Final proyect how to teach grammar by andrea lopez

University Mariano Galvez of Guatemala. Language School. Grammar applied to the teaching of English language. Licda. Wendy Velásquez.

Portfolio Grammar Applied to the Teaching of English Language.

Name: Lesly A. López Pérez. ID: 076-15-16455

Introduction

English will be used to demonstrate the methodology, but the principles and techniques are applicable to any modern language. We must take into account the current state of the theory of second language acquisition and research when teaching the purposes, new theories, and creation of new activities. Activities are performed to practice them in class when teaching.

Use the table below to keep track of the module elements as you go through the course.. Session Elements

1. Nouns 1.1 Key considerations: In learning to use a noun they need to pay attention to a variety of grammatical factors. They need to know whether a noun is countable or uncountable, and if countable, what its plural form is. 1.2 What are nouns? Describes a person, place, or thing. We use nouns to express a range of additional meanings such as a concepts, qualities, organizations, communities, sensations and events. 1.3 Where do nouns come in sentences? Nouns can act as the subject of a verb: CATS kill mice, act as the object of a verb: cats kill MICE, and act as the complement of a verb: They are MEN. 1.4 Countable and uncountable nouns: Countable nouns have a singular and a plural form. Uncountable nouns have only one form. 1.5 Regular and irregular plural forms: Regular forms: most countable nouns have a plural form that ends in s. Irregular form: many irregular plural forms involve a change in vowel. 1.6 Quantifying phrases: A range/ variety/ majority/ proportion/ number ofâ&#x20AC;Śwe use this expressions before nouns to express something about quantify, variety of issues. 1.7 Collective nouns: Collective nouns are words which represent groups of people. 1.8 Combining nouns: Using nouns to modify nouns. 1.9 Typical difficulties for learners: for many learners, not knowing the meaning of specific nouns they come across is a major problem. Problems with the grammar of nouns, however, rarely understandind.

Use the charts below to capture key content of this session and keep track of your learning goals.

Knowledge

What I Have Learned and Questions I Still Have



Identify the importance of using nouns to modify other nouns. The first modifying noun usually tells us what kind of thing, the second describes. Choose and construct appropriate possessive forms. Places: Asia’s largest capital cities.

Record thoughts and information you have about the session content. (notebook notes) -

Use nouns to modify other nouns.

Noun describes a person, animal and thing.

Nouns can acts as the subject of a verb.

Nouns can acts as the object of s verb.

Nouns can acts as the complement of a verb.

Countable nouns have a singular and plural form.

Uncountable nouns have only one form.

Regular forms: most countable nouns have a plural form.

Time: three day’s holiday. Possession: Ana’s book.

Practical Applications

Capture practical tips and ideas from the content and videos or activities in this session that you can implement in your classroom. 1. Put images on the blackboard about food, animals, things, emotions, etcâ&#x20AC;Ś they have to guess if is countable or uncountable.

2. the teacher give a piece of paper with the name of things, food, animals, etc. to all students... when the teacher say the name of the food, animal, things the student has to get up and say if is countable or uncountable.

3. Put a song about the countable and uncountable nouns, the students has to listen when say countable has to give one clap, when is uncountable has to give a jump, then they has to write a list about what are countable and uncountable.

Essential Questions Answer the following question: What are nouns? Nouns describe a persons, things, animals, place, fact, qualities, organizations, communities, sensations, events. What do they do? Describe persons, places, things; we use nouns to express a range of additional meanings such as a concepts, qualities, communities, sensations and events. Where do nouns come in sentences? Nouns can acts as the subject of a verb: CATS kill mice, Nouns can act as the object of a verb: cats kill MICE, nouns can acts as the complement of a verb: They are MEN. Write 5 countable and 5 uncountable nouns: Countable: Apples, Eggs, Tomatoes, and Cookies. Uncountable: Rice, Cereal, Milk, salt, Juice. Write 5 collective nouns: School, Class, Swarm, Collection, and Pride. Write the plural form of the following nouns: tornado, calf, leaf, belief, deer, crisis, formula. Tornado - Tornados / Calf - Calves / Leaf - Leaves / Belief - Beliefs / Deer - Deers / Crisis Crisis / Formula - Formulas.

Reflection

After reviewing the content in this session, mention 2 the typical difficulties for learners using nouns. 1. Some uncounted nouns end in -s so they look like plurals even though they are singular nouns. 2. Some nouns, like army, refer to groups of people, animals or things, and we can use them either as singular nouns or as plural nouns.

Write down the steps or activities you can include to make sure that content in your classroom will engage student’s progress. 1. Write the letters A through Z on flashcards, and put them in one pile. In a second pile, place flashcards with the words “person," “place," “thing," or “idea" on them. Play a version of “Around the World" by instructing two students to stand up, reading them a letter from one pile and a type of noun from the other pile, and seeing which student can think of the right type of noun that begins with the appropriate letter first. The student who gets the answer correct first advances to the next student’s desk, and the other student sits down 2. Have students break into groups, and have them make a four-column chart with the titles “Person," “Place," “Thing," or “Idea." Tell them that they will have twenty seconds to fill out each column with as many nouns as they can think of. This fast-paced noun activity should take less than two minutes. Encourage students to share their lists with the class, and reward the longest fully-correct list with a small prize or a bit of congratulatory praise. 3. Have students stand behind their chairs. Draw a letter block (I have a bucket full of them.) State your rule, for example, "You must give me a proper noun that starts with the letter "n" as in Niagara Falls.

(You can change what you'd like them to respond with, common nouns, names, etc.) Start calling students one by one to give you a word. At the end of the round (after you've called everyone's name) pick a new.

Pronunciation: A) /s/ - /z/ 1… Knife 2… Move /iz/ 1…Wish 2…Wedge 3… Orange 4… Lunch

B) What rule underlies your choices? Words ending in… 1… /iz/ = ch, sh, ge. 2… /s/ = f. 3… /z/ = v.

C) /s/ 1…Lock 2…Pit 3…Bath 4…Cloth 5… Hearth 6…Cough 7…Growth 8…Mouth 9…Scruff

/z/ 1…Pillow 2… Pin /s/ or /z/ 1…cloth 2…Pillow 3…Growth 4…Mouth 5…Pin 6… Pit

Language in context A) 1…. Fish – (C, U) both because exist the fishes that are in the sea they are uncountable

and the fishes that sold in the supermarket are countable. 2….Steak – (U, C) 3….Exposure – (U)

4…Breast – (U) 5….Meat – (U, C) 6….Lamb – (C) 7…Unhappiness – (U) 8…Understanding – (U) 9…Dissatisfaction – (U) 10…Misunderstanding – (U) 11…Society – (C, U) 12…Life – (U) 13…Soil – (U)

B) 1…Grilling is a fierce and uncompromising technique, since the food is cooked by direct exposure to intense heat. Only prime cuts of meat can stand up to this barrage of heat and still emerge tender and juicy. Thus steaks, chops and cutlets are the obvious choice, although a cheaper cut like breast of lamb can be braised first, and then grilled, to give a crisp exterior. Fish presents no such problems, however, since it is never tough. Even the cheaper, oily fish such as sardines and mackerel are good cooked in this way. 2… most therapists that the unhappiness over which patients come to therapy is not socially caused, but is self-created, that the patients are at least partially responsible for the dissatisfaction that is felt. The therapist will often state that he or she is not in a position to alter society, to change patients past, or to intervene in the life of the patient. What the therapist claims to offer is understanding. But implicit in this offer is the belief that the understanding is an internal situation to create unhappiness or at least to intensify it. Here we have a rich soil for creating deep and lasting misunderstandings, and even greater misery. a) Only prime cuts of meat can stand up to this barrage of heat. b) Steaks, chops and cutlets are the obvious choice. c) Fish presents no such problems. 4) Identify nouns which are used here as countable nouns. *…Technique, food, barrage, steaks, choice, lamb, fish, sardines, therapists, therapy, position, society, life, situation, misery.

5) Identify nouns which are used here as countable nuns. *…uncompromising, cooked, heat, meat, emerge, juicy, breast, braised, crisp, exterior, problems, unhappiness, cause, self-created, partially, responsible, dissatisfaction, position, society, change, intervene, life, understanding, implicit, offer, situation, intensify, rich, soil, misunderstanding, misery.

Teacher: Wendy Yasmin Velasquez.

Date: February 6th

Subject / grade level: Young Materials / resources: Flashcards with drawings of countable and uncountable nouns, videos, songs. Technology: Piece of paper, computer. Essential Standards: Participate talking, singing, give options. Differentiation strategies to meet diverse learner needs: asking questions, underline, making schemes, induce, deduct.

ENGAGEMENT  Describe how the teacher will capture students’ interest. Do an activity before to start, talk something interesting for them.  What kind of questions should the students ask themselves after the engagement? If they have understood the subject, what else could learn about the subject, what types of nouns exist, what kind of sentences can do with the nouns?

EXPLORATION  Describe what hands-on/minds-on activities students will be doing. I’m going to tell them a story about a trip I took with my parents, we did a picnic and we carry much food. While I’m telling my story, I will show them two paper of colors, one says “countable” and the other says “uncountable”, when I something “countable” they have to lift them up, and when I say something



“uncountable” have to lift them up. I call a student to the front and he/ she tries to tell a story, the rest of the group write “countable” and “uncountable” in two pieces of paper and lift them up in any time the person tell the story needs to use them, me can make it with two or three students. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. Ask what kind of food they like? Ask them if they do sports? , what is the plural form of different nouns? What nouns can use to form one sentence? , what kind of sentences can do with the singular form, what are the irregular and regular plural forms.

EXPLANATION  Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Work in groups, give a brainstorm, and do fun activities according to the topic.  List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. What uncountable nouns exist? , what countable nouns exist? , what are nouns? , what is the possessive form of nouns, What do nouns come in sentences, when can we use the quantifying phrases? , What are collective nouns, and how can we use it in sentences.

ELABORATION  Describe how students will develop a more sophisticated understanding of the concept. Show them some pictures with many things (fruits, buttons, lollipops, and so on) with various answers and they have to choose only one answer. Play hot potato the student who has the hot potato has to say one sentence about what the teacher says it is countable or uncountable. Example: teacher says uncountable, the student says I like the sugar because is sweat. Give them one piece of paper with the name of one product of the supermarket; first I’m going to say “I was to the supermarket and I took…and I say the name or names of the product, he or she has to get up, if the teacher says countable only the students products countable have to switch places with their partner, watch videos.  What vocabulary will be introduced and how will it connect to students’ observations? Make word family, class grouping, and word formation.  How is this knowledge applied in our daily lives? When we talk about the different sentences have these words refer to animals’ objects or people.

EVALUATION  How will students demonstrate that they have achieved the lesson objective? Do a list of countable and uncountable nouns, put different nouns and classify, Make sentences with the possessive form, write collective nouns, do sentences using nuns to modify nouns.  This should be embedded throughout the lesson as well as at the end of the lesson: Nouns describes a person, place or thing, nouns can act as the subject of a verb, can acts as the object of a verb, act as the complement of a verb, countable nouns have a singular and a plural form, uncountable nouns have only one form, countable nouns have a plural form that ends in s, use expressions before nouns to express something about quantity, collective nouns are words which represent groups of people, using nouns to modify nouns, add ‘s to nouns or noun phrases. Follow-up: References: https://www.youtube.com/watch?v=qcXy6_Mqe54 https://www.youtube.com/watch?v=v92p3zSsR08 https://www.youtube.com/watch?v=RYR8hGy6RIM https://www.youtube.com/watch?v=9xsheveQXqg

Use the table below to keep track of the module elements as you go through the session. Session Elements

1. Adjectives are often called describing words because they provide information about the qualities of something described in a noun. 2. When we use adjectives before nouns they are usually the last but one item in the noun phrase. 3. Gradeable adjectives describe qualities that we can measure or grade in some way. 4. Ungradeable adjectives express extreme qualities and

absolute qualities. 5. Learns may create a plural adjective form. 6. A number of adjectives can be used together, although most

people avoid long strings of descriptive words.

Use the charts below to capture key content of this session and keep track of your knowledge

Word Adjectives

Definition Adjectives are often called “describing words” because they provide information about the qualities of something described in a noun, a noun phrase, or clause.

Adjectives related to nouns or verbs

A lot of adjectives are closely related to noun or verbs. These adjectives often have one of the following endings or “suffixes”.

Participle forms

Many adjectives have the same form as participles. Example: boring, bored, broken, closed, exciting, excited.

Multiword adjectives

Many adjectives are made up of two parts (usually connected by a hyphen). The second part of multiword adjectives is often a past participle form. Adverb and past participle: well-liked Noun and past participle: featherbrained

Adjectives before a noun

When we use adjectives before nouns they are usually the last but the one item in the noun phrase. A few adjectives can only be used before a noun. Example: I watched the entire performance. NOT: The performance was entire.

Adjectives after a noun or

The adjective is linked to the noun or

pronoun and verb

pronoun; it qualifies by a complement verb.

Using more than one adjectives

General before specific: a large French car. NOT: a French large car. Opinion before description: a wonderful high ceiling. NOT: a high wonderful ceiling.

Linking adjectives with and

Any number of adjectives can be used together, although most people avoid long strings of descriptive words, particularly in writing and particularly when they come before a noun.

Gradable and ungradable adjectives

Gradable adjectives describe qualities that we can measure or grade in some way. Untradeable adjectives express: Extreme qualities: terrified, furious, starving. Absolute qualities: alive, correct, dead, male, human.

Reflection After reviewing the content in Write down the steps or activities you can this session, mention 2 the include to make sure to overcome the typical difficulties for learners. difficulty 1.

If adjectives usually follow nouns in the learners, first language, learners may need time and considerable exposure to English in order to become familiar with the usual sequence of information in English noun phrases.

1. The teacher starts telling a story about a picnic, where every meal you go saying students should mean different adjectives. 2. The teacher give one piece of paper to any student with one different word, when every student pass to the front has to form one sentence with that word using adjectives.

2. Cause them difficulty in processing information, particularly in listening to English and particularly when they come across a string of two or more adjectives before a noun.

