4.6 part 1,,,ttss
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This document provides information about a lesson on comparative and superlative adjectives for an English language course. The lesson aims to teach students how to use comparative and superlative adjectives through activities incorporating different learning styles. Warm-up, presentation, practice and production activities are outlined to introduce comparative adjectives, followed by the same for superlative adjectives. The conclusion reflects that addressing different learning styles helped motivate students to learn and achieve the objectives of using both forms of adjectives in context.
4.6 part 1,,,ttss
- 1. TOPIC: SIMPLE PRESENT HANDBOOK UNIT 2 LEVEL : ENGLISH I
- 2. Content 1.LANGUAGE AWARENESS .........................................................................................................2 2.LANGUAGE AND CULTURE ......................................................................................................5 3.LANGUAGE LEARNING PROCESSES....................................................................................... 11 4.LANGUAGE TEACHING .......................................................................................................... 31 5.PLANNING AND EVALUATION .............................................................................................. 39 6.- SELF--‐ASSESSMENT AND DEVELOPMENT. ........................................................................ 44
- 3. 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)
- 4. 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
- 5. CONCLUSION On this unit it´s important that students get the information and show that they use this structure correctly .I believe that us a teachers have to teach to students how to use the language , let‟s remember that us are motivators as well so we need to use all the tools as we can. SELF-EVALUATION When students answer something we can notice if the form that we were using was correct , just look their faces ,if they don‟t have all the correct information the look like a warriors in a hard road but in the other side if they learn and understand everything they look like a fish in to water. LESSON PLAN e.g. 2 hours class Warm-up Let´s sing (numbers song) to go in a daily activity Act. 1 The teacher will show a clock with some daily routine activities.( The students will understand the telling time and they will practice the vocabulary (listen and repeat) Act. 2 Read a dialogue between two people where they are going to read , act out and understand the unknown words Act. 3 From the dialogue take the expressions which have simple present to introduce this tense, give to ss the structure grammar in affirmative , negative and interrogative. Act. 4 Explain to ss the rule for 3rd person in verbs. Act. 5 Practice with some verbs . Copy the list of verbs and change in to 3rd person . e.g. go-goes Act. 5 The teacher is going to bring some envelopes with puzzle sentences where the students are going to join two sentences .The first team who win is going to write the sentences on the board. Act. 6 The students will write examples from simple present in notebook
- 6. 2.LANGUAGE AND CULTURE Sensitzing students to different cultural standards Theme: DIFFERENT COUNTRIES/DIFFERENT CULTURES (using simple present and the verb be) 1. Description of class and course This is the same group as for the Planning and Evaluation project. It is a A1 course. There are 18 students between the ages of 18 and 25, 10 female and 8 male. They meet for class 1 and a half hour every Friday from 7:00 pm to 8:30 pm. This is a motivated group. Some of the students need the target language to apply for good employments. The group meets on Friday evenings, and 5 of them come from northern states. The course book is Blockbuster US 1 student book and workbook 2. Aims of the lesson - To learn and practice the verb to be. - To talk about different states - To ask and talk about personal experiences with people in different states. - To consider cultural standards in different countries. - To compare own cultural standards with cultural standards in other countries. 3. Personal aims - To provide an interesting lesson that students will enjoy. - To explain the grammar structure of countable and non-countable nouns that students can employ. - To motivate students to become aware of different cultural standards.
- 7. 4. Procedure 1. The teacher writes the phrase: different countries, different cultures. 2. The teacher posts in the wall around the classroom the names of the continents 3. The teacher welcomes students and explains that the topic will be “experiences with people of different countries”. 4. Give the students a flashcard with countries or nationalities 5. Ask the students to circulate and find the partner with the correspondent country/nationality. 6. Ask the students to form groups and sit in the area where their country/nationality belongs to. Each student will play the role of a native born in the country they picked. 7. Students will open their books (p. 4). They will read the title aloud. Teacher says “I‟m (name) I‟m from France. Where am I from? Point to students and ask: Where are you from? Why are you studying English? 8. Students will make a list with things that they relate to those countries. It may include: clothing, food, physical appearance, etc. 9. With a PPT presentation, the teacher will show the different countries, including physical location, photos of people, traditional customs, etc. 10. Teacher will ask the students; “have you been to any of this countries?” Elicit things like landscapes, people, etc. Students will point out the differences between these countries and their own country. Make the students use the verb be in sentences like: “they are tall (or short)” “they are tall”. The teacher will correct smoothly. 11. Students will check the grammar (p. 6) and complete the questions and the answers, using contractions. (p 6-7) (Positive form) 12. Working in pairs, students will practice asking each other questions and write both the questions and the answers in their notebooks. The teacher will check the work. 13. The teacher can use extra material for exercises like worksheets downloaded from the internet.
