Handbook

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Handbook

  1. 1. AREA 1:LANGUAGE AWARENESS TOPIC: SIMPLE PRESENT - Verb “to be” 1stLevel DEVELOPED BY: Ma.del Socorro Esquivel Juárez Julio César Sánchez Pérez
  2. 2. 1. LANGUAGE AWARENESS.This area involves a link between linguistic competence and communicativecompetence. In a simple form you will to have and apply a teaching and learningexperience with the analysis of simple learning materials. 2. DESCRIPTION OF THE CLASS & COURSE.This is an A1 level course according to the MCE (Common European Frameworkof Reference for Languages). The course is focused in the verb to be only in thesimple present tense. It is useful to express occupations, teaching the rightconjugation of this irregular verb but it is maybe the most important. 3. AIMS OF THE LESSON. - To revise and practice the “to be” form for every pronoun - Vocabulary - Negative form - Check the right pronunciation - Situations 4. PERSONAL AIMS. - To provide an interesting and funny lesson - To explain the structures of the topic adapting them to real situations - To motivate students to learn another language - To promote autonomy
  3. 3. 5. PROCEDUREFirst I explain the importance of the verb. The “To be” verb is one of the mostimportant verbs because we can find it almost in all sentences we use every daywhen we refer to any person or thing.It is very important because of its two meanings, the Spanish equivalent of“ser/estar”.In Spanish when we conjugate the verb we can use only one word that involves theverb and the pronoun of the person referred. On the other hand in English wealways need to specific the pronoun separately from the verb.After the explanation of theory I want that students understand how important isthis verb and I give a table with the conjugation of every pronoun.When they learn the conjugation I give them some examples of application, oneexample for every pronoun and all this for the two meanings of the verb.Something important is to consider the use of the negative expressions, so Iexplain them the correct form to make them and how we can use contractions asaffirmative as negative.I use the same affirmative examples to make the negative forms and to explain thecontractionsfor both situations.When they finish analyzing the examples we focus on the right pronunciation of thesentences specifically. They need to think on situations that happen commonly andto apply what they learn.Here I consider a time for any doubt that could appear on the students. I have to becareful solving their doubts trying to explain clearly than before.I need to make students understand that they don´t have to think in the way thealways do in their original language; they need to think in the way it is in the newlanguage they are studying now.As a permanent homework I let them to think every situation they daily live on thestreets, their homes, their works, etc., now apart of their normal lives, to make asimple structure of the sentences they normally use but in English.
  4. 4. 6. CONCLUSIONSI hope this course reached the aims in the students as I think it does. A simpleexplanation and the use of exercises and oral practice made the studentsunderstand better and then they just need to practice a lot to familiarize more andmore with this new structure of the new language they are studying. 7. SELF – EVALUATIONI feel like students felt comfortable with the class making questions and doing theactivities they had to do. The course is short but it goes directly to the theme and isa basic tool in the beginning of the study of this language. If I made the studentsunderstand the importance of this language they will have the possibility tocontinue by themselves.
  5. 5. 8. LESSON PLAN ACTIVITIES SOCIAL FORM MATERIALS AIM OF ACTIVITY TIME (min)Introducing to thetheme. Explain the Make the students thinkimportance for plenary The board into the differentstructure 10english the of english.application of “tobe”.To give the students plenary sheet Students can relate and 5vocabulary accord know some words theyto the theme. need to useDivide in peers andgive them an image peers flashcards Identify the conjugation 15of a person to say and application of verbhow they are. They “to be”need to write.With the previousactivity students To identify and mentionneed to make a role groups flashcards situations that are not in 10in groups of 4 and pictures.speak about thenegative form of “tobe”.Make them reflectand as a homework Practice the structure into think on their daily plenary -- real situations of real life 5activities in theirsuccessive life insentences in english
  6. 6. 9. ATTACHMENTS In simple present verbs have their simple form. Moreover the verb “to be” takes a different form from his original and for every pronoun. Pronoun “To be” form Contraction I Am I´m You Are You´re He Is He´s She Is She´s It Is It´s We Are We´re You Are You´re They Are They´reStructure for sentences Pronoun + to be + complementExamples:I am in the school I am the first oneYou are in the park Youare the bestHe is on time He is strongShe is tired Sheis beautifulWe are together Weare the championsYou are wrong Youare the losersThey are sick Theyare classmatesThe column of the left has examples with the “estar” meaning and the one of theright with the meaning “ser”.Structure for negative sentences Pronoun + to be + not + complementExamples:You are not in the park She is not beautiful. Negative contraction Is not = Isn´t Are not = Aren´t
  7. 7. AREA 2:LANGUAGE AND CULTURE TOPIC: SIMPLE PRESENT - Verb “to be” 1st Level DEVELOPED BY: Ma.del Socorro Esquivel Juárez Julio César Sánchez Pérez
  8. 8. 1. Language and culture.This area involves the knowledge of some aspects in different cultures to have thepossibility of learn and use intercultural situations, their different backgrounds andeven their works or lifestyles. 2. Description of the class & course.This 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 and 8male. 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 applyfor good employments. The group meets on Friday evenings, and 5 of them comefrom northern states.The course book is Blockbuster US 1 student book and workbook 3. 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. 4. 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.
