The document provides details for a lesson plan on cultural awareness that introduces students to different countries and cultures. The plan aims to teach students about the verb "to be" while having them discuss cultural differences and norms in small groups. A variety of activities are outlined to engage students in learning about other places and reflecting on their own cultural experiences.

1. HANDBOOK
TOPIC : SIMPLE PRESENT
UNIT 2
LEVEL : ENGLISH I

2. 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)
AIMS OF THE LESSON
Make autonomous students
Know the simple present form (affirmative , negative and interrogative)

3. 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

4. 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

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)
-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.

6. 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.
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?

7. Do I use various ways of conducing a course evaluation?
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 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.

8. 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?
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.
a. Thanks. You too b. You‟re welcome c. Good morning d. Good night

9. Task 2:
LANGUAGE AND CULTURE
Verb be.
Sensitzing students to different cultural standards
Theme: DIFFERENT COUNTRIES/DIFFERENT
CULTURES
Table of
Contents:
Page
1. Description of class and course 2
2. Aims of the lesson 2
3. Personal aims 2
4. Procedure 2
5. Conclusions 4
6. Self evaluation 4
7. Lesson plan 5
8. Attachments 8

10. 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.
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

11. 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.
(www.iSLCollective.com)
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

12. verbal and non-verbal communication signs that may be very different from ours. They will also
understand the importance of intercultural dialogue.
6. Self Evaluation
The objective for this lesson is to get the students culturally aware. The material provided should
appeal the interest of students and made them aware of the importance of developing the necessary
skills for intercultural communication. However, it is important to keep in mind that for most students
this may be the first contact with a new language, so the teacher has to have the ability to adapt to
the student‟s pace and yet keep the teaching going.
7. Lesson Plan “Culture”
T=teacher/S=students
Phases of
Media/ materials Aim of Time (mins)
Learning Activities Social Form
activity
Engage --‐Before lesson Group --‐engage 15 min
Students: begins, T. writes plenary Board students in
Introduc1on to theme different Paper topic.
theme: countries/different Set of cards with --‐ introduce
“different cultures on board. - countries/nationalities theme.
countries/ - --‐S. reflect
different - S. divided into On culture in
cultures“. Groups of 3 with own country.
(Reflecting on country/nationalities
own culture) cards.
-Each group gets
paper
Group make papers
with things
associated to other
cultures
Pre--‐teach
grammar: PPT presentation plenary Projector Use verb to be 15 min.
(comparing T. asks S. “have computer to make
cultures) you been to any of introductions
these countries? and getting
acquainted
Verb to be --‐T. shows OH plenary OH (p. 6) --‐T. explains 15 min
grammatical T/S read OH Grammar
structure together structure
--‐S. revise
Structure and
ask ques1ons
If required.
--‐S.
Grammar s. Ask each other Plenary Notebooks --‐S. talk 20 min
practice. Verb questions about partner workbook About
be affirmative themselves and the personal
form country they experiences.
represent --‐S. reflect on
s. circulate to find And evaluate

13. information. Their
behavior
And response
To cultural
situa1ons and
encounters.
Grammar s. practice grammar group worksheets --‐S. Practice 10 min
practice. Verb in a worksheet. verb to be
be affirmative s. practice grammar affirmative
form p. 6-7 --‐S. talk
About
personal
Experiences
using given
structure
--‐encourage
Awareness
and
evalua1on of
own culture
and
other cultures.
Conclusion: --‐In groups Group --‐S. develop 15 min
(Reflect S. discuss if there plenary Empathy with
on are situations that Other cultures.
cultural they find --‐develop
differences particularly Critical cultural
and interesting and how awareness,
similarities they are different evaluating
from their own own
practices. and other
cultures.
8. ATTACHMENTS
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? ………………………………………….

14. 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!
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. …………………………

15. HANDBOOK
TOPIC : COMPARATIVE AND SUPERLATIVE ADJECTIVES
LEVEL : ENGLISH II
DESCRIPTION OF THE AREA
LANGUAGE LEARNING PROCESS

16. 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.
-To identify the differences in use between comparative and superlative adjectives.