3. Watch a video about adjectives, every adjective that say the students must point any object or friend that they think it is.

a) Identify all the adjectives in this passage. foggy red hissing hopeless

drab rumbling heavy loathsome

misty dingy thick damp

huge dark wool entire

Dim Ugly Pale-blue wet

b) Imagine this passage without the adjectives. How much difference would this make to the description? What kind of difference? Itâ&#x20AC;&#x2122;s very simple. Donâ&#x20AC;&#x2122;t have complete description

c) Which of these adjectives are also participles? Rumb

Dark

Broke

d) Which of these adjectives are derived from nouns? Foggy

Hopeless

e) Which of these adjectives are derived from verbs? Loathsome. f) Which of these adjectives are multiword forms? Brocken – down.

Pale – blue.

g) What does loathsome in the last sentence but one refer to? Account for its position in the sentence. A verb in this is a clause. h) Identify any prefixes and suffixes which are characteristic of adjectives. Prefixes: Misty Suffixes: foggy Heavy Hissing

dingy Hopeless

ugly Loathsome rumbling

Learner’s English 1. Working – hard / correct: Hardworking 2. I am tall one metre thirty nine and I have blonds, longs hairs, blue eyes and a nose little and crooked. / correct: I am tall, one meter thirty nine, I have blond hair, blue eyes and a little nose crooked. 3. I like to wear clothes with brightly colors so you can always see me and easy to recognize my smilingly face. / correct: I like to wear clothes with bright colors so you can always see me and recognize easily my smiling face. 4. I wear make-up with lips brightly reds and I am usually a character with

passionately. / Correct: I wear make-up bright red in the lips and I am usually a character passionate.

Teacher: Wendy Yasmin Velasquez.

Date: 13/02/2016

Subject / grade level: Third Grade

Material / resources: Flashcards, presentation in power point.

Technology: Videos.

Essential standards: Teach the types of use of the adjectives, teach What do they do, teach the participle forms, the comparative and superlative forms, before a noun, after a noun pronoun and adverb, gradable and ungradable adjectives, linking adjectives with and, teach the adjective order, the comparison of adjectives

Differentiation Strategies to meet diverse learner needs: Asking questions, participate in the class, form sentences, do activities, realize schemes, and work in groups, pairs or whole group. Engagement: Describe how the teacher will capture studentsâ&#x20AC;&#x2122; interest? 1. Do an activity before to start. 2. Create routines quick start in class. 3. No start without everyone's attention. 4. Change intonation. 5. Ask the questions students frequent during the explanations. What kind of questions should the students ask themselves after the engagement? What type of uses exists? What other types of prefixes and suffixes can be used? What are the participle forms? What is the order of the adjectives? What are the adjective phrases?

Exploration: Describe what hands-on/minds-on activities students will be doing? Depending on the personality of your class, you can play bingo using the pictures of your students on a blank bingo board in place of pictures from a magazine. Start by giving each person a blank bingo board, and ask them to fill in the spaces with adjectives that might describe a person. Then, instead of pulling adjectives randomly, show random pictures of your students (one person per photo) as well as other teachers and students they might know going about their usual (or unusual) activities. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. How would you describe your family? How you describe a story you would like to have? Invent a story. What sport would you like to do and why? What cartoon you like to watch and why? Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Do mental map. Why diagram. Activities with newspaper. Flowcharts. Image analysis. The case study.  List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. What are adjectives? How much adjectives can be used in a sentence? What are multiword adjectives? What do they do? What is the order of adjectives? What are ungradable adjectives? What are gradable adjectives? Elaboration: Describe how students will develop a more sophisticated understanding of the concept. Each person starts by making a list of adjectives which describe her single friend. The adjectives should describe appearance and personality (both good and bad), and students should also list likes and dislikes for their friend. Then, students go around the room asking questions about their classmates’ single friends. The matchmaker’s goal is to find someone who is similar to his friend and who he thinks would be a good match. When students think they have found one, they should show you the two profiles and see if you agree. What vocabulary will be introduced and how will it connect to students’ observations? Make word family, class grouping, and word formation. How is this knowledge applied in our daily lives? When we talk about something and describe a person animal or thing. Evaluation: How will students demonstrate that they have achieved the lesson objective? Describe something, do a lists about a story or something that they want, practicing with someone, do games or activities. This should be embedded throughout the lesson as well as at the end of the lesson: Adjectives are often called describing words, many adjectives are made up of two parts connected by a hyphen, we add –er to the end of most short adjectives to make the comparative form. And to superlative form we add –est. there are two usual sentence positions: before a noun and after a noun, a few adjectives an only be used before a noun.

Follow-up:

References: adjectives. Charlton T. Lewis and Charles Short. A Latin Dictionary on Perseus Project. Order of adjectives British Council. R.M.W. Dixon, "Where Have all the Adjectives Gone?" Studies in Language 1, no. 1 (1977): 19-80. http://www.momswhothink.com/reading/list-of-adjectives.html. http://www.oxfordlearnersdictionaries.com/definition/english/objective_2.

Use the table below to keep track of the module elements as you go through the session.

Session Elements

1. Adverbs are words that modify a verb, an adjective or another adverb. 2. Some adverbs canâ&#x20AC;&#x2122;t be identified as adverbs by their spelling or pronunciation. 3. Adverbs of manner usually how something is done. 4. The most common place to use adverbs if manner is at the end of a clause. 5. We use adverbs of frequency to indicate how often we do things or how often things happen. 6. Adverbs of relative time provide information about the time. 7. Adverbs of degree divide into intensifiers, and downtowners. 8. Focusing adverbs help us to structure what we say or write. 9. Attitude markers usually refer to a whole clause. 10. Types of adverbs.

Use the charts below to capture key content of this session and keep track of your knowledge. Definition Word Refers to different kinds of words with Adverbs

Adverbs of manner

Adverbs of Frequency

Adverbs of time and place

Adverbs of Degree

Focusing adverbs

Using adjectives instead of adverbs

quite different function. Adverbs can occupy a range of position in the sentence, and choosing where to place them is often a major problem for learners. The adverbs of manner usually express how something is done. They can usually provide one-word answers to questions beginning howâ&#x20AC;Ś Indicate how often we do things or how often things happen. Adverbs of frequency include: always, usually, often, sometimes, occasionally, seldom, rarely, never. Provide information about the time of an action or event in relation to some other point of the time. Adverbs that are very common: now, then, here, there. We generally place these adverbs at the end of the clause. Intensifiers: make adjectives and other adverbs stronger. Downtowners: make them weaker. Some adjectives are gradable. Structure what we say or write. To refer back to something. The meaning is particularly dependent on the context we use them in and the knowledge. Sometimes use adjectives in place of adverbs of manner.

Reflection After reviewing the content in this Write down the steps or activities you session, mention 2 the typical can include making sure to overcome the difficulty.

difficulties for learners. This adverb activity can help show students that adjectives and adverbs are related. Have students write sentences using adverbs that end in -ly. Then have them change the adverbs in their sentences into adjectives by removing the â&#x20AC;&#x201C;ly, and have them recraft the sentence accordingly. For example, the sentence â&#x20AC;&#x153;The boy agreed happily" might change to â&#x20AC;&#x153;The happy boy agreed." Discuss the similarities and differences between the two sentences 2. Occasionally the meaning of ALL ABOUT YOU: This pairwork activity is ideal for teaching adverbs of frequency. an adverb may be crucial. The class is divided into pairs and each student is given a worksheet containing ten sentences. Students begin by choosing which adverb of frequency in each sentence is true for their partner. Students then take it in turns to tell their partner which adverbs of frequency they chose, e.g. I think you never eat Italian food. Their partner tells them if they are right or wrong. If the answer is wrong, their partner explains why.

1. Identifying adverbs often poses less of a problem to learners than not knowing or not identifying nouns and adjectives.

1. The following text is from a “circular letter” sent to old Friends. The adverbs have been printed in italics. Read the text and answer the questions that follow. A). what category of adverb does each of these items belong to? Attitude manner marker Traditionally Individually collectively individually

focusing

frequency

Time

Each Partly partly Also

Hardly ever

nowadays

B). what alternative words or expressions could be used? Always, Usually, Frequently, Sometimes, Immediately, Already, Always, Very, well, Really, Sometimes, Rarely, Often, Daily, Still, sometimes, often, individually/ particularly, occasionally and hardly. C). which adverbs could be used in an alternative sentence position? It’s nearly Christmas - a time when I always/ usually/ sometimes/ frequently/ rarely/ often, make efforts to renew contact with friends occasionally/ sometimes/ frequently/ usually/ and when I think about you all and about what is rarely/ particularly/ special about each and every one of you. This year, however, I am afraid I am writing to you frequently/ sometimes/ immediately/ daily/ always/ occasionally I’ll be thinking of each of you individually/ really/ often/ occasionally/ particularly/ sometimes/ as I sign and address your card, but I particularly/ daily/ hardly/ often/ sometimes/ seem to have the time to sit down nowadays/ particularly/ sometimes/ and partly/ often/ daily/ occasionally/

always I thought this would be better than nothing and partly/ often/ sometimes/ often/ I also want to practice my word processing.

2. Look at the following brief texts and answer the questions: a.) Which words are adverbs? Effectively, simply, simply, completely, still, boldly, elegantly, beautifully, softly, confidently, outside. b.)

What category of adverb does each of these words belong to? Manner: Effectively, simply, boldly, elegantly, beautifully, softly, confidently. Focusing: simply. Degree absolute: completely. Relative time: still. Place: outside.

c.)

What effect would removing these adverbs from the texts have? This text can still a good definition but not only can be with all the adverbs, without the adverbs the texts could be more difficult to describe, and really the texts not could have the same definition as the beginner.

Changing attitudes. a.)

Do you considerer any of the following to be unacceptable? i) Hopefully, it will keep dry for the match. It’s acceptable because hopefully is an adverb of manner. ii) I want to further develop my skill. It’s acceptable because further is an adverb of place. iii) The gradient descends very steep. When the adverbs of manner have the same form of the adjectives they are used in this form: -y. iv) I can’t walk as quickly as her. When the adverbs of manner have the same form of adjectives they are used in this form: -y

Teacher: Wendy Yasmin Velasquez.

Date: 20/02/2016

Subject / grade level: second Grade. Material / resources: Presentation in power point, flashcards, Activities, Construction paper, scissors, tape, crayons, pens, markers. Technology: Computer, cellphone (videos). Essential standards: Teach the term of adverbs, teach the types of adverbs, the meaning, the sentence position, adverbs of manner, adverbs of frequency, adverbs of time and place, adverbs of relative time, special adverbs, adverbs of degree, adverbs of quantify, focusing adverbs, -Ly form, what do they do. Differentiation Strategies to meet diverse learner needs: participate with all the class, doing questions, doing creative activities, work in pairs, or whole class, do activities about what the learners wants, talk about something interesting for them, show videos, asking questions, interchange the roles, be a friend more, joke, form sentences, describe someone. Engagement: Describe how the teacher will capture studentsâ&#x20AC;&#x2122; interest? Do fun activities before start, talk about something interesting for them, put them attention, ask them what they want talk, change intonation, no start without anyone attention. What kind of questions should the students ask themselves after the engagement? What type of uses exists? , what type of adverbs exist? , what do they do? , what is the meaning of each adverb? , what are negative adverbs? , what Is the sentence position, what are adverbs of degree, what are special adverbs? , what are focusing adverbs?. Exploration: Describe what hands-on/minds-on activities students will be doing? 1. Ask each student to think up a different adjective to describe his or her

feelings towards singing, biking, learning, thinking, or any type of verb that you wish to choose. Have the students go around the room to see who can come up with the most creative adverb to describe the verb at hand. 2. Races are a fun way to teach a lot of different action verbs with adverbs. Lines the students up and tell them the action they have to do during the race and then shout go. Actions + adverbs include: skip slowly, jump quietly, hop carefully, run backwards, and walk quickly and so on. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. What adverb refers to? , what do they do? , in what form end the adverbs? , what is the meaning of each adverb? , what are two auxiliary verbs? , what is their sentence position? , what focusing adverbs can refer to? , using adjectives instead of adverbs, how you use intensifiers with verbs? , how use not and never? Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Do mental map. Why diagram. Activities with newspaper. Flowcharts. Image analysis. The case study. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. What are adverbs? What do they do? Where o adverbs come in sentences? What are negative adverbs? What are the types of adverbs? What are adverbs of manner? Mention two. What are the adverbs of frequency? Give me two sentences. What are adverbs of time and place? What are special adverbs? What are adverbs of degree? Tell me five adverbs of quantity. What is the meaning of focusing adverbs? Elaboration: Describe how students will develop a more sophisticated understanding of the concept. We create name art, which uses adverbs. My kids make an acrostic poem with their name and then use adverbs that begin with each letter of their name to describe themselves. Here is an example of one from when I taught school. What vocabulary will be introduced and how will it connect to students’ observations? Make word family, class grouping, and word formation. How is this knowledge applied in our daily lives? When we talk about something and describe something that we can specify when we talk and for not say verb we can use adverbs. Evaluation: How will students demonstrate that they have achieved the lesson objective? Do fun activities mentioning something from de types of adverbs, doing flashcards with one or more draws with the different adverbs. Separate for categories many words. his should be embedded throughout the lesson as well as at the end of the lesson: the term adverb refers to different kinds of words with quite different functions, adverbs can occupy a range of positions in the sentence, adverbs as words that can modify a verb, many adverbs end in –ly, adverbs of manner, adverbs of

frequency, adverbs of time and place, adverbs of relative time, special adverbs, adverbs of degree, adverbs of quantity, focusing adverbs, sentence positon, using intensifiers with verbs, yet and already. Follow-up: References: Rodney D. Huddleston, Geoffrey K. Pullum, A Student's Introduction to English Grammar, CUP 2005, p. 122ff. Cinque, Guglielmo. 1999. Adverbs and functional headsâ&#x20AC;&#x201D;a cross linguistic perspective. Oxford: Oxford University Press. Haegeman, Liliane. 1995. The syntax of negation. Cambridge: Cambridge University Press.