  9. 9. 5. PROCEDURE1. The teacher writes the phrase: different countries, different cultures.2. The teacher posts in the wall around the classroom the names of the continents3. The teacher welcomes students and explains that the topic will be “experiences withpeople 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 their country/nationalitybelongs 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 youfrom? 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 physicallocation, photos of people, traditional customs, etc.10. Teacher will ask the students; “have you been to any of this countries?” Elicit thingslike landscapes, people, etc. Students will point out the differences between thesecountries 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 thequestions 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 theinternet.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 theirown culture and other cultures.
  10. 10. 6. 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 think abouttheir culture manners and the verbal and non-verbal communication signs that maybe very different from ours. They will also understand the importance ofintercultural dialogue. 7. SELF – EVALUATIONThe objective for this lesson is to get the students culturally aware. The materialprovided should appeal the interest of students and made them aware of theimportance of developing the necessary skills for intercultural communication.However, it is important to keep in mind that for most students this may be the firstcontact with a new language, so the teacher has to have the ability to adapt to thestudent‟s pace and yet keep the teaching going.
  11. 11. 8. LESSON PLANPhases of Social Media/ Aim of Activities TimeLearning Form material activityEngage --‐Before lesson Group --‐engage students in topic. 15Students: begins, T. writes plenary Board --‐ introduce theme. minIntroduc1on theme different Paper --‐S. reflectto theme: countries/different Set of On culture in own country.“different cultures on board. -- cards withcountries/ - S. divided into countries/different Groups of 3 with nationaliticultures“. country/nationalities es(Reflecting cards.on own -Each group getsculture) paper Group make papers with things associated to other culturesPre--‐teachgrammar: PPT presentation T. plenary Projector Use verb to be to make 15(comparing asks S. “have you computer introductions and getting min.cultures) been to any of these acquainted countries?Verb to be --‐T. shows OH plenary OH (p. 6) --‐T. explains grammar 15 mingrammatical T/S read OH together structurestructure --‐S. revise structure and ask questions if required.Grammar s. Ask each other Plenary Notebook --‐S. talk about personal 20 minpractice. questions about partner s experiences.Verb be themselves and the workbook --‐S. reflect on and evaluateaffirmative country they Their behavior andform represent response s. circulate to find To cultural situa1ons and information. encounters.Grammar s. practice grammar group worksheet --‐S. Practice verb to be 10 minpractice. in a worksheet. s affirmativeVerb be s. practice grammar --‐S. talk about personalaffirmative p. 6-7 experiences using givenform structure --‐encourage awareness and evalua1on of own culture and other cultures.Conclusion: --‐In groups Group --‐S. develop empathy with 15 min(Reflect S. discuss if there plenary other cultures.on are situations that --‐develop critical culturalcultural they find particularly awareness, evaluating owndifferences interesting and how and other cultures.and they are differentsimilarities from their own practices.
  12. 12. 9. ATTACHMENTSCOUNTRIES AND NATIONALITIES 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 forgetto 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 ……………………………………………………..
  13. 13. AREA 3:LANGUAGE LEARNING PROCESSES TOPIC: SIMPLE PRESENT - Comparative adjectives - Superlative adjectives 1st Level DEVELOPED BY: Ma.del Socorro Esquivel Juárez Julio César Sánchez Pérez
  14. 14. 1. LANGUAGE LEARNING PROCESSESSecond-language acquisition or second-language learning is the process by whichpeople learn a second language. Second-language acquisition (often abbreviatedto SLA) also refers to the scientific discipline devoted to studying that process.There are many different learning types and approaches to learning. To learneffectively it is important to tailor your study habits to your own needs andapproach, this often means choosing techniques that work for you and evaluatingthem from time to time to determine if you need to try something new. 2. DESCRIPTION OF THE CLASS AND COURSEThis is an A2 course. There are 20 students between the ages of 18 and 25, 12women 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 ofthe students need the English language to apply for good employments. 5 of thestudents are married and have children so this is a motivating factor for them too. 3. AIMS OF THE LESSON-To present and practice the comparative form of adjectives.-To present and practice the superlative form of adjectives.-To identify the differences in use between comparative and superlative adjectives. 4. PERSONAL AIMS-To develop activities for different learning styles.-To make students use comparative adjectives in context.-To make students use superlative adjectives in context.-To encourage students to keep on practicing comparative and superlativeadjectives.-To incorporate the 4 skills.