17. 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

18. PRESENTATION
OF SUPERLATIVE
ADJECTIVES
PRACTICE OF
SUPERLATIVE
ADJECTIVES
PRODUCTION OF
SUPERLATIVE
ADJECTIVES IN
CONTEXT
CLOSING
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.

19. 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 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

20. will have to throw the ball again and the
classmate who catches it will do the
same.(10min)
ATTACHMENT
For further practice students can consult the following link.
http://www.englishexercises.org/makeagame/viewgame.asp?id=3565

21. HANDBOOK
TOPIC : SHOULD/SHOULDN’T AND VOCABULARY RELATED TO AILMENTS
LEVEL : ENGLISH II
WRITEN BY: LIC. RAÚL ALEJANDRO MARTÍNEZ ARTEAGA
DESCRIPTION OF THE AREA
LANGUAGE TEACHING:

22. 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.

23. PERSONAL AIMS:
-To plan activities which can provide students the opportunity to apply what they learn in the
classroom to real life experiences.
-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

24. PRESENTATION
OF SHOULD AND
SHOULDN’T
PRACTICE OF
SHOULD AND
SHOULDN’T
PRODUCTION OF
SHOULD AND
SHOULDN’T
CLOSING
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.

25. 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

26. 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:
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

27. 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
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

28. 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
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.

29. - I never have enough money.
- I don't think you should go out so much.
Should - Quick Grammar Note
To give advice to someone you can also say:
I should do it if I were you.
I shouldn't be so rude, if I were you.
When you regret not doing something in the past, you can say:
I shouldn't have spoken to him like that.
I should have apologized earlier
Chose should or shouldn't.
---
1. You be so selfish.
---
2. I don't think you smoke so much.
---
3. You exercise more.
---
4. I think you try to speak to her.
---
5. You are overweight. You go on a diet.
---
6. Where we park our car?
---
7. You never speak to your mother like this.
---
8. The kids spend so much time in front of the TV.
---
9. I tell her the truth or should I say nothing?
---
10. I think we reserve our holiday in advance.

30. Read the sentences. Write should or shouldn´t
1)If it´s rainy you take an umbrella.
2)Tom eat so many lollipops. It´s bad for his teeth.
3) a) I drink hot tea if I have a sore throat?
b) Yes, you .
4) They have a test tomorrow. They go to the cinema . They stay at home
and study!
5) Children eat lots of vegetables but they eat lots of sweets.
6) I have a party tonight. What I wear? A dress or a pair of trousers?
7) The doctor said: "_ You eat healthy food. You eat fast food. You
watch so much TV. You walk 1 hour a day. You drink fruit juice and
water. You drink wine or beer.
common ailments

31. problem / symptom part(s) of body cause(s) remedy / treatment
sprain
cut
break
sore
-ache
infection
arteries
heart
runny
rash
diarrhoea
obesity
nausea
stiff
indigestion
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.

32. 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.
10. We leave too late tomorrow if we want to reach the beach before lunch.

33. HANDBOOK
TOPIC : COMPARATIVE AND SUPERLATIVE ADJECTIVES
LEVEL : ENGLISH II
DESCRIPTION OF THE AREA
LANGUAGE LEARNING PROCESS
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

34. 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.
-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.

35. -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

36. PRACTICE OF
SUPERLATIVE
ADJECTIVES
PRODUCTION OF
SUPERLATIVE
ADJECTIVES IN
CONTEXT
CLOSING
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.

37. 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 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)

38. 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 Superlative
Adjective Form Form
tall taller tallest
old older oldest
long longer longest
Mary is taller than Max.
Mary is the tallest of all the students.
Max is older than John.
Of the three students, Max is the oldest.
My hair is longer than your hair.
Max's story is the longest story I've ever heard.
If the one-syllable adjective ends with an e, just add –r for the comparative form and –
st for the superlative form.
One-Syllable
Comparative Superlative
Adjective with
Form Form
Final -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.
Max is the wisest person I know.