K-W-L Article Chart What I Know

What I Wonder (or want to know)

What I have Learned

1. There are only three articles: a, an, the. 2. Articles are words that are used with nouns. 3. Articles are characterized as definite or indefinite. 4. The, is used to refer something which has already been mentioned. 5. A is used when the next word starts with a consonant. 6. An, is used when the next word starts with vowel. 7. The definite article is used with proper names. 8. Articles are word used to modify nouns. 9. We use a/an with singular nouns. 10. We use the, with singular or plural nouns. 11. We don’t use articles when we refer to general ideas. 12. We use no articles with names of people, and books.

1. How articles come in sentences? 2. How work the no articles? 3. What are rules of thumb? 4. What is the function of contradictory? 5. What is the general function of proper nouns? 6. How serious are problems with articles? 7. Using one instead of a/an.

1. Articles belong to the wider class of “determiner” words or phrases that come at the beginning of a noun phrase. 2. The articles are: indefinite, a/an. 3. The articles are definite: the. 4. We can leave out articles before plural nouns and uncountable nouns. 5. We use a/an to introducing what is new. 6. The indicating common ground. 7. We leave out articles before plural and uncountable nouns when we are referring to something general. 8. We use a/an with the sense of every in expressions of time and quantity. 9. We don’t use an article before the name of certain kinds of institutions. 10. We use no article in most expressions of time. 11. In many languages the equivalent of one can be used to

13. We use no articles with towns, cities, states and countries.

express indefinites before singular nouns.

He was a (1) glum, unsociable person with a (2) raucous voice and (3) very thick eyebrows, and as a (4) mason he suffered from the (5) defect that he could not be depended on. He would promise to start (6) work on a (7) certain day, all the (8) furniture would be moved to the (9) far end of the (10) house, and then he would not turn up.

The (1) last week I decided to go to a (2) cinema. It was difficult to choose an interesting film which I could understand without a (3) problem. I looked in a (4) newspaper and found a film. It was â&#x20AC;&#x153;cinema paradiseâ&#x20AC;?. The actors played in (5) Italian language. I donâ&#x20AC;&#x2122;t understand the Italian language but fortunately the subtitles were written in English. It is a wonderful film about many interesting aspects of the world of cinema and the (6) life. I watched on a (7) TV about the (8) tuberculosis. It was (9) very interesting film. Many years ago they had to go in the (10) hospital. It was like a (11) jail. At this time many people were treated among the (12) family.

Teacher: Wendy Yasmin Velasquez.

Date: 27/02/2016

Subject / grade level: fourth Grade. Material / resources: Presentation in power point, flashcards, Activities. Technology: Computer (videos). Essential standards: Do a few examples sentences on the overhead for guided practice. Teach them what are articles, what type of articles are, where do they come in sentences, no articles, a/an, the, how serious are problems with articles, articles out, students will know the appropriate use of articles in their writing. Differentiation Strategies to meet diverse learner needs: participate with all the class, doing questions, doing creative activities, work in pairs, or whole class, do activities about what the learners wants, talk about something interesting for them, show videos, asking questions, interchange the roles, be a friend more, joke, form sentences, describe someone. Engagement: Describe how the teacher will capture studentsâ&#x20AC;&#x2122; interest? Do fun activities before start, talk about something interesting for them, put them attention, ask them what they want talk, change intonation, no start without anyone attention. What kind of questions should the students ask themselves after the engagement? What type of uses exists? , what type of articles exist? , what do they do? , what are indefinite articles, what are definite articles? , what Is the sentence position, what are no articles, A/AN in sentences, THE in sentences. What are articles out? Exploration: Describe what hands-on/minds-on activities students will be doing? 1. Sentence Scrabble Students are given words and have to arrange them into grammatically correct

sentences. For each new sentence they come up with they are given one more word and so have the chance to make more sentences for even more points. They can win the original words they start with by guessing the word from the definition by the teacher or can just choose them randomly from a pack of cards. The team with the most words when the game is stopped win. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. What articles refer to? , what do they do? , in what are indefinite articles? , what are definite articles? , what are no articles? , A/AN in sentences? , THE in sentences? , Articles out, what are proper nouns. Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Do mental map. Why diagram. Activities with newspaper. Flowcharts. Image analysis. The case study. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. Word or phrases that come at the beginning of a noun? What do they do? Articles before the name? A/AN in sentences? THE in sentences? What are proper nouns? What are the rules of thumb?, how serious are problems with articles? Articles that are A and AN? Articles that are THE? Elaboration: Describe how students will develop a more sophisticated understanding of the concept. 1. Disappearing text Put a text on the board including examples of the meanings of articles that you have presented or are going to present, and have one student or team of students read it out loud. They then choose one word and that is covered or erased. The next person or team must then read out the whole text, including the words that have disappeared. They then choose the next word to disappear. This continues round the class until the whole text has disappeared or they give up What vocabulary will be introduced and how will it connect to students’ observations? Make word family, class grouping, and word formation. How is this knowledge applied in our daily lives? When we talk about something and describe something that we can specify when we talk and for not say verb we can use adverbs, when we do sentences and we say one of these articles to express something. Evaluation: How will students demonstrate that they have achieved the lesson objective? Do fun activities mentioning something, do sentences with the articles, doing fun activities, do questions, practice the communication with their other students using articles.

his should be embedded throughout the lesson as well as at the end of the lesson: articles belong to the wider class of determiner, words or phrases that come at the beginning of a noun phrase. The articles are: indefinite, definite, we use a/an with singular nouns, to indicate that something is not common ground, we donâ&#x20AC;&#x2122;t use an article before the name of certain kinds of institutions, we use the in the names of items, learners may also miss out articles in certain expressions. Follow-up: References: http://edition.tefl.net/ideas/grammar/fun-activities-for-practising-aan-the/ "The 500 Most Commonly Used Words in the English Languageâ&#x20AC;?. The Use and Non-Use of Articles. http://www.grammarly.com/handbook/grammar/articles/

Examples of quantifiers: some, any, much, many, a lot, a few, several, enough, a number of, a little, little.

How do we choose quantifier? We use some quantifiers only when we refer to two things, affirmative statements, and negative statements.

Examples of using quantifiers with other determiners. Every-few, a few-more/less, a little-more/less, few/little-enough. Examples with: all, both, either, enough, several. All: All the students are intelligent. Both: They both care a lot. Either: She wanted to either go now or in one hour. Consolidation Exercises.

Enough: She had enough food for the entire family. Several: After several rings, it went to the message.

Main Topic Quantifiers

Write 1 typical difficulty for learners: itâ&#x20AC;&#x2122;s more difficult for them to grasp and remember the grammatical restrictions that control their use.

What are quantifiers? Quantifiers belong to the wider class of determiner, words or phrases that come at the beginning of a noun. Quantifiers tell us something about quantity.

- Consolidation Exercises. a) Identify all the quantifiers. 1. All 2. All 3. Most 4. Every 5. Few 6. Some 7. A large number of b) Identify any words or expressions that are similar to quantifiers or that can function as quantifiers in other contexts. 1. All is pre-determiner 2. A large of is considered as quantifier. c) Comment on any instances where another quantifier might be used in place of the one which is used here. What difference would this make if any?

1. We use quantifiers when we want to give someone information about the number of something. 2. Have you got any tomatoes?

3. I have some coffee. a) Choose the appropriate quantifier to fill each of the numbered gaps. 1. All, many, a few, few, several, both. 2. Many, few, all, a few, a lot of. 3. A lot of, many, some. 4. Much, some. 5. Any.

a) Is one of these sentences incorrect or inappropriate? 1. Have you got any paint for concrete floors? Have you got some paint for concrete Both are correct floors? 2. I can´t find it. I´ve searched through every drawer in the office. I can´t find it. I´ve searched through each drawer in the office. I can´t find it. I´ve searched through all the drawers in the office. All are correct. 3. I can´t find either of the books you told me to look for. I can´t find neither of the books you told me to look for. The two sentences are correct 4. I don´t have any more strength. I have no more strength. The two sentences are correct. 5. Has he scored a lot of goals this season? Has he scored many goals this season? The two sentences are correct. Both sentences are correct. 6. I think she´s got some photos to show you. I think she´s got SOME photos to show you. Both sentences are correct. 7. He´s got a little sense. He´s got little sense. Both sentences are correct.

b) What differences (if any) in meaning and effect are there between the sentences? 1. On the first sentence is more like an enquiry, and the second sentence refers to a request. 2. The first two sentences have similar meaning and the third sound more like close with respect to the meaning.

3. Both sentences have similar meaning but the second sentences have less use. 4. The two sentences have similar meaning but the second sentences have less use. 5. The first sentence sound like express an interest, and the second sound like interest for more quantity. 6. On the sentences sounds more like restricted use. 7. The second sentence sounds less than the first in informal. a) Would this use be acceptable by a native speaker? 1. She got much money for her birthday. Would be difficult for The context that sounds natural. 2. She was given many presents when she left her job. This is taken meaningless. 3. Many people congratulated her on her success. Many sound more natural. 4. They gave her a lot of opportunities. This sound correct. 5. Much interest was shown in the project. The use of much functioning as the subject of a sentence. 6. Neither child are going to know about it. Use a singular form of the noun. 7. They invited all to visit them. Sound weird but can occur in speech.

Teacher: Wendy Yasmin Velasquez.

Date: 12/03/2016

Subject / grade level: first grade. Material / resources: Presentation in power point, book, flashcards, Activities, Construction paper, scissors, tape, crayons, pens, markers, paint, ruler, pen. Technology: Computer, cellphone (videos), gunship.

Essential standards: Teach the term of quantifiers, teach the different quantifiers, the meaning, the sentence position, general use, speaking and writing, inappropriate uses, pronunciation, singular-plural confusion. Differentiation Strategies to meet diverse learner needs: participate with all the class, doing questions, doing creative activities, work in pairs, or whole class, do activities about what the learners wants, talk about something interesting for them, show videos, asking questions, interchange the roles, be a friend more, joke, form sentences, read. Engagement: Describe how the teacher will capture students’ interest? Do fun activities before start, talk about something interesting for them, put them attention, ask them what they want talk, change intonation, no start without anyone attention, talk with the students, explain the objectives, use materials. What kind of questions should the students ask themselves after the engagement? How quantifiers look like, where the quantifiers come in sentences, in what case we use quantifiers? In what sentence positions can we use phrases? What more quantifiers can be used as countable? What more quantifiers can be used as uncountable? Why some quantifiers can be used with countable and uncountable nouns? Why some quantifiers can be used as various ways. Exploration: Describe what hands-on/minds-on activities students will be doing? 1. Students use 'a few' and 'a little' with countable and uncountable shopping items. The students sit in a circle. The first student completes the sentence 'I went to the supermarket and bought a few...' (with a countable noun like oranges) The second student must repeat the first student’s sentence and add an uncountable noun preceded by a little, e.g. I went to the supermarket and bought a few oranges and a little chocolate. The students have to remember all of the items mentioned by the other students and correctly use a few and a little. If a student cannot remember all the preceding items or uses a little or a few incorrectly, they are out of the game. 2. The class is split into pairs. The pairs of students take turns picking up noun cards and deciding if the nouns are countable or uncountable. Then the students put the noun under the correct heading. An answer key is provided. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. What do the quantifiers? Where the quantifiers come in sentences? In what cases we choose quantifiers? If we talk about countable nouns what quantifiers can we use? When we use uncountable nouns what quantifiers can we use? What is unrestricted or unlimited quantity? Can we use much with uncountable nouns? Can we use many with countable nouns? Can we use few and little to suggest a strong sense of reservation? Much is used in affirmative sentences? More, fewer and less are comparative forms? What quantifiers can we use to emphasize the completeness of a group? What quantifiers can we use to refer to two people or things? We use enough to emphasize that a quantifier is sufficient for some purpose? In what cases we use another? How can we use much and may instead of a

lot of? What is the inappropriate use of any? Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Do mental map. Why diagram. Activities with newspaper. Flowcharts. Image analysis. The case study, dictation. Study guide, question-answer. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. What are quantifiers? Give me examples of quantifiers? What do they do? Where do they come in sentences? How do we choose quantifiers? When we use quantifiers? Give examples of some, unrestricted or unlimited quantity, what are countable nouns? What are uncountable nouns? How can we use several, few and a little? Give examples of enough, how can we use quantifiers with other determiner? What is the inappropriate use of any? How can we use much and many instead of a lot of? What other type of quantifiers exist? Tell me sentences with every quantifier? Elaboration: Describe how students will develop a more sophisticated understanding of the concept. This practical worksheet helps you to teach the grammatical rules associated with expressions of quantity. Students complete sentences using much, many, some or any. After that, the students write the grammar rules for using much, many, some and any. 2. Students write a shopping list for a class party. The students work alone and sort out a list of countable and uncountable nouns into their two groups. 3. The class is split into pairs. The pairs of students take turns picking up noun cards and deciding if the nouns are countable or uncountable. Then the students put the noun under the correct heading. An answer key is provided. What vocabulary will be introduced and how will it connect to studentsâ&#x20AC;&#x2122; observations? Make word family, class grouping, and word formation. How is this knowledge applied in our daily lives? When we talk about something and we can say it in the form of quantity, we can use it if we talk about countable and uncountable nouns. Evaluation: How will students demonstrate that they have achieved the lesson objective? When they talk faster, when the students can do sentences with quantifiers, when they say the signification of the quantifiers. This should be embedded throughout the lesson as well as at the end of the lesson: quantifiers belong to the wider class of determiner, come at the beginning of a noun, when some is unstressed it is pronounced less loudly and less clearly than the words around in the sentence, we use any before plural or countable nouns, we use stressed any with singular as well as plural and uncountable nouns, we use much, many and a lot of to suggest a large quantity, we often us many in noun phrases, we use few and little to suggest a strong sense of reservation, we use both, either, neither to refer to two people or things, we use enough to emphasize that a quantity is sufficient for some purpose, quantifiers donâ&#x20AC;&#x2122;t are used immediately before or after other determiner, leaners also sometimes use two quantifiers, sometimes learners

use plural nouns. Follow-up: References: http://www.englisch-hilfen.de/en/grammar_list/mengen.htm http://www.curso-ingles.com/aprender/cursos/nivelbasico/nouns/quantifiers https://learnenglish.britishcouncil.org/es/english-grammar/determiners-andquantifiers/quantifiers

What are comparatives and superlatives? Write a definition and give 2 examples. Comparatives are adjectives and adverbs that end in –er (e.g. Bigger, Richer) Superlatives are adjectives and adverbs that end in –est (e.g. Biggest, Fastest) How are they formed? Write a definition and give 2 examples. – We use more and most before adjectives and adverbs when these words are long (e.g. more carefully, the most carefully) -We add –er or –est to the end of shorter adjectives and adverbs (e.g. The latest, Harder.) Where do comparatives and superlatives come in sentences? Write a definition and give 2 examples. 1. At an elementary or intermediate level, course books usually present comparatives. X-Math’s, Verb-was, Comparative-more difficult, thanthan, y- spelling. 2. Z-Everest, verb-is the-the, superlative-highest, type-mountain, specific class-in the world. What do they do? Write a definition and give 2 examples. We use comparatives to compare some common feature of two or more things or people in terms of degree or quantity. We use superlatives to single out one thing or person as being special in relation to others on some kind of implied scale. (e.g. the Porsche is more expensive than the Toyota, cars are getting more expensive. Rules of thumb (and their limitations) Write a definition and give 2 examples. Don’t use the before the adjective or adverb in comparisons. Where of the two of them is started or implied. e.g. he is the taller (of the two of them, the more you eat, the more you want.