- 8. 14. Have the students move around and ask other students some personal information, like nationality. It´s a good time to know and practice greetings and introductions. 15. Have students to complete exercises 1 and 2 on page W1. 16. Finally in groups discuss what are the main differences they encounter between their own culture and other cultures. 5. Conclusions This unit motivates students to know each other better, and it also encourages students to get to know someone else. This lesson also let the students think about their culture manners and the verbal and non-verbal communication signs that may be very different from ours. They will also understand the importance of intercultural dialogue. 6. Self Evaluation The objective for this lesson is to get the students culturally aware. The material provided should appeal the interest of students and made them aware of the importance of developing the necessary skills for intercultural communication. However, it is important to keep in mind that for most students this may be the first contact with a new language, so the teacher has to have the ability to adapt to the student‟s pace and yet keep the teaching going. 7. Lesson Plan “Culture” T=teacher/S=students Time Phases of Social Media/ materials Aim of (min Learning Activities Form activity s) Engage --‐Before lesson Group --‐engage 15 Students: begins, T. writes plenar Board students min Introduc1 theme different y Paper in topic. on to countries/differe Set of cards with --‐ theme: nt cultures on countries/nationali introduce
- 9. “different board. -- ties theme. countries/ - S. divided into --‐S. different Groups of 3 with reflect cultures“. country/nationali On culture (Reflectin ties cards. in own g on own -Each group country. culture) gets paper Group make papers with things associated to other cultures Pre-- ‐teach PPT plenar Projector Use verb 15 grammar: presentation T. y computer to be to min. (comparin asks S. “have make g you been to any introductio cultures) of these ns and countries? getting acquainte d Verb to --‐T. shows OH plenar OH (p. 6) --‐T. 15 be T/S read OH y explains min grammati together Grammar cal structure structure --‐S. revise Structure and ask ques1ons If required. --‐S. Grammar s. Ask each Plena Notebooks --‐S. talk 20 practice. other questions ry workbook About min Verb be about partne personal affirmativ themselves and r experienc e form the country they es. represent --‐S. s. circulate to reflect on find information. And evaluate Their behavior And response To cultural situa1ons and
- 10. encounter s. Grammar S. practice group worksheets --‐S. 10 practice. grammar in a Practice min Verb be worksheet. verb to be affirmativ s. practice affirmative e form grammar p. 6-7 --‐S. talk About personal Experienc es using given structure -- ‐encourag e Awarenes s and evalua1on of own culture and Other cultures. Conclusio --‐In groups Group --‐S. 15 n: S. discuss if plenar develop min (Reflect there are y Empathy on situations that with cultural they find Other difference particularly cultures. s interesting and --‐develop and how they are Critical similaritie different from cultural s their own awarenes practices. s, evaluating own and other cultures. 8. ATTACHMENTS
- 11. COUNTRY NATIONALITY COUNTRY NATIONALITY Portugal Portuguese Austria Austrian Spain Spanish Greece Greek England English The USA American France French Japan Japanese Germany German Brazil Brazilian Italy 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!
- 12. 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.
