4.6 part 1
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
477
On Slideshare
477
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
7
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. TOPIC: SIMPLE HANDBOOK PRESENT UNIT 2 LEVEL : ENGLISH IWRITTEN BY: MARTIN HUMBERTO ARCINIEGA OROZCO
  • 2. Content1.LANGUAGE AWARENESS .........................................................................................................22.LANGUAGE AND CULTURE ......................................................................................................53.LANGUAGE LEARNING PROCESSES....................................................................................... 114.LANGUAGE TEACHING .......................................................................................................... 165.PLANNING AND EVALUATION .............................................................................................. 216.- SELF--‐ASSESSMENT AND DEVELOPMENT. ........................................................................ 25
  • 3. 1.LANGUAGE AWARENESSDESCRIPTION OF THE AREALanguage 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 Awarenessinterests 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 COURSEIn 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.TOPICSIMPLE PRESENTSpelling rules for 3rd personJobs and daily routineWhat does your father do? (dialogue , comprehension readingGrammar simple present (affirmative , negative and interrogative)How often do you….? (speaking activity)
  • 4. AIMS OF THE LESSONMake autonomous studentsKnow 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 AIMSMy purpose for this unit is make autonomous students where they can read ,speak , write and understand the use and form for the simple present. Theycan resource whichever situation where they have to use simple present witha 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. CONCLUSIONOn 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 aswell so we need to use all the tools as we can.SELF-EVALUATIONWhen 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 PLANe.g. 2 hours classWarm-up Let´s sing (numbers song) to go in a daily activityAct. 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 wordsAct. 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 3rdperson . e.g. go-goesAct. 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 CULTURESensitzing students to different cultural standardsTheme: DIFFERENT COUNTRIES/DIFFERENT CULTURES (using simplepresent and the verb be)1. Description of class and courseThis is the same group as for the Planning and Evaluation project. It is a A1course. There are 18 students between the ages of 18 and 25, 10 female and8 male. They meet for class 1 and a half hour every Friday from 7:00 pm to8:30 pm.This is a motivated group. Some of the students need the target language toapply for good employments. The group meets on Friday evenings, and 5 ofthem come from northern states.The course book is Blockbuster US 1 student book and workbook2. 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 othercountries.3. Personal aims- To provide an interesting lesson that students will enjoy.- To explain the grammar structure of countable and non-countable nouns thatstudents can employ.- To motivate students to become aware of different cultural standards.
  • 7. 4. Procedure1. The teacher writes the phrase: different countries, different cultures.2. The teacher posts in the wall around the classroom the names of thecontinents3. 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 nationalities5. Ask the students to circulate and find the partner with the correspondentcountry/nationality.6. Ask the students to form groups and sit in the area where theircountry/nationality belongs to. Each student will play the role of a native bornin the country they picked.7. Students will open their books (p. 4). They will read the title aloud. Teachersays “I‟m (name) I‟m from France. Where am I from? Point to students andask: Where are you from? Why are you studying English?8. Students will make a list with things that they relate to those countries. Itmay 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 thedifferences between these countries and their own country. Make the studentsuse the verb be in sentences like: “they are tall (or short)” “they are tall”. Theteacher 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 andwrite both the questions and the answers in their notebooks. The teacher willcheck the work.13. The teacher can use extra material for exercises like worksheetsdownloaded from the internet.
  • 8. 14. Have the students move around and ask other students some personalinformation, like nationality. It´s a good time to know and practice greetingsand introductions.15. Have students to complete exercises 1 and 2 on page W1.16. Finally in groups discuss what are the main differences they encounterbetween their own culture and other cultures.5. ConclusionsThis unit motivates students to know each other better, and it also encouragesstudents to get to know someone else. This lesson also let the students thinkabout their culture manners and the verbal and non-verbal communicationsigns that may be very different from ours. They will also understand theimportance of intercultural dialogue.6. Self EvaluationThe objective for this lesson is to get the students culturally aware. Thematerial provided should appeal the interest of students and made themaware of the importance of developing the necessary skills for interculturalcommunication. However, it is important to keep in mind that for moststudents this may be the first contact with a new language, so the teacher hasto have the ability to adapt to the student‟s pace and yet keep the teachinggoing.7. Lesson Plan “Culture”T=teacher/S=students TimePhases of Social Media/ materials Aim of (minLearning Activities Form activity s)Engage --‐Before lesson Group --‐engage 15Students: begins, T. writes plenar Board students minIntroduc1 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 reflectcultures“. country/nationali On culture(Reflectin ties cards. in owng on own -Each group country.culture) gets paper Group make papers with things associated to other culturesPre--‐teach PPT plenar Projector Use verb 15grammar: presentation T. y computer to be to min.(comparin asks S. “have makeg you been to any introductiocultures) of these ns and countries? getting acquainte dVerb to --‐T. shows OH plenar OH (p. 6) --‐T. 15be T/S read OH y explains mingrammati together Grammarcal structurestructure --‐S. revise Structure and ask ques1ons If required. --‐S.Grammar s. Ask each Plena Notebooks --‐S. talk 20practice. other questions ry workbook About minVerb be about partne personalaffirmativ themselves and r experience 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. 10practice. grammar in a Practice minVerb be worksheet. verb to beaffirmativ s. practice affirmativee 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. 15n: S. discuss if plenar develop min(Reflect there are y Empathyon situations that withcultural they find Otherdifference particularly cultures.s interesting and --‐developand how they are Criticalsimilaritie different from culturals 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 correctnationality. 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‟tforget to include the verb! 1. I am Austrian. I am from ………………………………………………....... 2. You are American. You ………………………………………………........ 3. He is Italian. He ………………………………………………………......... 4. She is Chinese. She ……………………………………………………….. 5. It is French. It …………………………………………………………….. 6. We are Japanese. We …………………………………………………….. 7. You are English. You ……………………………………………………..
