spoken hablar
spell spelt/spelled spelt/spelled deletrear
spend spent spent gastar
spill spilt/spilled spilt/spilled derramar
split split split partir
spread spread spread extenderse
stand stood stood estar de pie
steal stole stolen robar
sting stung stung picar
stink stank/stunk stunk apestar
strike struck struck golpear
swear swore sworn jurar
sweep swept swept barrer
swim swam swum nadar
take took taken tomar
teach taught taught enseñar
tear tore torn romper
tell told told decir
think thought thought pensar
throw threw thrown lanzar
wake woke woken despertarse
wear wore worn llevar puesto
win won won ganar
wring wrung wrung retorcer
write wrote written escribir