- 13. -To identify the differences in use between comparative and superlative adjectives. PERSONAL AIMS -To develop activities for different learning styles. -To make students use comparative adjectives in context. -To make students use superlative adjectives in context. -To encourage students to keep on practicing comparative and superlative adjectives. -To incorporate the 4 skills. PROCEDURE 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
- 14. 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) Act. 1 The teacher asks some students to pass in front and asks the rest of the class some questions about their physical appearance. Egg. Who is taller Pepe or Mario? Then she encourages ss to use the following structure. Eg. Pepe is taller than Mario. The teacher keeps doing the same with different classmates.(15min) Act. 2 The teacher explains the rules of the formation of comparative adjectives. (15min) Act. 3 The teacher pastes some posters of different famous people on the board and asks ss to make comparisons among them.(15min) Closing The teacher throws a ball or balloon to someone in the class by the time she says an adjective. The student who catches the ball will have to say a comparative statement that fits for 2 of her/his classmates. Then the student
- 15. 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 Comparative Form Superlative Form Adjective 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. One-Syllable Adjective with Final - Comparative Form Superlative Form e large larger largest wise wiser 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.
- 16. 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 Comparative Form Superlative Form with a Single Consonant with a Single Vowel before It big bigger biggest thin thinner thinnest fat fatter fattest My dog is bigger than your dog. My dog is the biggest of all the dogs in the neighborhood. Max is thinner than John. Of all the students in the class, Max is the thinnest. My mother is fatter than your mother. Mary is the fattest person I've ever seen. Two-syllable adjectives. With most two-syllable adjectives, you form the comparative with more and the superlative with most. Two-Syllable Comparative Form Superlative Form Adjective peaceful more peaceful most peaceful pleasant more pleasant most pleasant careful more careful most careful
- 17. Two-Syllable Comparative Form Superlative Form Adjective thoughtful more thoughtful most thoughtful This morning is more peaceful than yesterday morning. Max's house in the mountains is the most peaceful in the world. Max is more careful than Mike. Of all the taxi drivers, Jack is the most careful. Jill is more thoughtful than your sister. Mary is the most thoughtful person I've ever met. If the two-syllable adjectives ends with –y, change the y to i and add –er for the comparative form. For the superlative form change the y to i and add –est. Two-Syllable Comparative Adjective Ending Superlative Form Form with -y happy happier happiest angry angrier angriest busy busier busiest John is happier today than he was yesterday. John is the happiest boy in the world. Max is angrier than Mary. Of all of John's victims, Max is the angriest. Mary is busier than Max. Mary is the busiest person I've ever met. Two-syllable adjectives ending in –er, -le, or –ow take –er and –est to form the comparative and superlative forms. Two-Syllable Adjective Ending Comparative Superlative Form with -er, -le, or - Form ow
- 18. Two-Syllable Adjective Ending Comparative Superlative Form with -er, -le, or - Form ow narrow narrower narrowest gentle gentler gentlest The roads in this town are narrower than the roads in the city. This road is the narrowest of all the roads in California. Big dogs are gentler than small dogs. Of all the dogs in the world, English Mastiffs are the gentlest. Adjectives with three or more syllables. For adjectives with three syllables or more, you form the comparative with more and the superlative with most. Adjective with Comparative Three or More Superlative Form Form Syllables 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 Comparative Superlative Form Adjective Form
- 19. Irregular Comparative Superlative Form Adjective Form good better best bad worse worst far farther farthest little less least many more most Italian food is better than American food. My dog is the best dog in the world. My mother's cooking is worse than your mother's cooking. Of all the students in the class, Max is the worst. Two-syllable adjectives that follow two rules. These adjectives can be used with -er and -est and with more and most. Two-Syllable Comparative Superlative Form Adjective Form clever cleverer cleverest clever more clever most clever gentle gentler gentlest gentle more gentle most gentle friendly friendlier friendliest friendly more friendly most friendly quiet quieter quietest quiet more quiet most quiet simple simpler simplest simple more simple most simple Big dogs are gentler than small dogs. Of all the dogs in the world, English Mastiffs are the gentlest.