  • 12. 8. They are Spanish. They ………………………………………………….. 9. Johanna is Greek. ………………………………………………………...Lewis and Gwen are German. …………………………………………..3.LANGUAGE LEARNING PROCESSESDESCRIPTION OF THE AREASecond-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 yourown needs and approach, this often means choosing techniques that work foryou and evaluating them from time to time to determine if you need to trysomething new.DESCRIPTION OF THE CLASS AND COURSEThis 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 forgood employments. 5 of the students are married and have children so this isa motivating factor for them too.TOPICS-Comparative Adjectives-Superlative AdjectivesAIMS OF THE LESSON-To present and practice the comparative form of adjectives.-To present and practice the superlative form of adjectives.-To identify the differences in use between comparative and superlativeadjectives.PERSONAL AIMS-To develop activities for different learning styles.-To make students use comparative adjectives in context.
  • 13. -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 CLOSINGCONCLUSIONThroughout the development of this lesson, students acquired knowledge ofthe use of comparative and superlative adjectives by performing differentactivities. The whole group was certainly motivated to learn because all thematerial and activities applied on this lesson were focused on differentlearning styles. So we as teachers must always have in mind that all our
  • 14. students learn and processing information in different ways, If we are alwaysaware of that when planning, we will have better learning results indeed.SELF-EVALUATIONI 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 PLANe.g. 1 hour classWarm-up The teacher shows students some images and elicits adjectives from them. (5min)Act. 1 The teacher asks some students to pass infront and asks the rest of the class some questions about their physical appearance. Eg. Who is taller Pepe or Mario? Then she encourages ss to use the following structure. Eg. Pepe is taller than Mario. The teacher keeps doing the same with different classmates.(15min)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 will have to throw the ball again and the classmate who catches it will do the same.(10min)ATTACHMENTForming Comparative and Superlative Adjectives
  • 15. One-syllable adjectives.Form the comparative and superlative forms of a one-syllable adjective by adding –er for thecomparative form and –est for the superlative.One- ComparativeForm SuperlativeFormSyllableAdjectivetall taller tallestold older oldestlong longer longestMary is tallerthan Max.Mary is the tallestof all the students.Max is olderthan John.Of the three students, Max is the oldest.My hair is longerthan your hair.Maxs story is the longeststory Ive ever heard.If the one-syllable adjective ends with an e, just add –r for the comparative form and –st forthe superlative form.One-SyllableAdjective with Final - ComparativeForm SuperlativeFormelarge larger largestwise wiser wisestMarys car is largerthan Maxs car.Marys house is the tallestof all the houses on the block.Max is wiserthan his brother.Max is the wisestperson I know.If the one-syllable adjective ends with a single consonant with a vowel before it, double theconsonant and add –er for the comparative form; and double the consonant and add –estfor the superlative form.
  • 16. One-SyllableAdjective Ending ComparativeForm SuperlativeFormwith a SingleConsonant with aSingle Vowel beforeItbig bigger biggestthin thinner thinnestfat fatter fattestMy dog is biggerthan your dog.My dog is the biggestof all the dogs in the neighborhood.Max is thinnerthan John.Of all the students in the class, Max is the thinnest.My mother is fatterthan your mother.Mary is the fattestperson Ive ever seen.Two-syllable adjectives.With most two-syllable adjectives, you form the comparative with more and the superlativewith most.Two- ComparativeForm SuperlativeFormSyllableAdjectivepeaceful more peaceful mostpeacefulpleasant more pleasant mostpleasantcareful more careful mostcarefulthoughtful more thoughtful mostthoughtful
  • 17. 4.LANGUAGE TEACHINGDESCRIPTION OF THE AREALanguage 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 failsto learn a second language. There are many methods and approaches forteaching 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 studentsneed 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)-AilmentsAIMS 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.