Give an example of learner’s difficulties and a solution. Learners may fail to recognize comparative and superlative forms. Solution: Show your students an illustration of people of different heights, or ask three students to stand up.

Consolidation Exercises.

Learner’s English

What would you tell the learner who made the following mistakes, so that she understood the mistake and could avoid making it again?

 Thinest: When the adjective has one syllable and ends in a simgle wovel plus consonant the student can double the final consonant.  More Bigger: We don’t use more and most in addition to -er and -est.  Happyer: In this case we change y for i before –er and –est, because y follows a consonant.  More good: Good has irregular verb, can be of different forms: best, better. Comparative and superlative.

 Beautifulest: Beautifulest is a long adjective, because has more of three syllables and in this case we have to use more or most to do the comparative and superlative form.

Language in context A) Is this comparative or superlative:

Comparative and superlative forms have been indicated by numbers in the two passages that follow. Study each of these and answer the questions:

             

1. Superlative: most correct 2. Superlative: the firmest 3. Superlative: the most loyal 4. Superlative. the most ardent 5. Superlative: national hero 6.Comparative: Faster 7. Comparative: more expensive. 8. More quickly: comparative. 9. More quickly: comparative. 10. Quicker: comparative. 11. More: comparative. 12. More expensive: comparative. Bigger: comparative. More helpful: comparative.

B) Is this form an adjective, adverb or quantifier?  1. Most correct: adjective  2. The firmest: adjective  3. the most loyal: adjective.  4. the most ardent: adjective.

 5. National hero: adjective.  6. Adverb: faster  7. Quantifier: More expensive.  8. More quickly: adverbs.  9. More quickly: adverbs.  10. Quicker: adjective.  11. More: quantifier.  12. More expensive: Quantifier.  13: bigger: Adjective.  14. More helpful: Adjective. C) Would an alternative form (e.g. bravest- most brave) be possible? Would this change the meaning in any way?  Most brave and most would be possible but a little unusual to use it is some circumstances because endings in ect, ent, al.  Two meanings are possible for more expensive wine. More wine (expensive wine) more=quantifier. Wine that is more expensive-more expensive is a comparative form.  Only the adjective form is possible after was, More quick is not used.  We use more and most with adjectives that end…full.

The following is an extra from a newspaper article, comparing Britain in the early 1950s with Britain in the early 1990s. Read the passage and then answer the questions.

A) In the last sentence further information could be left out without harming the meaning. Which two words could be left out?  They did could be left out.

B) Identify and classify all examples of comparative or superlative structures in the following.  Comparative/adjective: better educated.  Comparative adjective: slightly richer.  Comparative/quantifier: more  Quantifier/adjective/superlative: the strongest.  Comparative/adjective: more likely.  Comparative/adjective: better able.  Adverb/superlative: fastest.  Adjective/ superlatives: be nastiest. C). in each case comment on any features that distinguish these examples from the basic patterns described on page 72.  Well educated is effectively a two-word adjective, and better educated the comparative form of this.  Than the Roberts is only implied.  Than the Roberts is only implied.  Better able is an idiomatic expression, similar to more able, but suggesting that the ability is more intrinsic.  The men’s of this age loose cells fast in all parts of their brains, the frontal lobe area is singled out for the prize.  Since this refers to relationship with two participants, some people would prefer to use nastier.

Teacher: Wendy Yasmin Velasquez.

Date: 12/03/2016

Subject / grade level: 4th Grade Material / resources: Presentation in power point, book, flashcards, Activities, Construction paper, scissors, tape, crayons, pens, markers, paint, ruler, pen. Technology: Computer, cellphone (videos), gunship. Essential standards: Teach the term of comparatives and superlatives, which of

them end in –est, and –er, how are they formed, what are long adjectives and adverbs, what are short adjectives and adverbs, two-syllable adjectives and adverbs, teach Less and least, expressions of quantity, where the comparatives and superlatives come in sentences, what do they do, ways of intensifying and down toning comparative forms, ways of emphasizing superlative forms, exact measurements, the with superlatives, in and of, relative clauses, over-using more and most, over-use of er and –est, leaving out the, using more in superlative statements, using of instead, problems with that. Differentiation Strategies to meet diverse learner needs: participate with all the class, doing questions, doing creative activities, work in pairs, or whole class, do activities about what the learners wants, talk about something interesting for them, show videos, asking questions, interchange the roles, be a friend more, joke, form sentences, read. Engagement: Describe how the teacher will capture students’ interest? Do fun activities before start, talk about something interesting for them, put them attention, ask them what they want talk, change intonation, no start without anyone attention, talk with the students, explain the objectives, use materials. What kind of questions should the students ask themselves after the engagement? What are the key considerations of comparatives and superlatives, in what case we use more and most before adjectives? In what cases we add –er and – est of shorter adjectives? What more adjectives are past participles, can we use less and least with all the adjectives and adverbs, what expressions can we use to express quantity? What are course books? How can we use the with comparatives? How can we use relative clauses? How can we resolve problems with than? Exploration: Describe what hands-on/minds-on activities students will be doing? 1. With lower level students, you can combine superlatives with a revision of family vocabulary into a speaking activity. Ask students to secretly choose five of the following categories and write a name for each one on a piece of paper. The oldest person in my family The youngest person in my family The friendliest person in my family The funniest person in my family The nicest person in my family The meanest person in my family etc. (you can think of other categories) Put students in pairs. Tell each student to ask questions about the other’s list of names and find out more information.      

List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. What are comparatives and superlatives? How are they formed? How can we use long adjectives and adverbs? What are short adjectives and adverbs? Give me two examples of two-syllable adjectives and adverbs. Give me

examples about irregular comparative and superlative forms, where do comparatives and superlatives come in sentences? What do they do? Give me examples of course book, what ways of intensifying can we use in comparative forms? What ways can we use to emphasizing superlative forms? What are relative clauses? Give me one definition of adjectives in place of adverbs. What is the over use of –er and –est, how can we use of instead of in, what problems exist with than? Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Do mental map. Why diagram. Activities with newspaper. Flowcharts. Image analysis. The case study, dictation. Study guide, question-answer. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. What are comparatives and superlatives? How are they formed? How can we use long adjectives and adverbs? What are short adjectives and adverbs? Give me two examples of twosyllable adjectives and adverbs. Give me examples about irregular comparative and superlative forms, where do comparatives and superlatives come in sentences? What do they do? Give me examples of coursebook, what ways of intensifying can we use in comparative forms? What ways can we use to emphasizing superlative forms? What are relative clauses? Give me one definition of adjectives in place of adverbs. What is the over use of –er and –est, how can we use of instead of in, what problems exist with than? What are the key considerations of comparatives and superlatives, in what case we use more and most before adjectives? In what cases we add –er and –est of shorter adjectives? What more adjectives are past participles, can we use less and least with all the adjectives and adverbs, what expressions can we use to express quantity? What are course books? How can we use the with comparatives? How can we use relative clauses? How can we resolve problems with than? Elaboration: Describe how students will develop a more sophisticated understanding of the concept. Comparing city life to country life used to be the mainstay of course book activities that focused on the comparative. I’ve found, as a teacher, that most of my students have no idea at all of what life is really like in the country (and neither do I actually), which has made these activities fall flat somewhat. However, most people will have something to say about life in the capital city versus life in another part of the country. You can set this up as a role play. Ask students to work in pairs, A and B. The As live in the capital of their country and think it’s far superior to life outside the capital. The Base think the opposite. Give them time to prepare several reasons and then tell them to compare. Who has the most convincing arguments? You can then develop this into a whole class discussion. What vocabulary will be introduced and how will it connect to students’ observations? Make word family, class grouping, and word formation. How is this knowledge applied in our daily lives? When we want referring to something and to use it in the form way we add –er and –est to give and exactly idea

about what we want and what we refer about. Evaluation: How will students demonstrate that they have achieved the lesson objective? When they talk faster, when the students can do sentences with comparatives and superlatives, when they say the signification of the comparatives and superlatives, when the teacher ask them and they answer quickly. This should be embedded throughout the lesson as well as at the end of the lesson: comparatives are adjectives and adverbs that end in –er, superlatives are adjectives and adverbs that end in –est, we use more and most before adjectives and adverbs when these words are long, we generally teach that we add –er or –est to the end of shorter adjectives and adverbs, with adjectives are also past participles, with many two-syllable words we can choose whether to use more/most or to add –er/est to make the comparative and superlative forms. We can use less and least with all adjectives and adverbs, regardless of the number of syllables in the words, more and most, fewer and fewest and less and least are used to make statements about quantity, comparatives are used to compare some common feature of two or more things or people in terms of degree or quantity. Superlatives are used to single out one thing or person as being special in relation to others on some kind of implied scale. we use a range of words and expressions before the superlative form of adjectives to make them seem stronger. When we use a pronoun after than in comparative structures, this is usually an object pronoun. Learners often use more or most when it would be more normal to add –er or –est to the word. Follow-up: References: http://www.onestopenglish.com/grammar/grammarreference/adjectives/comparative-and-superlative-adjectives-tips-andactivities/144844.article. http://www.curso-ingles.com/aprender/cursos/nivelintermedio/comparative-superlative/comparatives-and-superlatives. http://www.curso-ingles.com/recursos/cheat-sheets/adjectives/list-ofcomparatives-and-superlatives.

Consolidation exercises. 1. Look at the following text written by a learner of English.

a. Identify any problems with prepositions (other mistakes have been corrected). - Mistake: interested about sport. â&#x20AC;&#x201C; correction: interested plus â&#x20AC;&#x201C;ing

Knowledge in grammar. –correction: knowledge plus of. I went in America. –correction: go plus to. I have taken part at. –correction: take part in. In the end of this year. –correction: at plus the end of. Training weekends of these sports. –correction: for Political revelant’s issues. –correction: issues of political relevance. The manager from. –correction: of A bank’s branch. –correction: the branch of a bank. I want to return in. –correction: return there, no preposition. Listening music. –correction: listen plus to. Travelling around the world. Correction: travelling all over the world. After the next two weeks. Correction: by the end of.

b. Speculate about the causes of these. - When the people use from or of, doesn’t seem sure of how to use for. - In the case of, from and of is typical because on the first language uses -

one preposition to cover the meanings expressed. In the case of use of and apostrophe the learner appears to have overgeneralized the use of the possessive‘s.

2. The following describes the character and reliability of a workman. Six prepositions have been removed. a. What words are missing? - From. - On - With - On - To - Of

b. What information enables you to identify the missing words? - The words either side of the gap generally help us to decide what is missing. In some cases we need to look at the whole text in order to decide whether the missing word is to or from.

c. What generalizations does this exercise enable you to make about the importance of prepositions?

Prepositions donâ&#x20AC;&#x2122;t convey much meaning; in some situations the correct choice can also be crucial.

3. The text which follows is the beginning of an article about the internet. Read the text and then answer the question which follow: a. Identify all the prepositions in this text. - Given, like, of, in, for, on, into, of, from, with, of, of, on, on, of, with, of, before, into, at, for, of, of, to, into, of, to, of.

b. Identify any words which are not prepositions in the text but which can be prepositions in other contexts. What function do they have in this text? - Has tended to focus, how to do, but to run, allows it to access.

c. Which prepositions is part of fixed, idiomatic expressions? - For instance, on the net, at least. d. Which prepositions are dependent on a verb, adjective or noun? - Forgive for, focus on, fade into, connect to, transform into, capable of. e. How much meaning does each of these dependent prepositions convey? - These prepositions convey very little meaning and can be considered as part of the verb.

f. Which prepositions could be replaced by another preposition without changing the meaning of the phrase? - During, in. 4. In the following sentences some words have been italicized, which can all function as prepositions. What is their word class here?

a. b. c. d. e. f. g. h. i.

He walked off. She ran down the hill. preposition He stepped of the kerb. Preposition. She used to sing. Infinitive form He made up a story. Multiword verbs. Sheâ&#x20AC;&#x2122;s committed to taking part. Preposition. He looked up the road. Preposition. She sat on the table. Preposition. He switched on the radio. Multiword verbs.

j. She was frightened by the noise. Preposition. k. He agreed to an encore. Preposition.

5E LESSON PLAN Teacher: Wendy Yasmin Velasquez.