  15. 15. 5. PROCEDUREWARM- 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
  16. 16. 6. CONCLUSIONThroughout the development of this lesson, students acquired knowledge of theuse of comparative and superlative adjectives by performing different activities.The whole group was certainly motivated to learn because all the material andactivities applied on this lesson were focused on different learning styles. So we asteachers must always have in mind that all our students learn and processinginformation in different ways, If we are always aware of that when planning, we willhave better learning results indeed. 7. 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 was theopportunity I had to manage material for the different learning styles.
  17. 17. 8. 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)
  18. 18. 9. ATTACHMENTForming Comparative and Superlative AdjectivesOne-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- 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 formand –st for the superlative form.One-SyllableAdjective with ComparativeForm SuperlativeFormFinal -elarge larger largestwise wiser wisestIf the one-syllable adjective ends with a single consonant with a vowel before it,double the consonant and add –er for the comparative form; and double theconsonant and add –est for the superlative form.
  19. 19. AREA 4: LANGUAGE TEACHING TOPIC: SIMPLE PRESENT- Verb should (for giving advices) - Ailments 1st Level DEVELOPED BY: Ma.del Socorro Esquivel Juárez Julio César Sánchez Pérez
  20. 20. 1. LANGUAGE TEACHING.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 oflearning, in which you can "teach" a foreign language successfully if, among otherthings, you know something about learns or fails to learn a second language.There are many methods and approaches for teaching a second language but theuse of them depends on our students‟ needs and objectives. 2. DESCRIPTION OF THE CLASS & COURSE.This is an A2 course. There are 20 students between the ages of 18 and 25. Theymeet 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 theEnglish language to apply for good employments. 5 of the students are marriedand have children so this is a motivating factor for them too. 3. AIMS OF THE LESSON.-To present and practice the verb “should” “shouldn‟t to ask for and give advices.-To present and practice vocabulary related to ailments.-To recognize the correct use of should or shouldn‟t according to the situation. 4. PERSONAL AIMS.-To plan activities which can provide students the opportunity to apply what theylearn in the classroom to real life experiences.-To create a positive learning environment by the use of different methods andapproaches.-To enhance students participation through simulation and role-play.- To integrate the four skills (listening, reading, writing and speaking) in the lesson.-To make students learn and use the verb should (or shouldn‟t) to ask for and giveadvice.-To make students learn and use vocabulary related to ailments in context.
  21. 21. 5. PROCEDUREWARM- 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
  22. 22. 6. CONCLUSIONSBy selecting and adapting different teaching methods and approaches it was easierto fulfill the lesson‟s objectives. Through role-play and other activities students hadthe opportunity to practice should and shouldn‟t and they were able to usevocabulary related to ailments in context. Due to this experience I consider itnecessary to keep on track of new methods and teaching strategies in order toprovide students with the necessary tools for a second language learningenvironment. 7. SELF EVALUATIONIt was a bit hard to choose the appropriate methods because I first had to checkstudents‟ background, however I was able to achieve my goals and I thinkthelesson finally was a big succeeds because I was aware of everythingsurrounding my class as for example, materials, instructions, error correction, etc.
  23. 23. 8. 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 her/his head) SS- You have a headache. T- What shoud I do? SS- You should take a pain reliever. (5 min)
  24. 24. 9. ATTACHMENTS tohave a temperature tener fiebre tohave a cough tener tos tohavediarrhoea tener diarrea tohave a rash tener erupciones, sarpullido tohave spots tener granitos to have a black eye tener un ojo morado toget a bruise magullarse togetburnt quemarse to lose onesappetite perder el apetito to lose onesvoice quedarse afónico to break onesarm quebrarse el brazo tosprainonesankle tener un esguince en el tobillo to twist onesankle torcerse el tobillo to be constipated estar estreñido tohaveconstipation tener estreñimiento to be allergicto ser alérgico a tosufferfrom sufrir de tovomit vomitar tothrow up vomitar tohurt doler toswell hincharseThe 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.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 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.