  • 18. -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 andgive 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
  • 19. PRODUCTION OF VOCABULARY RELATED TO AILMENTS PRESENTATION OF SHOULD AND SHOULDN’T PRACTICE OF SHOULD AND SHOULDN’T PRODUCTION OF SHOULD AND SHOULDN’T CLOSINGCONCLUSION: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 wereable 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-EVALUATIONIt 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 Ithink 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 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
  • 20. 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 her/his head) SS- You have a headache. T- What shoud I do? SS- You should take a pain reliever. (5 min)ATTACHMENT
  • 21. THE USE OF SHOULD AND SHOULDN‟T We use should and shouldnt 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 shouldnt 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 dont think.ExamplesYou 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 shouldnt worry if I were you. You have worked really hard.- I never have enough money.- I dont think you should go out so much.Should - Quick Grammar NoteTo give advice to someone you can also say: I should do it if I were you. I shouldnt be so rude, if I were you.When you regret not doing something in the past, you can say: I shouldnt have spoken to him like that. I shouldhaveapologizedearlier
  • 22. 5.PLANNING AND EVALUATIONDESCRIPTION OF THE AREAPlanning an educational evaluation refers to a systematic and ongoingprocess 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 “differentthings”, but it can also help us to plan things better, in order to preventnegative consequences and to compensate for possible shortcomings.DESCRIPTION OF THE CLASS AND COURSEIn 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.TOPICSIMPLE PRESENTSpelling rules for 3rd personJobs and daily routineWhat does your father do? (dialogue , comprehension readingGrammar simple present (affirmative , negative and interrogative)How often do you….? (speaking activity)AIMS OF THE LESSONMake autonomous studentsKnow 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.
  • 23. The student will be able to write a description from himself and other personabout daily routine and free-time activities.PERSONAL AIMSThe main aim in this area is to evaluate students,with different types ofstrategies, in all language skills using the CEFR as a reference to check howwell they canread, speak, write and understand the use and form for thesimple present; evaluate if they have achieved and acquired competences.PROCEDUREWith the different evaluations methods this areaevaluates the competencies:knowledge, skills, attitudes, abilities and values gained, developed orachieved 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.CONCLUSIONSOn 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 thedevelopment of a perfect educational evaluation.
  • 24. 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 EVAUATIONThese 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 mylessons including different evaluation techniques?Do I use various ways of conducing 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 theirneeds?LESSON PLAN Evaluation Lesson PlanTopic: Simple PresentActivity 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
  • 25. 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.ATTACHEMENTSFINAL 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 555 667 890 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.
  • 26. 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.1.-Description of the area:This area includes Development of observation skills, dealing with feedback,awareness of ones own strengths and weaknesses, awareness ofpossibilities for further professional development and the resources andsources of help.2.- Description of class and courseIn 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 .3.- Topic: Daily life. To motivate students, we need the students to realize that they canapply 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 moreinterested in their activities and also they will show interest in their classmates‟activities. Students will feel motivated when they share their interest with otherstudents.
  • 27. 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 activities5.- Personal aimsI. 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.6.- Procedure1-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 class3-Explain the frequency adverbs and prepositions of time4-The teacher will show a pictures with some daily routine activities.( The students willunderstand the prepositions of time, frequency adverbs and they will practice thevocabulary (listen and repeat)5-Students walk around the classroom and ask each person to tell them two interestingthings or unusual things they do each week6-The students have to ask and answer questions about their activities with all theirclassmates.7-when students finish asking and answering questions around the classroom, ask forthe first volunteers out of several to share some interesting or unusual things theylearned about their classmates8-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
  • 28. 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 EvaluationI try to do this lesson attractive , using slide in a language classroom, givingstudents 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 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 classAct. 2 Explain the frequency adverbs and prepositions of timeAct. 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 weekAct. 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
  • 29. interesting or unusual things they learned about their classmatesAct. 6 The students will write examples from some interesting or unusual activities to help them stimulate and increase their vocabulary.ATTACHEMENTSPREPOSITIONS OF TIME centuries in 20th century years in 2012 / in that yearin seasons in summer months in September during parts of the in the morning / in the afternoon/ in the day eveningon dates on 4th March days on Saturday / on Monday morning special days on Christmas Eve weekends at the weekend nighr at nightat time at 6 o‟clock great annual festivals at Easter meals at dinnerA) 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.
  • 30. 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