Date: 02/04/2016

Subject / grade level: fisth Grade. Material / resources: Presentation in power point, flashcards, Activities. Technology: Computer (videos). Activities. Essential standards: Teach them what are prepositions, what do they look like, the general use of prepositions, what are the multiple meanings, phrases with prepositions, learn about how speaking and writing the prepositions, the forms in how we can use them. Differentiation Strategies to meet diverse learner needs: participate with all the class, doing questions, doing creative activities, work in pairs, or whole class, do activities about what the learners wants, talk about something interesting for them, show videos, asking questions, interchange the roles, be a friend more, joke, form sentences. Engagement: Describe how the teacher will capture students’ interest? Do fun activities before start, talk about something interesting for them, put them attention, ask them what they want talk, change intonation, no start without anyone attention. What kind of questions should the students ask themselves after the engagement? In what other cases can we use prepositions? How and we use the prepositions of place and time? What other multiple meanings can we use? How can we differentiate prepositions and adverbs? How can we use fix the common errors? Exploration: Describe what hands-on/minds-on activities students will be doing? 1. On each page there is a picture and a sentence. Children should look at the picture at the top of the page, read the sentence and then choose the most appropriate preposition from the list. They can then write the sentence in their books/on paper or on the worksheet on the final page. On some of the pages, more than one of the prepositions in list might be suitable. Children can choose the one which they prefer and write the other suitable preposition in the second column on the worksheet. Which can also be used as a space to include any other prepositions which they think might fit into the sentence. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. What are prepositions? What do they look like? What

is the general use of prepositions? What do they do? What errors can we cause on the phrases? what are the logical relationship of prepositions? Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Do mental map. Why diagram. Activities with newspaper. Flowcharts. Image analysis. The case study. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. Usually occur immediately before a noun or –ing form? Occur immediately after a verb? Some prepositions have a concrete meaning that we can show or demonstrate? What prepositions can express key logical relationship? Give examples of prepositions. Elaboration: Describe how students will develop a more sophisticated understanding of the concept. 1. Max cannot keep still! Can your children tell you where he is? This resource contains six pages, each of which contains a picture of Max. The children should look at the picture and decide where he is. They should then think of a sentence which describes his location and write these down. What vocabulary will be introduced and how will it connect to students’ observations? Make word family, class grouping, and word formation. How is this knowledge applied in our daily lives? When we talk about something and we can say it in a specific form about where is the subject. Evaluation: How will students demonstrate that they have achieved the lesson objective? Do fun activities mentioning something, do sentences with the articles, doing fun activities, do questions, practice the communication with their other students using prepositions. This should be embedded throughout the lesson as well as at the end of the lesson: prepositions are very short words, prepositions immediately occurs before a noun or –ing form, occur after a verb, some prepositions have a concrete meaning that we can show or demonstrate, prepositions can refer both place and time, a number of prepositions have several meanings, some words can function both as prepositions and as adverbs. Follow-up: References: http://www.teachingideas.co.uk/vocabulary/prepositionsactivities https://www.ego4u.com/en/cram-up/grammar/prepositions http://grammar.ccc.commnet.edu/grammar/prepositions.htm http://study.com/academy/lesson/what-is-a-preposition-definition-usesexamples.html

Directions:

Choose 4 subtopics or subheadings of material on pages 108-117. Reread that section only. Take notes that summarize the main ideas of that section and write them in the spaces provided.

Subtopic 4: Some learners find it helpful to analyze the form of multiword verbs and multiword verbal expressions, and to classify them under types. Others prefer to learn them as individual items of vocabulary. 1. Multiword verbs pages 108-109

 

What are multiword verbs? Multiword verbs are made up of a verb (e.g. come, get, give, look, take) and one or more particles. Some examples of multiword verbs in context: picked up, rolled up, slowed down, off, doubled back, dropped, packed it.

2. Many types of multiword verbs pages 109  Type 1 no object: They don’t take a direct object. We got up early – The plane took off.  Type 2 objects: Inseparable, they need a direct object and this can’t go between the verb and the particle. She never asks me to look after her children. 3. Many types of multiword verbs pages 109  Type 3 object: Separable, they need a direct object and this can go between the verb and the particle. Don’t bring these problems up at the meeting.  Type 4 object: transitive, with two particles (the articles are inseparable). You should look up to teachers. 4. Other types of multiword verbs page 110: some verbs and particles have to be separated by an object, even If this is not a pronoun. The object of some multiword verbs can only be it. We can’t use other nouns, expressions, or pronouns. 5. Clauses which end in a particle page 110: Some people don’t look to end sentences with prepositions (or/and multiword verb particles) and they try to avoid doing so, particularly in written English.

6. The difference between multiword verbs and other verbs followed by an adverb or prepositions page 111  Literalness page 111-112: The meaning of multiword verbs is not completely literal. Learners can sometimes work out their meaning by looking carefully at the meaning of the verb. At the other end of the spectrum are multiword verbs whose meaning is apparently completely opaque. 7. Multiword verbal expressions pages 112 -113  Literalness page 113: In many multiword verbal expressions, it is the words following the verb that carry the meaning of the expression. The verbs are empty or delexicalised; they do express something of their original meaning.

8. Formality page 114: Learners sometimes believe that they should use a multiword verb or verbal expression only in a colloquial context. Some multiword verbs and verbal expressions have a one-word equivalent, often with Latin root. Other multiword forms have no equivalent. 9. Typical difficulties for learners pages 114-115  Not recognizing the multiword form: This problem is particularly severe when we can’t work out the meaning of the item from the individual words that make it up.  Being misled by meanings they already know: Many multiword forms have two or more meanings, and learners may be misled by recognizing a form and assuming that it has the meaning that they already know.  Recognizing the verb but not the participle: This is particularly a problem where the verb and particle of a multiword verb may be separated by several words in a sentence. 10. Speaking and writing page 115  Leaving out particles and prepositions: This is a common mistake, perhaps because the particles in some multiword verbs appear to have no intrinsic meaning: I want to polish my English. Prepositions that should follow verbal expressions.  Choosing the wrong particle: When the particle does contribute to the meaning, learners may choose one with a roughly similar meaning to the correct one.  Using an unnecessary particle: Learners sometimes create a multiword verb where a simple verb is needed. 11. Learners difficulties pages 116  Word order: Some learners instinctively avoid separating the verb and particle in type 3 multiword verbs, and they may avoid doing this even when the direct object is a pronoun.  Avoidance: Learners may prefer using single-word verbs to multiword verbs and verbal expressions, even when the single word seems odd or archaic.  Over-using multiword forms: Many of the more idiomatic multiword forms have very restricted connotations. 12. Learners difficulties pages 116

ď&#x201A;ˇ

Choosing the verb in multiword verbal expressions: There is some overlap in the general meanings of the verbs most often used in multiword verbal expressions. Sometimes this means that we have an element of choice.

ď&#x201A;ˇ Choosing the article in multiword verbal expressions: in some expressions we choose between a and the according to context (I made a mess; I made the mess in your room). However, in some expressions the use of a and the is a fixed part of that expression.

Consolidation Exercises Verbs.

Read the following text and then answer the questions: a) Which words in the text are verbs? 1. Watch 2. Laugh 3. Eating 4. Cook 5. Hate 6. Shop 7. Sit down 8. Being 9. Behaving 10. To be 11. Have 12. Been 13. Known 14. To fill b) Which verbs are main verbs? 1. Watch 2. Being 3. Laugh

4. Behaving 5. Cook 6. Eating 7. Hate 8. Shop 9. Fill 10. Known 11. Sit down c) Which of these verbs describes a state rather than an event? 1. Known 2. Being 3. Hate d) Which auxiliary verbs are components of a tense or passive form? 1. To be 2. Have 3. Been e) Which auxiliary verbs are introduced to make a question or negative statement? 1. Donâ&#x20AC;&#x2122;t f) Which verbs are infinitives? 1. To fill 2. To be g) Are the following verbs used as object verbs or no-object verbs in this context: watch, cook, hate, shop? Object verbs No-object verbs Watch (much telly) Cook Hate (supermarkets) shop

Study the following regular past simple forms: a) Sort them into two groups- those which are one-syllable words and those which are two-syllable words. One-syllable words Two-syllable words Looked, tapped, purred, washed, Fitted, faded, printed, hated. and puffed.

b) What do the infinitives of the two-syllable words have in common? 1. All the two-syllable past forms are verbs which have one-syllable infinitive forms ending in /t/ or /d/. c) Which one-syllable words end in /t/ and which ones end in /d/? Words which end in /t/ Words which end in /d/ Looked, puffed, washed, and Smoothed, purred. tapped. d) What determines whether the words end in /t/ or /d/? The infinitive forms of the past tense verbs which end in /t/ all end in a voiceless consonant and those which end in /d/ all end a voiced sound. -

Study the following regular past simple forms: a) Sort them into two groups-those which are one-syllable words and those which are two-syllable words. 1. Cryed: the learner has added ed to the infinitive without changing the Y to i. 2. Offered: The learner has doubled a final consonant on an unstressed syllable. 3. Peelled: the learner has doubled a final consonant which follows two vowels. 4. Staied: the learner has changed y to I before ed, when this letter follows a vowel. 5. Refered: the learner hasnâ&#x20AC;&#x2122;t doubled the final consonant on a stressed syllable.

Study the following lists of irregular verbs. Become Drive Begin Teach Bend Sleep broadcast

Run Freeze Drink Catch Burn Mean cut

Teacher: Wendy Yasmin Velasquez.

Date: 19/04/2016

Subject / grade level: Third grade. Material / resources: Presentation in power point, flashcards, Activities, board, worksheets. Technology: Computer (videos). Activities. Essential standards: Teach them what are verbs, teach hem the verbs in past, present and future, teach them that the verbs in past end in –ed, teach them when we talk in third person we add –s and in the future we use will or going to before the verb. The types of verbs. Differentiation Strategies to meet diverse learner needs: participate with all the class, doing questions, doing creative activities, work in pairs, or whole class, do activities about what the learners wants, talk about something interesting for them, show videos, asking questions, interchange the roles, be a friend more. Engagement: Describe how the teacher will capture students’ interest? Do fun activities before start, talk about something interesting for them, put them attention, ask them about the topic, change intonation, no start without anyone attention. What kind of questions should the students ask themselves after the engagement? ¿Can we use verbs to express existence? What are main verbs? The verbs can describe events or states? What are irregular verbs? Exploration: Describe what hands-on/minds-on activities students will be doing? 1. - Each student is given a copy of the worksheet. Using the past simple tense, students complete a conversation with verbs from a box. All the verbs are regular verbs that need to be changed into their past tense form. The teacher then goes through the correct answer with the class. Next the class is split into pairs and the students read the conversation together. Students then look at the rules associated with –ed sound. Students follow the rules and put the regular verbs from the conversation into their correct category. Then, they read the conversation again. Here they get to practice the correct pronunciation for the –ed sounds. - Put some worksheets on the board and the students has to complete every sentences adding s if is in third person. - Three chairs are put at the front of the class and with the forms will and going to the students come up one by one, sit on one of the chairs, and make a sentence about the future. The students are then asked concept questions to make sure they are sitting in the correct chair.

List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. What are the types of verbs? What question can we do with verbs? What are irregular verbs? How can we use the verbs with –ing form? What are event verbs? What are state verbs? How can we use irregular verbs with be and go?. Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Do mental map. Why diagram. Activities with newspaper. Flowcharts. Image analysis. The case study. Worksheets. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. What are verbs? What is simple past? What is simple present, what is simple future? How can we use the simple present? In what cases we add –ed in simple present? How can we use the simple future? Is necessary use will or going to in the simple future? Is always necessary that we add –s in simple present? Elaboration: Describe how students will develop a more sophisticated understanding of the concept. 1. Talking, studying, listening, reading, doing sentences, practice the rules. What vocabulary will be introduced and how will it connect to students’ observations? Make word family, class grouping, and word formation. How is this knowledge applied in our daily lives? When we talk in every situation we say verbs in different ways because we talk about something that we did, we are doing or we will do. Evaluation: How will students demonstrate that they have achieved the lesson objective? Do fun activities mentioning something, do sentences with the verbs, doing fun activities, do questions, practice the communication with their other students using articles, form text with the verbs. This should be embedded throughout the lesson as well as at the end of the lesson: a verb is a doing word, the verbs can express a physical action, a mental action, an action verb can express an activity that a person or thing can do, in simple present when we talk of third person we add –s, in simple past we add –ed, and in future we have to add will or going to depending of the situation. Follow-up: References: http://grammar-monster.com/lessons/verbs.htm http://www.teach-this.com/resources/grammar/future-tense https://webapps.towson.edu/ows/verbs.htm

Use the table below to keep track of the module elements as you go through the session. Session Elements

Modal verbs are also called modal auxiliaries.

We have to use modal verbs in conjunction with another verb.

We use modal verbs to make an assessment, judgement, or interpretation of what we are speaking or writing about.

Modal verbs come immediately before the main verb in affirmative and negative statements.

In questions, modal verbs come before the subject.

A number of verbs and expressions are grouped together as modal verbs because they have similar meaning or function.

Use the charts below to capture key content of this session and keep track of your knowledge Word Definition Modal verbs are also called auxiliary Modal verbs verbs. We use modal verbs to make an assessment, judgement or interpretation of what we are speaking or writing. pure Modals Are not inflected in the two third person, are followed by the bare infinitive, are negated by the addition, are inverted with the subject to form a question, have no past form. They are: can, could, may, might, must, shall, should, will, would.

Semi-modal verbs

They are: ought, had better, have (got) to, be able to. Different verbs with similar A particular meaning or function may be meaning. expressed by more than one modal verb: (future) possibility, advice. Time reference. Past: we can use pure modal verbs to refer to past time by adding have + past participle. Future: modal verbs can normally refer to either the present or the future. Non-modal meaning. Some modal verbs can also be used to express non-modal meaning. They are: will and would, should, may and might. Other ways of expressing modal We can express modal meaning (ability, meaning. possibility etc.) through a range of adjectives, nouns, and adverbs. Questions and negative forms. Learners may over- generalizes the rules for forming questions and negative statements which involve adding do or did. Different forms with very similar Have to/ must may/ might/ could meanings. Neednâ&#x20AC;&#x2122;t/ donâ&#x20AC;&#x2122;t need to/ donâ&#x20AC;&#x2122;t have to.

Consolidation exercises.

Forms and meanings.

Match each of the modal verbs in the utterances on the left to one of the meanings and functions listed on the right.

a.) Ability.

b.) Requesting. c.) Granting or asking for permission. d.) Possibility. e.) Granting or asking for permission. f.) Logical deduction. g.) Offering. h.) Logical deduction. i.) Advising. Comparing Exercises.