- 20. Big dogs are more gentle than small dogs. Of all the dogs in the world, English Mastiffs are the most gentle. Adjetivo Comparativo Superlativo Español angry angrier angriest enfadado, enojado bad worse worst malo big bigger biggest grande amargo, bitter bitterer bitterest resentido, agrio black blacker blackest negro bland blander blandest soso bloody bloodier bloodiest sanguinolento blue bluer bluest deprimido bold bolder boldest audaz bossy bossier bossiest mandón brave braver bravest valiente brief briefer briefest breve bright brighter brightest brillante, luminoso broad broader broadest ancho, amplio busy busier busiest ocupado,
- 21. ajetreado calm calmer calmest tranquilo cheap cheap cheaper barato chewy chewier chewiest correoso, gomoso chubby chubbier chubbiest rechoncho classy classier classiest elegante clean cleaner cleanest limpio, sano clear clear clearest claro, despejado clever cleverer cleverest listo, ingenioso close closer closest cerca cloudy cloudier cloudiest nubiado clumsy clumsier clumsiest torpe coarse coarser coarsest áspero, grosero cold colder coldest frío cool cooler coolest fresco crazy crazier craziest loco creamy creamier creamiest cremoso espeluznante, creepy creepier creepiest repugnante crispy crispier crispiest crujiente cruel crueler cruelest cruel crunchy crunchier crunchiest crujiente
- 22. rizado, crespo, curly curly curliest quebrado curvy curvier curviest curvo cute cuter cutest mono damp damper dampest húmedo dark darker darkest oscuro, moreno deadly deadlier deadliest mortal, mortífero deep deeper deepest profundo dense denser densest denso dirty dirtier dirtiest sucio dry drier driest seco aburrido, soso, dull duller dullest tonto, romo dumb dumber dumbest estúpido dusty dustier dustiest polvoriento early earlier earliest pronto, temprano easy easier easiest facíl leve, tenue, vago, faint fainter faintest ligero claro, sereno, fair fairer fairest recto, justo fancy fancier fanciest lujoso far further/farther furthest/farthest lejos, distante fast faster fastest rápido
- 23. fat fatter fattest gordo few fewer fewest pocos fierce fiercer fiercest fiero, encarnizado aaqueroso, filthy filthier filthiest 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 fresco, nuevo, fresh fresher freshest original agradable, friendly friendlier friendliest amable, amistoso full fuller fullest lleno, completo gracioso, curioso, funny funnier funniest raro tierno, afectuoso, gentle gentler gentlest suave oscuro, abatido, gloomy gloomier gloomiest decaído good better best bueno grandioso, grand grander grandest ambicioso, impotente grave graver gravest grave
- 24. greasy greasier greasiest grasiento great greater greatest grande, genial goloso, codicioso, greedy greedier greediest ávido asqueroso, gross grosser grossest grosero, craso guilty guilter guiltiest culpable hairy hairier hairiest velludo, peludo práctivo, útil, handy handier handiest habilidoso, mañoso feliz, contento, happy happier happiest alegre hard harder hardest duro, difícil harsh harsher harshest áspero, duro healthy healthier healthiest sano, saludable pesado, grueso, heavy heavier heaviest fuerte, duro alto, elevado, high higher highest agudo hip hipper hippest moderno caliente, caluroso, hot hotter hottest picante humble humbler humblest humilde hungry hungrier hungriest hambriento icy icier iciest helado, frío
- 25. itchy itchier itchiest pica jugoso, zumoso, juicy juicier juiciest suculento amable, benévolo, kind kinder kindest cariñoso large larger largest grande tarde, restrasado, late later latest reciente lazy lazier laziest perezoso light lighter lightest ligero, claro likely likelier likeliest probable little littler littlest pequeño, poco lively livelier liveliest animado, vivo lonely lonlier lonliest solitario long longer longest largo loud louder loudest fuerte, alto precioso, bello, lovely lovelier loveliest lindo low lower lowest bajo enfadado, mad madder maddest enojado, loco malo, mezquino, mean meaner meanest tacaño sucio, messy messier messiest desordenado, desastroso