39. 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
Comparative Superlative
Ending with a
Form Form
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 Superlative
Adjective Form Form
peaceful more peaceful most peaceful
pleasant more pleasant most pleasant
careful more careful most careful
thoughtful more thoughtful most thoughtful
This morning is more peaceful than yesterday morning.
Max's house in the mountains is the most peaceful in the world.
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 Superlative
Adjective
Form Form
Ending with -y

40. Two-Syllable
Comparative Superlative
Adjective
Form Form
Ending 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 Comparative Superlative
Ending with -er, Form Form
-le, or -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 Superlative
Three or More
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.

41. Irregular Comparative Superlative
Adjective Form 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
Adjective Form 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.
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

42. bitter bitterer bitterest amargo, 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, 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
creepy creepier creepiest espeluznante, repugnante
crispy crispier crispiest crujiente
cruel crueler cruelest cruel
crunchy crunchier crunchiest crujiente
curly curly curliest rizado, crespo, quebrado
curvy curvier curviest curvo
cute cuter cutest mono
damp damper dampest húmedo
dark darker darkest oscuro, moreno

43. deadly deadlier deadliest mortal, mortífero
deep deeper deepest profundo
dense denser densest denso
dirty dirtier dirtiest sucio
dry drier driest seco
dull duller dullest aburrido, soso, tonto, romo
dumb dumber dumbest estúpido
dusty dustier dustiest polvoriento
early earlier earliest pronto, temprano
easy easier easiest facíl
faint fainter faintest leve, tenue, vago, ligero
fair fairer fairest claro, sereno, recto, justo
fancy fancier fanciest lujoso
far further/farther furthest/farthest lejos, distante
fast faster fastest rápido
fat fatter fattest gordo
few fewer fewest pocos
fierce fiercer fiercest fiero, encarnizado
filthy filthier filthiest aaqueroso, 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
fresh fresher freshest fresco, nuevo, original
agradable, amable,
friendly friendlier friendliest
amistoso
full fuller fullest lleno, completo
funny funnier funniest gracioso, curioso, raro
gentle gentler gentlest tierno, afectuoso, suave
gloomy gloomier gloomiest oscuro, abatido, decaído
good better best bueno
grandioso, ambicioso,
grand grander grandest
impotente
grave graver gravest grave
greasy greasier greasiest grasiento
great greater greatest grande, genial

44. greedy greedier greediest goloso, codicioso, ávido
gross grosser grossest asqueroso, grosero, craso
guilty guilter guiltiest culpable
hairy hairier hairiest velludo, peludo
práctivo, útil, habilidoso,
handy handier handiest
mañoso
happy happier happiest feliz, contento, alegre
hard harder hardest duro, difícil
harsh harsher harshest áspero, duro
healthy healthier healthiest sano, saludable
pesado, grueso, fuerte,
heavy heavier heaviest
duro
high higher highest alto, elevado, agudo
hip hipper hippest moderno
hot hotter hottest caliente, caluroso, picante
humble humbler humblest humilde
hungry hungrier hungriest hambriento
icy icier iciest helado, frío
itchy itchier itchiest pica
juicy juicier juiciest jugoso, zumoso, suculento
amable, benévolo,
kind kinder kindest
cariñoso
large larger largest grande
late later latest tarde, restrasado, 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
lovely lovelier loveliest precioso, bello, lindo
low lower lowest bajo
mad madder maddest enfadado, enojado, loco
mean meaner meanest malo, mezquino, tacaño
sucio, desordenado,
messy messier messiest
desastroso