Look at the following two texts and consider which of them is more useful and appropriate for this purpose.

I.)

In Britain you have to drive on the left hand side of the road. You have to give away to traffic coming from the right at roundabouts and when you go from a minor road to a major one.

Comment: this is more considerer because we used when we are talking about external authority when we want to say or express something.

Differences in Meaning

Comment on the difference (if any) between the sentences in the following groups.

a.) Most people would use you needn’t bring it tomorrow if they are personally responsible for imposing the obligation, whereas you don’t have to bring it tomorrow and you don’t need to bring it tomorrow are appeals to external authority. The standard explanation is that she needn’t have brought it implies that she brought it, but that this was unnecessary and that she didn’t need to bring it, implies that she knew this in advanced and so she didn’t bring it. People sometimes also use she didn’t need to bring it when the action was Unnecessary. b.) Is likely to be pronounced: toy might have visited him. It is possible you visited him (I don’t know). Is likely to be pronounced: you NIGHT have visited him. You didn’t have visited him but I think you should have done. Underline all the modal verbs including any semi-modal verbs in the text.

a. May b. Would c. could

d. e. f. g. h. i. j. k. l. m. n. o. p. q. r. s.

Wouldnâ&#x20AC;&#x2122;t have Would Would Have Could CanÂ´t Must have. Need Had to Have Must Have Can Might could Should Had to In each specify meaning function express.

a. b. c. d. e. f. g. h. i. j. k. l. m.

case the or they

This use of May after words like however, wherever, etc. Hypothetical statement. Past possibility Hypothetical speculation about the past. This can be explained both as future in the past and as a hypothetical statement. Hypothetical speculation about possibility in the past. Ability, possibility. Logical deduction about the past. Necessity. Necessity Must and have to be more or less. Invitation/question about possibility. Unusual form expresses possibility with considerable reservation.

n. Doesnâ&#x20AC;&#x2122;t express any modal meaning o. Logical deduction of necessity.

Considerer what alternatives might have been used in the same context and how these might affected the meanings expressed.

a. b. c. d. e. f. g. h. i. j. k. l. m. n.

Might None Might None Might None Would have been able to Not able to None Didnâ&#x20AC;&#x2122;t need to would be a more likely form Needed to do Would Should Must.

Teacher: Wendy Yasmin Velasquez.

Date: 16/04/2016

Subject / grade level: fifth grade. Material / resources: flashcards, Activities, worksheets, presentations in power point. Technology: Computer (videos). Test.

Essential standards: teach them what are modal verbs, what do they do, how can we use modal verbs in s sentences, what are pure modals, what are semi-modal verbs, examples of modal verbs. Differentiation Strategies to meet diverse learner needs: participate with all the class, doing questions, doing creative activities, work in pairs, or whole class, do activities about what the learners wants, talk about something interesting for them, show videos, asking questions, interchange the roles, be a friend more, joke, form sentences. Engagement: Describe how the teacher will capture students’ interest? Do fun activities before start, talk about something interesting for them, put them attention, ask them what they want talk, change intonation, no start without anyone attention. What kind of questions should the students ask themselves after the engagement? Modal verbs belong to the larger category of auxiliary verbs? What are the formal characteristics of modal verbs, what kind of different verbs with similar meaning exist? How can we use the modal verbs in the time reference? Exploration: Describe what hands-on/minds-on activities students will be doing? 1. Activity: jump to conclusions Tell the students you are going to describe a situation that is open to interpretation (see box for examples). When you finish, ask them to work in pairs and make as many sentences as possible as to what may have happened. For this they should use modal verb + have + past participle, e.g. When I arrived at school today, there were papers all over the floor in the hall and the director’s office. Possible conclusions: There may have been a break-in. The director might have gone crazy and thrown the papers around. Some students may have played a joke. The director must have been furious. Possible situations:    

   

You were stuck in traffic for two hours. You heard loud dance music coming from the staff room. No students came to class. When you walked in, all the students started laughing.

List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. What is the key consideration of modal verbs? How can we use ought in modal verbs? What are the multiple meanings in modal verbs? How

work the modal verbs as obligation? How the modal verbs can participate in past? How modal verbs can participate in future? Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Do mental map. Why diagram. Activities with newspaper. Flowcharts. Image analysis. The case study, videos. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. Belong to the larger category of auxiliary verbs? Can, could, may, might, shall, should, will and would are? What are semi-modal verbs? How are called the verbs that express different meanings? Some verbs can be used to express non-modal meaning they are called?

Elaboration: Describe how students will develop a more sophisticated understanding of the concept. 1. Crazy Abilities This teaching activity is based on the card game 'Crazy Eights'. In this game, students think about what pairs of items have in common in terms of skill or ability, and express that using modal verbs. Students work in groups of three. The students take it in turns to lay down cards on the table. Each card contains two pairs of items. The student with the card directs a question using the target language to the player on their right, e.g. What can people and birds do? If the player can express what ability or skill the two things have in common, they get the chance to put a card down and ask a question. If they can't, play moves to the next student. The first player to get rid of all of his or her cards wins the game. This game also contains wild cards that can be used at any point during the game.

What vocabulary will be introduced and how will it connect to studentsâ&#x20AC;&#x2122; observations? Make word family, class grouping, and word formation. How is this knowledge applied in our daily lives? When we say sentences and if we not use verbs to express what we want to say we can say modal verbs. Evaluation: How will students demonstrate that they have achieved the lesson objective? Do fun activities mentioning something, do sentences with the articles, doing fun activities, do questions, practice the communication with their other students using articles. Use worksheets. his should be embedded throughout the lesson as well as at the end of the lesson: modal verbs belong to the large category of auxiliary verbs, we use modal verbs to make an assessment, judgement, or interpretation of what we are speaking, we use dare as a modal verb, primarily only in fossilized expressions, modal verbs come immediately before the main verb. Follow-up: References: http://www.teach-this.com/resources/grammar/modal-verbsability. http://www.curso-ingles.com/aprender/cursos/nivel-basico/verbs/modal-verbs http://www.englishpage.com/modals/modalintro.html

Infinitives: the infinitive is the simplest form of the verb. Is is exactly the same as the base form that follows i, you, we and they in the present simple tense of all verbs other than be. We refer to these verbs as infinitives when they are not part of the tense of a verb. Sometimes the infinitive follows to, and we call this the full infinitive or the infinitive with to. -ing forms: -Ing forms are words that end in â&#x20AC;&#x201C;ing like drinking, eating, laughing.

-Ing forms What do they do? We use â&#x20AC;&#x201C;ing forms to add information to what is expressed in certain verbs and verb + object combinations; when we want to use a verb after a preposition; as subjects and complements; to list activities. Infinitives What do they do? We use infinitives to add more information to what is expressed in certain verbs, verb + object combinations, adjectives and nouns, or expressions including these; to explain the reason for something or its purpose of function; as subjects and complements; in certain forms.

Where they do come In Sentences? - We can use an infinitive after certain verbs. The following are common examples: agree, appear, arrange, attempt, decide, expect, fail, hope, need, offer, promise, refuse, want, wish. - We use infinitives to explain the reason for something, or to answer the question why? - We use infinitive to explain the purpose of function of something. - We use infinitive after question words: how, what, when, where, who, which, why, whether. - We can use an infinitive after certain verb+object combinations. Examples: advise, allow, ask, cause, encourage, forbid, force, instruct, invite, order, permit, persuade, prefer, recommend, remind, require, teach, tell, tempt, warn. - We can use an infinitive after certain adjectives. Some of the commonest adjectives in this category are those which describes personal feelings or attitude, and aspects of possibility, probability, necessity or ability. - We use infinitives in expresions which imply a question word. - We use infinitive as the subject of a clause when it refers to an activity.

-ing forms: We can use –ing form after certain verbs. Examples: avoid, bear, consider, deny, detest, dislike, endure, enjoy, imagine, involve, mention, mind, miss, prectice, resent, risk, postpone, stand.

We can use –ing fors after many multiword verbs: give up, look forward to, put off, put up with.

Sometimes we use an object between the verb and the –ing form.

Choosing between infinitive and

–ing forms. we sometimes choose between infinitive in order to stress that something is more peculative or hypothetical. -

We choose an –ing form more to describe what actually happens or has happened. After certain verbs. After try we use: an infinitive to suggest some kind of effort or difficulty involved in an action; An –ing to make suggestions. After stop, remember, forget, regret, go on a number of verbs we choose: infinitives to look forward, -ing forms to look at the present or past.

After love, like and the in British English we generally use an –ing form, while in American English the infinitive is equally common. We use an infinitive after would like, loe and hate. Allow, permit, advise, forbid: we use an –ing form after these verbs on their own.

Bare Infinitives

Bare infinitives are

one-word infinitive forms such as be, do, give, ask. What do they do? We use bare infinitives: in some tense forms. After certain verb+object combinations. In a number of expressions for giving advice, making suggestions, requesting, inviting or giving orders. Where do they come in sentences? We use a bare infinitive in the question and nengative forms of simple present and past tenses after the auxiliaries do, does, and did. We use a bare infinitive after pure modal verbs. We can use bare infinitive with why? To question or cast doubt on someone’s intention or suggestion.

We also use and with the bare infinitive after come and go in suggestions, order, equests, and invitations. Choosing between bare infinitives and –ing forms.

We also use bare infinitives to describe something which has been completed while we use the –ing form to show that something has atarted or is in progress.

We use sometimes an infinitive to describe a momentary action, and an –ing form for a more extended action. -

Consolidation Exercises.

 Comment on any differences in meaning between the sentences in the following groups. i) She went out smoking: refers that she was smoking at the same time as she went out. She went out to smoke: refers that the reason she went out was that she wanted to smoke. ii)

Being drunk at work isn’t a crime: if we use –ing form refers to a factual event. To be drunk at work isn’t a crime: refers more a speculative context.

iii)

I like to have a run at the weekend: describe a routine. I like having a run at the weekend: describe a routine. I’d like to have a run at the weekend: it’s very common way of expressing a wish. I’d like having a run at the weekend: it’s used as a way of expressing feelings about an imagined healthier lifestyle.

 Study the following sentences: i) Both parties are committed to reduce taxes: In this sentence to is a preposition and is normally followed by an –ing form. ii) I want him working a lot harder than he is now: we use a full infinitive after want, if we are thinking on an action at a particular point in the future; we might use the progressive form of the infinitive. iii) I’d appreciate you to knock before you come in: this object + infinitive combination after appreciate is not correct.

iv)

I’m too tired for going out tonight: after too + adjective we usually use the full infinitive, we use the preposition for to introduce a noun and in speech it may happen that people combine the preposition for with the-ing form in this way.  The following extract is from an article about different conventions, attitudes and behaviors in different cultures. Read the text and answer the questions which follow it: a) Identify all infinitives and –ing forms: be (line 2), to get down (line 3), be (line 3), drinking (line 5), engaging (line 6), developing (line 6), getting (line 7), exist (line 9), to suggest (line 12), to acknowledge (line 14), exist (line 15). b) In each instance account for the form that has been chosen. Bare infinitive: follows a modal verb; infinitive: we have to use an infinitive after the adjective unusual; bare infinitive: follows a modal verb; -ing form: part of the subject of a clause; -ing form: part of the subject of a clause; -ing form: follows a preposition (to); -ing form: follows a preposition (before); bare infinitive: part of simple present tense; full infinitive: subject of a sentence, conveying an element of speculation; infinitive: it + be+ adjective + infinitive construction; bare infinitive: part of simple present tense.  The text which follows discusses Guy Fawkes Night, which is celebrated in Britain with fireworks and parties for children. Some of the verbs in the text have been modified and three possibilities are provided. Read the text and then answer the questions. a) Choose the best form of the verb. Think, handling, buying, to cook, accommodating, to find, to cook, eating, let, fend, to make. b) In each case give reasons for the choice you have made. We have to use the bare infinitive in this make + object + verb construction. - We have to use an –ing form after a preposition (of). - We use infinitives after question words (what). - Part of the subject of the clause (we could also use an infinitive here with little difference in emphasis) - This is part of a clause complement referring to an activity. - We need to use an –ing form after the expression feel like. - The subject of this clause is the second (way). - This is an example of the clause complement referring to an activity. Making would also be possible, but would sound more factual and emphatic.

Teacher: Wendy Yasmin Velasquez.

Date: 30/04/2016

Subject / grade level: sixth grade. Material / resources: Presentation in power point, flashcards, Activities, board, worksheets. Technology: Computer (videos). Activities. Essential standards: Teach them what are infinitives and –ing form, how we can use the infinitives, where do they come in sentences, what the –ing form do? How can be used after certain verbs, after prepositions, where do they come in sentences. Differentiation Strategies to meet diverse learner needs: participate with all the class, doing questions, doing creative activities, work in pairs, or whole class, do activities about what the learners wants, talk about something interesting for them, show videos, asking questions, interchange the roles. Engagement: Describe how the teacher will capture students’ interest? Do fun activities before start, talk about something interesting for them, put them attention, ask them about the topic, change intonation, no start without anyone attention. What kind of questions should the students ask themselves after the engagement? ¿Can we use the infinitives and –ing form to express about an action in the moment or an action that was done.

Exploration: Describe what hands-on/minds-on activities students will be doing? 1. – Thinking of You ESL EFL Writing and Speaking Activity - Pre-intermediate - 25 Minutes In this pair work activity, students complete sentences by guessing real information about their partner. Students write each sentence using a gerund or infinitive. The class is divided into pairs (A and B). The students guess how their partner would complete each sentence on their worksheet. The students must use a gerund and infinitive in each sentence. Student A then reads their sentences to Student B, who tells them if they have guessed correctly or not. When Student A has finished reading his/her sentences, the students swap roles. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. What are infinitives? What do they do? Where do they come in sentences after certain verbs? After certain + object. What are –ing forms? What do they do? Where do they come in sentences after certain verbs? After prepositions.

Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Activities with newspaper. Flowcharts. Image analysis. The case study. Worksheets. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. What are infinitives? What do they do? Where do they come in sentences after certain verbs? After certain + object. What are –ing forms? What do they do? Where do they come in sentences after certain verbs? After prepositions. Elaboration: Describe how students will develop a more sophisticated understanding of the concept. 1. Talking, studying, listening, reading, doing sentences, practice the rules. What vocabulary will be introduced and how will it connect to students’ observations? Make word family, class grouping, and word formation. How is this knowledge applied in our daily lives? Evaluation: How will students demonstrate that they have achieved the lesson objective? Do fun activities mentioning something, do sentences with the infinitives and –ing form, doing fun activities, do questions, practice the communication with their other students using infinitives and –ing form, form text. This should be embedded throughout the lesson as well as at the end of the lesson: -ing forms are words that end in –ing like drinking, eating. We use –ing form to add information to what is expressed in certain verbs ad verb + object combinations. When we want to use a verb after a preposition. To list activities. We use infinitives to add more information to what is expressed in certain verbs. To explain the reason for something or its purpose or function. As subjects and complements. In certain tense forms. We can use an infinitive certain verb + object combinations. We can use infinitive after certain adjectives. Follow-up: http://www.edufind.com/es/english-grammar/infinitive/ http://www.chompchomp.com/terms/infinitive.htm https://learnenglish.britishcouncil.org/es/english-grammar/verbs/ing-forms http://www.englishgrammarsecrets.com/ingform/menu.php.

The present, uses of the present perfect: Many learners are confused by the number of tense forms we use for expressing present time in English – in choosing the appropriate form we are obliged to make distinctions that many learners find unfamiliar and unclear. Learners usually like to focus on examples of how we choose and use these tenses in real conversation and text. Many learners find it difficult to think of the present as a form that can refer to present time in some contexts, and past time in others. This is a particular problem for speakers.

The –s or –es that we add to the base form is often called “the third person s”. Example: I get up early. Example: I live in London. Can you hear anything? Present Simple: We use the present simple to describe general actions, events and states when we have no reason to think of them as being in any way temporary or limited in time. We often use adverbs of frequency and expressions of repeated time with this use of the present simple. We use the present simple with certain verbs to refer to states even when we think of them as being temporary. We use the present simple in making pronouncements which actually change something.

Present Continuous: Present Continuous is also called present progressive. -

We use the present continuous with a present tense form of to be and an –ing form.

We use the present continuous to refer something temporary which has begun and has not finished, something which is completable and is In the process of being completed.

When we describe changing or developing states, we use the present continuous even though we don’t necessarily think of the process as being temporary.

Learners are sometimes taught that we use the present continuous for things happening now.

We use the present continuous in this way to stress the repetitiveness of an action. - Example: He’s sleeping; I’m getting up early this week.

Present perfect Continuous: We form the present perfect Continuous with has or have followed by been and an –ing form.

We use the present perfect continuous when we measure the duration so far of a present action or to specify when it began. We use the present perfect continuous in conjunction with an expression beginning with the preposition for or since, or with the question how long…?

Example: We’ve been driving for ours. How long have you been trying to contact me? Present perfect simple: We form the present perfect simple with has or have followed by the main verb in a past participle form.

We can use the present perfect simple when we specify the beginning of a present action or when we measure its duration so far.

Duration: sometimes we choose the simple rather the Continuous form to emphasize that something isn’t short - them. We use the present perfect simple after this expression when we refer to an event in the present or the future. Will + bare infinitive: We sometimes use will + bare infinitive to express repeated and typical actions.

Consolidation Exercises. a.)

Explain the differences in meaning between the sentences in each of the following groups, referring where appropriate to contexts in which one or other might be preferred. I) She smokes. / She is smoking. The first sentence describes a fact about the person. The second sentence expresses something temporary that is happening in the moment.

II)

Are you wanting to go home? / do you want to go home?

Want is a state verb. We use want if we refer to general wants. If they refer to something temporary, we can use continuous tenses.

b.)

III)

Are you liking the concert? / do you like the concert? Liking no exist. Like is a state verb. We use them to refer to general wants. We can use the simple present.

IV)

How long are you staying here? / How long have you been staying? The first can refer to a period of time. The second refers to the time “until now”

I’ve lived here for 60 years. / I’ve been living here for 60 years. We sometimes choose the continuous form in order to stress temporariness, but not in this case (60 years).

VI)

She always brings me flowers. / She’s always bringing me flowers. The first sentences express a fact about the person. The second sentence stresses the regularity or frequency of express irritation.

VII)

He’s got a bath. / He has a bath. / He’s having a bath. The first sentence refers to possession and the second sentence refers to regular action of taking a bath.

The following is part of an interview with Judy Bennett. She and her husband Charles both act in a popular soap opera called “the Archers”. Read the text and answer the questions that follow. i)

Identify the tense of each of the verbs which is printed in italics in the text. In each case account for the choice of tense. 1) Present continuous. 2) Simple present. 3) Will + infinitive. 4) Simple present. 5) Simple present. 6) Simple present. 7) Present progressive.

ii)

Look at the following words or expressions: always; never; from time to time; now. What tense or tenses do you generally associate them with? Check which these words or expressions are used with in the text.

Explain any examples of “untypical use”. 1) Always occurs with the present perfect, which is another common usage. 2) Now is used with the present simple, usually to express that something has changed. To express some kind of contrast between past and present. iii)

The following sentences are from another part of the text above. Or each sentence decide which of the two tenses is appropriate and justify your choice: 1) If Charles and I record / are recording the archers there is no typical day. Temporary process. 2) Our home in London has / is having a pool, so I swim / am swimming regularly. Describe general facts. 3) I’ve been / am in the show for 22 years now. Express the idea of until now.

5E LESSON PLAN Teacher: Wendy Yasmin Velasquez.

Date: 07/05/2016

Subject / grade level: second Grade. Material / resources: Presentation in power point, flashcards, Activities, worksheets. Technology: Computer (videos). Activities. Essential standards: Teach them what is the present simple, the uses of simple present, examples, verb + s/es, verbs with general actions, events and states. Differentiation Strategies to meet diverse learner needs: participate with all the class, doing questions, doing creative activities, work in pairs, whole class, and show videos, asking questions, form sentences. Engagement: Describe how the teacher will capture students’ interest? Do fun activities before start, talk about something interesting for them, put them attention, ask them what they want talk, change intonation, no start without anyone attention.

What kind of questions should the students ask themselves after the engagement? How can we use the present simple to describe someone? Exploration: Describe what hands-on/minds-on activities students will be doing? 1. Make me say “yes I do”. Students ask the teacher and then each other “do you?” questions and get one point for each positive answer but no points for “no, I don’t!. You may also want to allow questions with the present simple of to be. This is more fun if students work out that they can get points for asking really obvious questions like !do you eat every day?” and do you sleep at night? You can also get students to ask about their partners family members etc. to bring in 3rd person s. Make say “no, I don’t”. Students ask do you? questions and get one for no I don’t answers but no points for yes, I do answers, plus maybe the same for are you + noun/adjective? Crazy questions like do you have an elephant? And do you eat spiders for breakfast is allowed. 3rd person s. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. We need to make a distinction between verbs used with a third person singular? We add to the base form is often called the third person s? We use it to describe general actions? We use it with verbs of frequency? We use it with certain verbs to refer to states? Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Do mental map. Activities with newspaper. Image analysis. Worksheets. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. What is the simple present? How can we use the simple present in sentences? How can we use the simple present with the 3rd person. What are the general actions of the simple present? The use of verbs with different objects. Elaboration: Describe how students will develop a more sophisticated understanding of the concept. 1. Count stories, finish the class with a video, learn of the way that they learn, change roles, convert the student in protagonist, create expectative, jokes. What vocabulary will be introduced and how will it connect to students’ observations? Make word family, class grouping, and word formation. How is this knowledge applied in our daily lives? When we are talking in the moment and we want describe something or when we talk to refer the actions or descriptions of the persons, objects or animals.

Evaluation: How will students demonstrate that they have achieved the lesson objective? Do fun activities mentioning something, do sentences with the simple present. Doing fun activities, do questions; practice the communication with their other students using the simple present. This should be embedded throughout the lesson as well as at the end of the lesson: the –s or –es that we add to the base form are often called the third person. The simple present is to describe general actions, events and states. Are used adverbs of frequency and expressions of repeated time? The simple present describes temporary states and actions. Follow-up: References: http://www.englishpage.com/verbpage/simplepresent.html. http://www.edufind.com/es/english-grammar/simple-present-tense/. http://www.curso-ingles.com/aprender/cursos/nivel-basico/verb-tensespresent/present-simple.

Some languages have a single future tense, whereas English uses a lot of different verbs forms to refer to future time. Teachers and materials often concentrate on one future form, and encourage learners to use this as though it were a general future tense. Usually this form is going to. We look at the most common future tenses, and consider the meanings as though they were clear and separate. We look at the different future tenses in roughly the order they occur in most courses. When do we use going to? Planned future events. e.g: we’re going to spend a few days with my mother. -

- Predictions based on present or past evidence. e.g: it’s going to rain

Present Continuous: When do we use present Continuous? We use the present continuous to refer to the future when arrangements have been made (for example, we have made a booking, bought tickets, or someone is expecting us to do something or be somewhere at a particular time), and we often refer to this use as the arranged future

. Will (‘ll; won’t): We use these forms with the bare infinitive of the main verb. We form questions by inverting the position of will and the subject. - Will you wait? We choose the full form will when we are writing or speaking formally, and often in informal speech after nouns and noun phrases. If students choose the full form will when they’re speaking, we need to be careful that they don’t stress it as this can suggest a degree of obstinate insistence.

When do we use will (‘ll; won’t)

- We choose will or ‘ll for unplanned future events. To make predictions that aren’t based on present or past evidence. We teach predictions that aren’t based on present or past evidence. -

Shall (shan’t): After I and we, we can choose between will and shall, and won’t and shan’t with the bare infinitive in exactly the same way as we use will. The question form places shall/shan’t before the subject. Shall we go? When do we use shall? -

Some people choose shall and shan’t in preference to will and won’t after I and we. In question forms we generally use shall only to make offers and suggestions.

We use the future Continuous forms as a very neutral way of referring to the future, when we want to avoid suggesting anything about intention, arrangement, prediction, or willingness.

 Match each of the future forms used in the texts with an appropriate rule of thumb from the list below:

1. 2. 3. 4. 5. 6. 7. 8. 9.

An unplanned future event. An inevitable event determined by someone. A planned event. We see something as finishing before a point in the future. A prediction or assertion not based on present or past evidence. Something which is part of a fixed programme of planned public. E E F B D C C C A

 The first text that follows is a transcript of someone talking about his forthcoming weekend away with two friends. Two of the three men are interested in football. The second text is from a newspaper. The report looks forward to a visit to London by the ex- soviet leader Mikhail Gorbachev. Read these texts examine the ways in which future time is expressed in them and answer the questions. a) Name the forms which have been highlighted. 1. Present continuous. 2. Present continuous. 3. Will 4. Present simple. 5. Continuous form of will. Will be –ing. 6. Will 7. Will 8. Present continuous 9. Continuous form of will. Will be –ing 10. Present simple. 11. Present simple. 12. Will 13. Will

b) Speculate as to why these choices have been made. 1. This is an enquiry about arrangements or plans. 2. This is an arranged future. 3. This might be a prediction not based on present or past evidence, 4. The expression on the time that functions like a time conjunction, after which we use present tenses to refer to the future. 5. We use to explain this would be future as a matter of course. 6. These predictions appear to be based on present or past evidence. 7. These predictions appear to be based on present or past evidence. 8. This is an arranged future. 9. We use to explain this would be future as a matter of course. 10. This is a part of a fixed itinerary. 11. This is a part of fixed itinerary. 12. We generally teach that going to would be appropriate in a context like this. c) Consider what alternative forms might have been used and in what ways this might have affected meaning or emphasis. 1. If the questioner thought of the holiday as determined by someone else be might ask you’re to go away, aren’t, you? Or you’ll be going away, won’t you? 2. Can also use going to. A restriction is probably something he has already thought about, if not planned. 3. He might have used the present continuous or going to. 4. Can also use going to. 5. The future continuous could also be used without making perceptible difference overall. 6. Will and going to would also be possible although these lack the neutrality of will be answering. 7. The present continuous could also be used but would convey less of a sense that his arrival is an inevitable fact.  The first that follows is a transcription of a bot, and his other telling a visitor their plans for the following weekend. A is going away with his father. B is going away with her other son and a friend E. in the second text a nine-year-old child is talking about his future. Some of the verbs have been written in their infinitive form. a) Use the context to help you guess what form was originally used. 1. ‘re going 2. ‘re going 3. Will be

4. Are going 5. Will be 6. Will have 7. ‘ll do 8. Are going to talk 9. Going to get 10. Going to get 11. Going to get 12. Going to get. b) What alternatives to this might be possible? 1. ‘re going to go 2. ‘re going to go 3. Is going to be 4. Will go; will be going; present simple. 5. Going to 6. Going to 7. Going to 8. Will 9. Going to 10. Going to 11. Going to 12. Going to. c) How might choosing between different possible alternatives influence meaning and emphasis? 1. Less certain that arrangements have been made. 2. This makes it less certain that arrangements have been made. 3. The speaker probably chooses will rather than going to because going to would make the form of this passive construction more complex and more awkward. 4. Seems to be something that has been arranged or at least planned. 5. It is already clear that this is a planned event, ad so the speaker doesn’t depend on choosing going to, to make this clear. 6. As above 7. As above 8. Perhaps she chooses going to here for variety previous verbs all use will or will. 9. Normally expect more variety of tense.

Teacher: Wendy Yasmin Velasquez.