  25. 25. AREA 5:PLANNING AND EVALUATION TOPIC: SIMPLE PRESENT - Spelling rules for 3rd person - Jobs and daily routine 1st Level DEVELOPED BY: Ma.del Socorro Esquivel Juárez Julio César Sánchez Pérez
  26. 26. 1. PLANNING AND EVALUATIONPlanning an educational evaluation refers to a systematic and ongoing processwhich includes researching and collecting information, from different sources,about the learning process, the content, the methods, the context, the outcomes ofan educational activity. Educational evaluation can help to change things and toplan “different things”, but it can also help us to plan things better, in order toprevent negative consequences and to compensate for possible shortcomings. 2. DESCRIPTION OF CLASS & COURSEIn this course student have to communicate feelings, arguments, thinking,knowledge, ideas, reflections,opinions in all public areas like personal, educationaland occupational, resourcing and respectively in English Language, the studenthas to be autonomous, the student has to understand how to use dailyexpressions, greetings and interchange personal information about daily routineand habits. 3. 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. 4. PERSONAL AIMSThe 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 canread, speak, write and understand the use and form for the simple present;evaluate if they have achieved and acquired competences.
  27. 27. 5. PROCEDUREWith the different evaluations methods this area evaluates the competencies:knowledge, skills, attitudes, abilities and values gained, developed or achievedduring 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.
  28. 28. 6. CONCLUSIONSOn this unit it´s important that students get the information and show that they usethis structure correctly. We know that there are not “golden rules” for thedevelopment of a perfect educational evaluation.We have to be creative to choosethe correct strategies to use formative and summative evaluations which canprovide us real results about our students. 7. SELF EVAUATIONThese questions can help to evaluate ourselves as teachers to realize if we aredoing 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?Do I do needs analysis and assess my student‟s language competence accordingto the CEFR?Do I inform my students on language examinations available to them andadvisethem on the appropriate options for them?Do I help my students to plan further learning to suit their needs?
  29. 29. 8. 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 them Projector -Summative 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.
  30. 30. 9. ATTACHEMENTS FINAL EXAMName:_____________________________________________Date:__________Group ___________ Score ____________I. Select the correct answer to complete the sentences. 1. Hi! My name _____ John. a. is b. are c. am d. was 2. Nice to meet _____! a. now b. he c. you d. too 3. What___ your e-mail address? a. „s b. are c. am d. you 4. My telephone ________ is 555 667 890 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. Choose the best response. 1. Good morning! a. Nice to meet you. c. Good morning b. You‟re welcome d. Good night 2. How are you? a. Nice to meet you. c. Good morning b. I‟m fine, thanks d. Good night 3. Bye. See you tomorrow. a. Nice to meet you. c. Good morning b. You‟re welcome d. Ok. See you later
  31. 31. AREA 6:SELF – ASSESSMENT AND DEVELOPMENT TOPIC: SIMPLE PRESENT - Daily life 1st Level DEVELOPED BY: Ma.del Socorro Esquivel Juárez Julio César Sánchez Pérez
  32. 32. 1. SELF – ASSESSMENT AND DEVELOPMENTThis area includes Development of observation skills, dealing with feedback,awareness of ones own strengths and weaknesses, awareness of possibilities forfurther professional development and the resources and sources of help. 2. DESCRIPTION OF CLASS AND COURSEIn 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 lessonstudents will talk about when things happen, they will learn to describe weekdayand weekend routines, also the habitual actions. 3. 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 4. PERSONAL AIMS - To promote learner autonomy. - Know the simple present form. - The students will be able to use prepositions of time correctly. - To receive feedback on my teaching performance - To share ideas with colleagues to promote best practice - The student will be able to interchange personal information about himself and other person talking about daily activities.
  33. 33. 5. 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 studentswill understand the prepositions of time, frequency adverbs and they will practicethe vocabulary (listen and repeat)5-Students walk around the classroom and ask each person to tell them twointeresting things 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, askfor the first volunteers out of several to share some interesting or unusual thingsthey learned about their classmates.8-The students will write examples from some interesting or unusual activities tohelp them stimulate and increase their vocabulary.
  34. 34. 6. CONCLUSIONSI think this lesson encouraged students to experiment with the language, to use theprevious vocabulary and grammar they learned. I consider that this lesson wasuseful for them because it made them realize that there is a purpose, that they canuse it in a real life situation. The objective in general of this course is that studentsrealize that they can apply the language, the can use the activities practiced in theclassroom to interact outside the class. 7. SELF EVALUATIONI try to do this lesson attractive, using slide in a language classroom, givingstudents real life situations, encouraging and motivating the students to learn anduse the language and I also incorporate listening task and activities whichencourage and facilitate learner autonomy and interaction between the integrant ofthe class. These activities take into account learners‟ learning styles and culturalexpectations. I also shared ideas with colleagues to promote the improvement inour classrooms and students.
  35. 35. 8. 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 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.
  36. 36. 9. 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 day the 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 at Easter festivals at dinner mealsA) 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.

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