45. mild milder mildest afable, suave, leve
moist moister moistest húmedo
narrow narrower narrowest estrecho, escaso
nasty nastier nastiest asqueroso, desagradable
naughty naughtier naughtiest malo, travieso, picante
near nearer nearest cercano, próximo
neat neater neatest ordenado, aseado, pulcro
needy needier neediest necesitado
nuevo, fresco, reciente,
new newer newest
moderno
simpatico, agradable,
nice nicer nicest
bueno
noisy noisier noisiest ruidoso, clamaroso
odd odder oddest raro, extraño
oily oilier oiliest grasiento, aceitoso
old older/elder oldest/eldest viejo, anciano, antiguo
plain plainer plainest claro, sencillo
polite politer politest educado, cortés
poor poorer poorest pobre
pretty prettier prettiest bonito, lindo, hermoso
proud prouder proudest orgulloso, soberbio, digno
pure purer purest puro
quick quicker quickest rápido
quiet quieter quietest tranquillo, silencioso
rare rarer rarest raro
raw rawer rawest crudo, agrietado
rich richer richest rico, abundante
ripe riper ripest maduro, curado
risky riskier riskiest arriesgado, peligroso
roomy roomier roomiest espacioso
rough rougher roughest áspero, tosco, bruto, ronco
maleducado, grosero,
rude ruder rudest
tosco
rusty rustier rustiest oxidado
sad sadder saddest triste, lamentable, penoso
safe safer safest seguro
salty saltier saltiest salado

46. sane saner sanest cuerdo, sensato
scary scarier scariest espantoso, asustadizo
shallow shallower shallowest superficial, poco profundo
sharp sharper sharpest afilado, cerrado, agudo
shiny shinier shiniest brillante, reluciente
short shorter shortest corto, bajo, chaparro
shy shyer shyest tímido
silly sillier silliest tonto
simple simpler simplest sencillo, simple, facíl
sincere sincerer sincerest sincero, genuino
skinny skinnier skinniest flaco
sleepy sleepier sleepiest adormilado, soñoliento
slim slimmer slimmest delgado, fino
viscoso, pegajoso,
slimy slimier slimiest
empalagoso
slow slower slowest lento
small smaller smallest pequeño
smart smarter smartest listo, inteligente, agudo
smelly smellier smelliest apestoso
smoky smokier smokiest humeante, ahumado
smooth smoother smoothest liso, suave, llano, fluido
soft softer softest blando, suave
soon sooner soonest pronto
sore sorer sorest dolorido
sorry sorrier sorriest lamentable
sour sourer sourest agrio, ácido
picante, especiado,
spicy spicier spiciest
sazonado
steep steeper steepest empinado, pronunciado
stingy stingier stingiest tacaño, rácano, raquítico
strange stranger strangest raro, extraño, desconocido
strict stricter strictest estricto, rígido
fuerte, sólido, intenso,
strong stronger strongest
marcado
sunny sunnier sunniest soleado, radiante
sweaty sweatier sweatiest sudoroso
sweet sweeter sweetest dulce

47. tall taller tallest alto
tan tanner tannest bronceado, moreno
tasty tastier tastiest rico, sabroso, apetitoso
grueso, denso, espeso,
thick thicker thickest
poblado
thin thinner thinnest delgado, fino
thirsty thirstier thirstiest sediento
tiny tinier tiniest diminuto, minúsculo
fuerte, resistente, duro,
tough tougher toughest
difícil
true truer truest cierto, verdadero, leal, fiel
ugly uglier ugliest feo
warm warmer warmest caliente, templado, cálido
weak weaker weakest débil, flojo
wealthy wealthier wealthiest rico, pudiente
weird weirder weirdest raro, extraño
wet wetter wettest mojado, húmedo, lluvioso
wide wider widest ancho, amplio, extenso
salvaje, silvestre,
wild wilder wildest
descontrolado
windy windier windiest ventoso
wise wiser wisest sabio, sensato, 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.

48. 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.

49. Task 6:
SELF-ASSESSMENT AND DEVELOPMENT
Topic: Daily life (Simple present).
Level : INGLES I
Table of Contents:
- Description of the area
- Description of class and course
- Theme and motivation
- Aims of the project
- Planning
- Procedure
- Conclusions
- Evaluation of the project and self-evaluation
- Lesson plans and attachments
1.- Description of the area:

50. 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.

51. - 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
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
Icebreaker
LOOK SOME
PICTURES AND
LEARN
VOCABULARY LISTENING
COMPRENHENSION
EXPLAIN THE
FREQUENCY
ADVERBS AND
PREPOSITIONS
OF TIME
PRACTICE

52. ACTIVITY
PRODUCTION
WITH ALL THE
RESOURCES IN THE
FOUR SKILLS
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

53. shared ideas with colleagues to promote 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.
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

54. 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.