- 26. afable, suave, mild milder mildest leve moist moister moistest húmedo narrow narrower narrowest estrecho, escaso asqueroso, nasty nastier nastiest desagradable malo, travieso, naughty naughtier naughtiest picante near nearer nearest cercano, próximo ordenado, neat neater neatest aseado, pulcro needy needier neediest necesitado nuevo, fresco, new newer newest reciente, moderno simpatico, nice nicer nicest agradable, bueno ruidoso, noisy noisier noisiest clamaroso odd odder oddest raro, extraño grasiento, oily oilier oiliest aceitoso viejo, anciano, old older/elder oldest/eldest antiguo plain plainer plainest claro, sencillo polite politer politest educado, cortés poor poorer poorest pobre
- 27. bonito, lindo, pretty prettier prettiest hermoso orgulloso, proud prouder proudest soberbio, digno pure purer purest puro quick quicker quickest rápido tranquillo, quiet quieter quietest silencioso rare rarer rarest raro raw rawer rawest crudo, agrietado rich richer richest rico, abundante ripe riper ripest maduro, curado arriesgado, risky riskier riskiest peligroso roomy roomier roomiest espacioso áspero, tosco, rough rougher roughest bruto, ronco maleducado, rude ruder rudest grosero, tosco rusty rustier rustiest oxidado triste, lamentable, sad sadder saddest penoso safe safer safest seguro salty saltier saltiest salado sane saner sanest cuerdo, sensato
- 28. espantoso, scary scarier scariest asustadizo superficial, poco shallow shallower shallowest profundo afilado, cerrado, sharp sharper sharpest agudo brillante, shiny shinier shiniest reluciente corto, bajo, short shorter shortest chaparro shy shyer shyest tímido silly sillier silliest tonto sencillo, simple, simple simpler simplest facíl sincere sincerer sincerest sincero, genuino skinny skinnier skinniest flaco adormilado, sleepy sleepier sleepiest soñoliento slim slimmer slimmest delgado, fino viscoso, pegajoso, slimy slimier slimiest empalagoso slow slower slowest lento small smaller smallest pequeño listo, inteligente, smart smarter smartest agudo smelly smellier smelliest apestoso
- 29. humeante, smoky smokier smokiest ahumado liso, suave, llano, smooth smoother smoothest fluido soft softer softest blando, suave soon sooner soonest pronto sore sorer sorest dolorido sorry sorrier sorriest lamentable sour sourer sourest agrio, ácido picante, spicy spicier spiciest especiado, sazonado empinado, steep steeper steepest pronunciado tacaño, rácano, stingy stingier stingiest raquítico raro, extraño, strange stranger strangest desconocido strict stricter strictest estricto, rígido fuerte, sólido, strong stronger strongest intenso, marcado sunny sunnier sunniest soleado, radiante sweaty sweatier sweatiest sudoroso sweet sweeter sweetest dulce tall taller tallest alto tan tanner tannest bronceado,
- 30. moreno rico, sabroso, tasty tastier tastiest apetitoso grueso, denso, thick thicker thickest espeso, poblado thin thinner thinnest delgado, fino thirsty thirstier thirstiest sediento diminuto, tiny tinier tiniest minúsculo fuerte, resistente, tough tougher toughest duro, difícil cierto, verdadero, true truer truest leal, fiel ugly uglier ugliest feo caliente, warm warmer warmest templado, cálido weak weaker weakest débil, flojo wealthy wealthier wealthiest rico, pudiente weird weirder weirdest raro, extraño mojado, húmedo, wet wetter wettest lluvioso ancho, amplio, wide wider widest extenso salvaje, silvestre, wild wilder wildest descontrolado windy windier windiest ventoso
- 31. sabio, sensato, wise wiser wisest prudente worldly worldlier worldliest mundano, terreno worthy worthier worthiest virtuoso, digno young younger younges joven 1. Paul is (tall) than Jack . 2. Your ring is (expensive) than mine . 3. It's the (difficult) exercise I've ever seen . 4. It's the (small) house I've ever seen . 5. Mark is the (fat) of his family . 6. He is (+ rich) than his brother. 7. My sister is (- intelligent) than you. 8. She is the (beautiful) girl in her class. 1. My brother is (tall) than me. 2. Nancy is (intelligent) girl in the classroom. 3. Your father is (old) than you. 4. This dress is (expensive) than those shoes. 5. Is Italian food (good) than American food? 6. My dog is (big) than your cat. 7. Your cat is (small) than my dog. 8. Mary is (young) of all the students in the classroom, 9. Marrackech is (hot) city in Morocco. 10. A diamond is (solid) than wood.
- 32. 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” “shouldn‟t to ask for and give advice. -To present and practice vocabulary related to ailments. -To recognize the correct use of should or shouldn‟t according to the situation. PERSONAL AIMS: -To plan activities which can provide students the opportunity to apply what they learn in the classroom to real life experiences.