Date: 14/05/2016

Subject / grade level: fifth grade. Material / resources: Presentation in power point, flashcards, Activities, worksheets. Technology: Computer (videos). Activities. Essential standards: teach them what is the future, what is the form going to, what is the form of will, when do we use going to, when do we use will, what is the form shall, when do we use shall, how use this forms in negative. Differentiation Strategies to meet diverse learner needs: participate with all the class, doing questions, doing creative activities, work in pairs, or whole class, do activities about what the learners wants, talk about something interesting for them, show videos, asking questions, interchange the roles, form sentences. Engagement: Describe how the teacher will capture students’ interest? Do fun activities before start, talk about something interesting for them, put them attention, ask them what they want talk, change intonation, no start without anyone attention. What kind of questions should the students ask themselves after the engagement? How we can use will to describe a plan? What of both can we use to say if a plan or a promise is? Exploration: Describe what hands-on/minds-on activities students will be doing? 1. In this activity, students ask and answer questions about their future plans. Each student is given a copy of the worksheet. The students read each question in the first column on their worksheet and then write a follow up questions, using going to. When everyone has finished writing their follow up questions, the students are split into pairs. Students ask their partner the questions on their worksheets. When a partner answers yes, I am to a question; the student puts a tick and asks his or her follow up question. When they have finished interviewing each other, then the rest of the class about their partner’s future plans. Can be used with going to for planning and will with promises. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. What is the future, we use it to represent plans? When do we use going to? We use these forms with the bare infinitive of the main verb?

When do we use will? How can we use will in questions? When do we use shall? When do we use the negative forms of will, and shall? Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Do mental map. Activities with newspaper. Image analysis, worksheets. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. What Is the future? What is shall? What is going to? When do we use going to? When do we use will? When do we use shall? When do we use will in question? Will and shall mean the same? Elaboration: Describe how students will develop a more sophisticated understanding of the concept. 1. This activity is useful for reviewing the three future forms: present continuous, going to, and will. Three chairs are put at the front of the class and labelled with the three future forms. The students come up one by one, sit on one of the chairs, and make a sentence about the future. The students are then asked concept questions to make sure they are sitting in the correct chair. What vocabulary will be introduced and how will it connect to studentsâ&#x20AC;&#x2122; observations? Class grouping and word formation. How is this knowledge applied in our daily lives? When we talk about something and we can say it in a specific form about where is the subject. Evaluation: How will students demonstrate that they have achieved the lesson objective? Do fun activities mentioning something, do sentences with the future, doing fun activities, do questions, practice the communication with their other students using the future see pictures that demonstrate the future. This should be embedded throughout the lesson as well as at the end of the lesson: going to is generally refer future and teach it as be + going to+ bare infinitive. We use going to planned future events, and predictions based on present or past evidence. Will is used with the bare infinitive of the main verb. We use will for unplanned future events, and to make predictions that arenâ&#x20AC;&#x2122;t based on present or past evidence. We can choose between will and shall, shall is used with the bare infinitive in exactly the same way as we use will. The negative form of will and shall. Follow-up: References: http://www.curso-ingles.com/aprender/cursos/nivelintermedio/verb-tenses-future/future-simple. http://curso-gratis-ingles.euroresidentes.com/2006/01/el-futuro-en-inglscon-will.html.

http://www.edufind.com/es/english-grammar/future-going/

The present simple:

We need to make a distinction between verbs used with a

third person singular subject, and verbs with other subjects. The race starts in parís. When do we use the present simple? We use the present simple to describe general actions, events and states. We use the present simple with certain verbs to refer to states, even when we think of them as being temporary

The –s or –es that we add to the base form is often called the third person s’

Present Continuous: This tense is also called the present progressive. -

We form the present continuous with a present tense form of to be and an â&#x20AC;&#x201C;ing form.

When do we use the present continuous: We use the present Continuous to refer to something temporary which has begun and has not finished. When we describe changing or developing states. We use the present continuous to refer to things we do on a regular basis. We use the present continuous to stress the receptiveness of an action and sometimes to express our irritation.

Present Perfect

She has been wearing glasses for years.

We form the present perfect Continuous with has or have followed by been and an â&#x20AC;&#x201C;ing verb form.

Continuous:

How long have you been trying to contact me? Weâ&#x20AC;&#x2122;ve been driving for hours. When do we use the present perfect Continuous? We use the present perfect Continuous when we measure the duration so far of a present action.

We use the present perfect continuous in conjunction with an expression beginning with the preposition for or since.

Present Perfect simple: She was known about it for weeks. -

When do we use the present perfect continuous? We can use the present perfect simple when we specify the beginning of a present action. We use the present perfect simple in conjunction with the preposition for an since or the question How longâ&#x20AC;Ś?

We form the present perfect simple with has or have followed by the main verb in a past participle form.

i) ii) iii) iv) v) vi) vii) viii) ix)

I left when he arrived. The two events are practically simultaneous. I had left when he arrived. The departure took place before the arrival. I was leaving when he arrived. The arrival occurred during the act of leaving. She pointed out he spoke English. English was a fact at the time she pointed it out. She pointed out he had spoken English. Refers to a previous occasion. She pointed out he was speaking English. The pointing out took place during the time of speaking. Sheâ&#x20AC;&#x2122;d been painting the room when she was taken into hospital. She had necessarily finished the work. Sheâ&#x20AC;&#x2122;d painted the room when she was taken into hospital. The job of painting the room was completed. She was painting the room when she was into hospital. The task of painting the room was begun but not finished.

I travelled in a coach to Ankara. A car on the outside lost control and pushed us off the road. I had got up and then I had washed. Then I had put on my clothes and I left home. We used to say with friends in Kabul for two years when we came to Britain and got asylum.

A) i) The car losing control happened at some point during the journey. Ii) The simple past and not the past perfect is appropriate. Iii) The sentence doesnâ&#x20AC;&#x2122;t make sense.

B) The learner may simply not have learned this use of the past continuous. Ii) Learner has learned or has internalized the rule that the past perfect is used for actions precious to other actions. Iii) The learner appears not to know the use of the past perfect continuous.

C) i) use the past continuous for an action which is in progress when something else happens to interrupt it. Ii) Use the past perfect when this helps to make the sequence of events clear. Iii) Use the past perfect continuous when you describe something.

1. Past perfect simple. 2. Simple past. 3. Past perfect simple. 4. Past continuous. 5. Simple past.

6. Past perfect continuous. 7. Past perfect simple 8. Past perfect simple. 9. Past perfect continuous. 10. Past perfect simple.

11. Past continuous.

1. The verb refers to an event two years before. 2. The previous verb has established the time sequence. 3. Took place before the time that is specified.

4. The gangsters were making their millions before the key time reference the failure of prohibition. 5. This describes a fact that was true at that time. 6. This describes an extended event that continued the war began. 7. Donâ&#x20AC;&#x2122;t use in continuous sentences. 8. The event is prior to waking up. 9. Describes something momentary.

10. Refers to paragraph 11 interrupted by something else happening.

1. The past perfect makes the sequence still clearer. 2. The past perfect could also be used, but this would only repeat a distinction. 3. The simple past could not be used here. 4. The simple past could be used here. 5. The past continuous could also be used. 6. No other tense would make the sequence. 7. The simple past would also be possible. 8. No other tense would make the sequence.

9. The past perfect simple might be possible. 10. No other tense would make the sequence of events. 11. We might expect the past perfect continuous. Past continuous was playing. Simple past woke. Past perfect simple had snowed. Past perfect simple had put. Past perfect continuous had already been living. Past continuous was apologizing. Past perfect simple had lived. Past perfect simple had loved. Past perfect simple had disowned.

Teacher: Wendy Yasmin Velasquez.

Date: 28/05/2016

Subject / grade level: Fourth grade. Material / resources: presentation in Mindomo. (Computer), worksheets. Technology: Computer, Activities. Essential standards: Teach them what Is the past perfect simple, the past continuous, and past perfect continuous, examples, activities. Differentiation Strategies to meet diverse learner needs: participate with all the

class, doing questions, doing creative activities, asking questions. Engagement: Describe how the teacher will capture students’ interest? Do fun activities before start, talk in active form for them, put them attention, no start without anyone attention. What kind of questions should the students ask themselves after the engagement? How can we use the past to describe different places, kind of people or things? Exploration: Describe what hands-on/minds-on activities students will be doing? 1. – The king asks: in this activity the teacher is going to be the king and is going to ask something and the students have to do whatever the king says. - In the wrap up the teacher is going to say one word and the students have to say the simple past form of the word. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. What is the past, what is the perfect dimple past, what is the perfect continuous, what is the simple perfect continuous? Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Do mind map? Worksheets. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. How can we use the past? What is the past? In what ways can be use the past continuous, the perfect past tense. Elaboration: Describe how students will develop a more sophisticated understanding of the concept. 1. Talking, studying, listening, reading, doing sentences, practice the rules. What vocabulary will be introduced and how will it connect to students’ observations? Class grouping and word formation. How is this knowledge applied in our daily lives? When we talk in every situation when we refer to the past, in actions that we did. Evaluation: How will students demonstrate that they have achieved the lesson objective? Do fun activities, do sentences with the past, doing fun activities, do questions, practice the communication with their other students. This should be embedded throughout the lesson as well as at the end of the lesson: Use the Past Continuous to indicate that a longer action in the past was interrupted. We use the Past Perfect Continuous to show that something started

in the past and continued up until another time in the past. Using the Past Perfect Continuous before another action in the past is a good way to show cause and effect. The Past Perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past. Follow-up: References: http://www.englishpage.com/verbpage/pastperfect.html. http://www.englishpage.com/verbpage/pastperfectcontinuous.html. http://www.englishpage.com/verbpage/pastcontinuous.html

Many learners avoid using would and used to refer to the paste even when they are confident about how to do this. When they are writing about people or places, describing them now and in the past.

Used to: Although we refer to this form as used to it makes sense to analyses the grammar as used + infinitive. Affirmative: they used to love locally. Question: what did you use to smoke? Negative: Didnâ&#x20AC;&#x2122;t never used to believe in ghosts. We used to and would as alternatives to the simple past in describing habits and repeated actions which took place over a period of time.

Differences: We use both forms to describe repeated actions but we use only used to, to describe extended past states. We can use would to describe repeated states which are temporary and related to a particular context. -

We can use, used to describe past states. -

We used to live in the town Centre.

There used to be three cinemas in the High Street.

We can introduce a new topic using used to, and we donâ&#x20AC;&#x2122;t need to specify a particular time.

We usually use would only when a time and topic have been established , so the speaker of the following example could not have used would buy:

I used to buy that stuff but itâ&#x20AC;&#x2122;s a waste of money, you know.

Frequency Adverbs: we use would a lot with frequency adverbs (always,, usually, sometimes etc.) Learners who are familiar with the use of will to describe typical or repeated actions may find it helpful to think of this use of would as a past form of will.

Learners often know would as a modal verb which expresses hypothetical meaning and may understand this meaning instead of its reference to the past. These forms present a Little difficulty to learners in terms either of meaning or form: Many learners avoid using would altogether to refer to past time. They may also neglect opportunities to use used to.

a) What form is used? Simple past. Simple past. Simple past. Would. Used to. Used to. b) Could an alternative form be used? What? How might this alter the meaning expressed or the effect created? Used to have. As above. Both used to and would are also possible here. The simple past is also possible. Would is also possible here. Both the simple past and would are also possible here without significantly altering meaning.

Try to work out what verb form would have been used in the original. Used to see. Simple past was. Use to go. Simple past had. Simple past stood. Used to look. ‘d see. Would be. Would come. Would see.

c) Give reasons for this or explain what alternatives would be possible. How might these alter the meaning expressed or the effect created? Expressions like almost every day, a lot, and sometimes convey that this was habitual, and so the simple past can be used as well as used to and would. We don’t use would to express permanent states. Used to and would are possible but less likely. Used to is possible alternative for any of these verbs.

Teacher: Wendy Yasmin Velasquez.

Date: 28/05/2016

Subject / grade level: sixth Grade. Material / resources: Presentation in power point, flashcards, Activities. Technology: Computer (videos). Activities. Essential standards: Teach them what the meaning of is used to, would the form, pronunciation, differences, actions and states. Differentiation Strategies to meet diverse learner needs: participate with all the class, doing questions, doing creative activities, show videos, asking questions, form sentences. Engagement: Describe how the teacher will capture students’ interest? Do fun activities before start, talk about something interesting for them, put them attention, ask them what they want talk, change intonation, no start without anyone attention. What kind of questions should the students ask themselves after the engagement? In what cases can we use, used to and would if we want describe an action. Exploration: Describe what hands-on/minds-on activities students will be doing? 1. Play the hot potato, every student is going to passing a ball and student who stays with the ball is going to form a sentence depending what the teacher says, used to or would. List “big idea” conceptual questions the teacher will use to encourage and/or

focus studentsâ&#x20AC;&#x2122; exploration. What is used to? What is would? What is the meaning of both? What is the pronunciation? What are the differences between used to and would. Explanation: Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination?. Image analysis. Worksheets, flashcards. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. We can use it as alternatives to the simple past in describing habits and repeated? Emphasize remoteness and duration? Describe repeated actions? Describe repeated states which are temporary and related to a particular context? Describe past states? Elaboration: Describe how students will develop a more sophisticated understanding of the concept. Practice more sentences with would and used to. Do worksheets. Look videos. Work with the whole class and pairs. Form sentences, asking questions. What vocabulary will be introduced and how will it connect to studentsâ&#x20AC;&#x2122; observations? Make word family, class grouping, and word formation. How is this knowledge applied in our daily lives? When we want form sentences about something that we want or we want to ask. Evaluation: How will students demonstrate that they have achieved the lesson objective? Do fun activities mentioning something, do sentences with would and used to, doing fun activities, do questions, practice the communication with their other students using used to and would. This should be embedded throughout the lesson as well as at the end of the lesson: use to and would are alternatives to the simple past in describing habits and repeated actions. Used to and would emphasize both remoteness and duration. Used both to describe repeated actions. Use would to describe repeated states. Used to describe past states. The pronunciation. We use would with frequency adverbs. Follow-up: References: http://www.ejerciciodeingles.com/ejercicios-distinguir-wouldused-to/. https://learnenglish.britishcouncil.org/es/quick-grammar/past-habit-usedtowouldpast-simple. http://www.inglesmundial.com/Avanzado/Leccion2/Gramatica.html http://menuaingles.blogspot.com/2012/06/would-and-used-todiferencias.html

Teaching involves many techniques that draws learners attention to some specific grammatical form, is the way that help them to understand the process of comprehension and production. As a teacher we have to motivate our students to develop their language with cognitive ability and quality of instruction. In grammar teaching plays a social role in the community because the students learn a new language, are more familiar with both language and develop their ability to communicate.