- 33. -To create a positive learning environment by the use of different methods and approaches. -To enhance students participation through simulation and role-play. - To integrate the four skills (listening, reading, writing and speaking) in the lesson. -To make students learn and use the verb should (or shouldn‟t) to ask for and give advice. -To make students learn and use vocabulary related to ailments in context. PROCEDURE: WARM - UP PRESENTATION OF VOCABULARY RELATED TO AILMENTS PRACTICE OF VOCABULARY RELATED TO AILMENTS PRODUCTION OF VOCABULARY RELATED TO AILMENTS PRESENTATION OF SHOULD AND SHOULDN’T PRACTICE OF SHOULD AND SHOULDN’T PRODUCTION OF SHOULD AND SHOULDN’T CLOSING
- 34. CONCLUSION: By selecting and adapting different teaching methods and approaches it was easier to fulfill the lesson‟s objectives. Through role-play and other activities students had the opportunity to practice should and shouldn‟t and they were able to use vocabulary related to ailments in context. Due to this experience I consider it necessary to keep on track of new methods and teaching strategies in order to provide students with the necessary tools for a second language learning environment. SELF-EVALUATION It was a bit hard to choose the appropriate methods because I first had to check students‟ background, however I was able to achieve my goals and I think the lesson finally was a big succeeds because I was aware of everything surrounding my class as for example, materials, instructions, error correction, etc.
- 35. LESSON PLAN (1 hour class) Warm-up The teacher will share a personal experience with students by telling them what ailment she/he once had. Then she/he will advice students by using should or shouldn‟t in case they suffer the same ailment than her/him. (5 min) Act. 1 The teacher will present students some flashcards or images with different ailments and then she/he will mention an advice for them using should or shouldn‟t. Eg. The girl in the picture has a toothache, she should go to the dentist. At the end, the teacher will show the flashcards again but this time, she/he will elicit the ailments and advices from students. (15min) Act. 2 The teacher will ask some students to mime different ailments infront of the class and the rest of it will have to guess what the ailment is, afterwards they will have to say the corresponding advice to that ailment using should or shouldn‟t. (15min) Act. 3 Students will be given papers with different situations they will have to role-play. Eg. STUDENT A: You have a problem with your health. Tell student B what‟s wrong with you and ask him/her for advice. STUDENT B: Student A has a problem with his/her health. Listen to him/her and then tell him/her what he/she should or shouldn‟t do. Once students have the activity ready, they will present it to their classmates and then the teacher is going to ask them questions about what happened in each situation encouraging them to use vocabulary related to ailments and should/shouldn‟t. (20 min) Closing The teacher will review the class by miming his/herself some of the ailments and students will have to say an advice. Eg. T- What‟s wrong with me?( by the time she/he touches
- 36. her/his head) SS- You have a headache. T- What shoud I do? SS- You should take a pain reliever. (5 min) ATTACHMENT: health salud illness enfermedad (en general) disease enfermedad (específica) asthma asma chickenpox varicela smallpox viruela heart attack infarto heart disease cardiopatía hepatitis hepatitis ulcer úlcera flu gripe mumps paperas wound herida (por un arma) injury herida blood sangre hospital hospital doctor médico family doctor médico de cabecera nurse enfermera injection inyección medicine medicina pill pastilla, píldora prescription receta médica vaccine vacuna painful doloroso painless indoloro bandage venda band aid tirita, curita crutch muleta plaster yeso wheelchair silla de ruedas
- 37. 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 to have a rash tener erupciones, sarpullido to have spots tener granitos to have a black eye tener un ojo morado to get a bruise magullarse to get burnt quemarse to lose one's appetite perder el apetito to lose one's voice quedarse afónico to break one's arm 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 a to suffer from sufrir de to vomit vomitar to throw up vomitar
- 38. to hurt doler to swell hincharse to take an aspirin tomar una aspirina to take a medicine tomar un medicamento THE USE OF SHOULD AND SHOULDN‟T We use should and shouldn't to give advice or to talk about what we think is right or wrong. You should means something like I think it is a good idea for you to do it. You shouldn't means something like I think it is a bad idea for you to do it. Should is used to express the opinion of a speaker and often follows I think or I don't think. Examples You look tired. I think you should take a few days off. Alice works very long hours. She should to talk to her boss. - I have an English test tomorrow. - I shouldn't worry if I were you. You have worked really hard. - I never have enough money. - I don't think you should go out so much. Should - Quick Grammar Note To give advice to someone you can also say: I should do it if I were you. I shouldn't be so rude, if I were you. When you regret not doing something in the past, you can say:
- 39. 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? --- 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?
- 40. 7) The doctor said: "_ You eat healthy food. You eat fast food. You watch so much TV. You walk 1 hour a day. You drink fruit juice and water. You drink wine or beer 1. Listen to that music! Our neighbors play music that loud at this hour. 2. If your tooth is still hurting you tomorrow, you go to the dentist's. 3. Cathy keep ringing her ex-boyfriend. I think he is with another girl now. 4. Before going to Madrid for your holidays, you try and learn something of the language. You will enjoy things a lot more. 5. You always knock on the door before entering. This is a private office. 6. We bring something to Kate's party. I'll feel really embarrassed otherwise. 7. That model on the TV is too skinny. She eat more, I think! 8. Lizzie ask Bryan to help her with her studies. He did the same course last year. 9. Pregnant women smoke as it can damage the baby. 5.PLANNING AND 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)
- 41. -The discernment and judgment of the analyzed information (according to the set evaluation criteria and at the light of the educational objectives). -Drawing conclusions and recommendations which allow the re-orientation and eventual improvement of the educational activity” Educational evaluation can help to change things and to plan “different things”, but it can also help us to plan things better, in order to prevent negative consequences and to compensate for possible shortcomings. DESCRIPTION OF THE CLASS AND COURSE In this course student have to communicate feelings , arguments , thinking , knowledge , ideas , reflexions ,opinions in all public areas like personal, educational and occupational , resourcing and respectively in English Language , the student has to be autonomous , the student has to understand how to use daily expressions , greetings and interchange personal information about daily routine and habits. TOPIC SIMPLE PRESENT Spelling rules for 3rd person Jobs and daily routine What does your father do? (dialogue , comprehension reading Grammar simple present (affirmative , negative and interrogative) How often do you….? (speaking activity) AIMS OF THE LESSON Make autonomous students Know the simple present form (affirmative, negative and interrogative) The student will be able to interchange personal information about himself and other person talking about daily routine and habits. The student will be able to write a description from himself and other person about daily routine and free-time activities. PERSONAL AIMS The main aim in this area is to evaluate students, with different types of strategies, in all language skills using the CEFR as a reference to check how well they can read, speak, write and understand the use and form for the simple present; evaluate if they have achieved and acquired competences.
- 42. PROCEDURE With the different evaluations methods this area evaluates the competencies: knowledge, skills, attitudes, abilities and values gained, developed or achieved during the educational activity. 1- In the warm –up activity previous knowledge and students needs can be evaluated by asking or let them express orally. 2- Vocabulary will be evaluated with a memory game. 3- To evaluate listening, a short quiz with video will be used. 4- In grammar structure, students have to create a presentation where they include and apply grammar to describe pictures and daily life activities. 5- To evaluate speaking they will present their projects in class where they have to explain it. 6- A final written exam will be used to evaluate grammar and writing skills. 7- Students answer a short test to evaluate their performance and participation in the course. CONCLUSIONS On this unit it´s important that students get the information and show that they use this structure correctly. We know that there are not golden rules” for the development of a perfect educational evaluation. We have to be creative to choose the correct strategies to use formative and summative evaluations which can provide us real results about our students. SELF EVAUATION These questions can help to evaluate ourselves as teachers to realize if we are doing a good job at the planning and evaluation moment. Do I define the aims of my lesson? Do I plan my lessons including different evaluation techniques? Do I use various ways of conducing a course evaluation?
- 43. Do I do needs analysis and assess my student‟s language competence according to the CEFR? Do I inform my students on language examinations available to them and advise them on the appropriate options for them? Do I help my students to plan further learning to suit their needs? LESSON PLAN Evaluation Lesson Plan Topic: Simple Present Activity Materials Type of evaluation 1- In the warm –up activity Flashcards -Personal previous knowledge and Memory game And Group students needs can be Computer -Formative evaluated by asking or let Projector -Summative them express orally. Exams -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.
- 44. ATTACHEMENTS FINAL EXAM Name ________________________________________________Date __________ Group ___________ Score ____________ I. Select the correct answer to complete the sentences. 1. Hi! My name _____ John. a. is b. are c. am d. was 2. Nice to meet _____! a. now b. he c. you d. too 3. What___ your e-mail address? a. „s b. are c. am d. you 4. My telephone ________ is 555 667 890 a. address b. name c. color d. number 5. ______ you Michael? a. Is b. Are c. Am d. „s 6. Yes, I ____. a. „m b. not c. too d. am 7. No, I‟m _____. a. am b. are c. not d. is 8. A. What‟s your _______ name? B. It‟s Gonzalez. a. first b. last c. middle d. nickname 9. David Smith is single. a. Mrs. Smith b. Ms. Smith c. Miss Smith d. Mr. Smith 10. Liz Silva is married. a. Mrs. Silva b. Mr. Silva c. Miss Silva d. Sra. Silva II. Chose the best response. 1. Good morning! a. Nice to meet you. b. You‟re welcome c. Good morning d. Good night 2. How are you?
- 45. 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. 1.- Description of the area: This area includes Development of observation skills, dealing with feedback, awareness of one's own strengths and weaknesses, awareness of possibilities for further professional development and the resources and sources of help. 2.- Description of class and course In this course the students will be able to understand and use the simple present, frequency adverbs and prepositions of time to talk about activities. In this lesson students will talk about when things happen, they will learn to describe weekday and weekend routines, also the habitual actions . 3.- Topic: Daily life. To motivate students, we need the students to realize that they can apply what they practice in class, in a real life situation. If We can make this, we can say that it is a successful lesson because the students will be more interested in their activities and also they will show interest in their classmates‟ activities. Students will feel motivated when they share their interest with other students. 4.- Aims of the lesson - Use prepositions of time correctly. - Talk about the frequency they do their activities - Students describe weekdays and weekend routines. - Talk about interesting activities 5.- Personal aims I. To promote learner autonomy. II. Know the simple present form. III. The students will be able to use prepositions of time correctly. IV. To receive feedback on my teaching performance
- 46. V. To share ideas with colleagues to promote best practice VI. The student will be able to interchange personal information about himself and other person talking about daily activities. 6.- Procedure 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.
- 47. 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 the answers with the class Act. 2 Explain the frequency adverbs and prepositions of time Act. 3 The teacher will show a pictures with some daily routine activities.( The students will understand the prepositions of time, frequency adverbs and they will practice the vocabulary (listen and repeat) Act. 4 Students walk around the classroom and ask each person to tell them two interesting things or unusual things they do each week Act. 5 The students have to ask and answer questions about their activities with all their classmates. Act. 5 when students finish asking and answering questions around the classroom, ask for the first volunteers out of several to share some interesting or unusual things they learned about their classmates Act. 6 The students will write examples from some interesting or unusual activities to help them stimulate and increase their vocabulary. ATTACHEMENTS
- 48. PREPOSITIONS OF TIME centuries in 20th century years in 2012 / in that year in seasons in summer months in September during parts of the in the morning / in the afternoon/ in the day evening on dates on 4th March days on Saturday / on Monday morning special days on Christmas Eve weekends at the weekend nighr at night at time at 6 o‟clock great annual festivals at Easter meals at dinner A) Write at, in or on. 1. Classes start................. September. 2. My birthday is ................. 15 July. 3. They like meeting ................. lunchtime. 4. The film starts ................. 9 o‟clock. 5. All the family meets ................. Christmas day. 6. I usually stay at home ................. the weekend. 7. They have Karate lessons ................. the evening. 8. The bank closes .................3:00 pm. 9. We are going skiing ................. Easter. 10. I don‟t like getting up early ................. the morning. 11. We usually go to the pub ................. Saturday night. 12. Justin Bieber was born ................. 1994. 13. He doesn‟t drive ................. night. 14. ................. winter we go to school by bus. 15. They don‟t watch TV.................dinne