The Importance of Knowing the Parts of Speech When Teaching

Special thanks To our teacher that supported us this semester and cheered up us to finish.

To all our classmates that cooperate and collaborate in the accomplishment of this booklet, which we hope be useful for English teachers.

To our teacher that supported us this semester and cheered up us to finish.

1

Index SPECIAL THANKS

1

1. PARTS OF SPEECH OVERVIEW

4

2. ADJECTIVE

5

2.1 DESCRIPTIVE ADJECTIVE OR ADJECTIVE OF QUALITY 2.2 ADJECTIVE OF QUANTITY 2.3 POSSESSIVE ADJECTIVES 2.4 DEMONSTRATIVE ADJECTIVES 2.5 DEGREES OF ADJECTIVES 2.5.1 POSITIVE DEGREE OF ADJECTIVES 2.5.2 COMPARATIVE DEGREE OF ADJECTIVES 2.5.3 SUPERLATIVE DEGREE OF ADJECTIVES

5 6 7 8 9 9 9 10

3. ADVERBS

25

3.1 TYPES OF ADVERBS 3.1.1 ADVERB OF TIME 3.1.2 ADVERB OF PLACE 3.1.3 ADVERB OF MANNER 3.1.4 ADVERB OF DEGREE 3.1.5 ADVERB OF FREQUENCY 3.2 COMPARISON OF ADVERBS 3.3 FORMS OF ADVERBS 3.4 POSITIONS OF ADVERBS

26 26 26 26 26 27 27 29 30

4. ARTICLES

37

4.1 NON COUNT NOUNS 4.2 COUNT NOUNS 4.3 INDEFINITE AND DEFINITE ARTICLES 4.3.1 INDEFINITE ARTICLES—A, AN

37 37 40 40

THIS SONG WAS VERY POPULAR IN THE 1980S.

41

5. CONJUCTIONS

44

5.1 DEFINITION 5.1.1 COORDINATING CONJUNCTIONS 5.1.2 SUBORDINATING CONJUNCTIONS 5.1.3 CORRELATIVE CONJUNCTIONS

44 44 44 44

2

5.2 COORDINATING CONJUNCTIONS 5.3 SUBORDINATING CONJUNCTIONS 5.4 CORRELATIVE CONJUNCTIONS 5.5 CONJUNCTIVE ADVERBS 5.6 LIST OF CONJUNCTIONS

44 44 46 46 47

6. PREPOSITIONS

49

6.1 IMPORTANT PREPOSITIONS 6.2 PREPOSITIONS – TIME: 6.3 PREPOSITIONS – PLACE (POSITION AND DIRECTION):

49 50 51

7. NOUNS

54

7.1 WHAT IS A NOUN? 7.2 WHAT ARE NOUNS? 7.3 DEFINITION OF NOUNS 7.4 CLASSIFICATIONS OF NOUNS 7.4.1 PROPER NOUNS 7.4.2 COMMON NOUNS 7.4.3 MATERIAL NOUNS 7.4.4 COMPOUND NOUNS 7.4.4 COUNTABLE NOUNS 7.4.5 UNCOUNTABLE NOUNS OR MASS NOUNS 7.4.6 COLLECTIVE NOUNS 7.4.7 CONCRETE NOUNS 7.4.8 ABSTRACT NOUNS 7.4.9 PRONOUNS

54 54 54 55 55 55 55 55 55 56 56 56 56 56

8. VERBS

61

8.1 TYPES OF VERBS: 8.1.1 GROUP I NORMAL VERBS 8.1.2 GROUP II NON-CONTINUOUS VERBS

61 61 61

BIBLIOGRAPHY

67

EGRAPHY

67

3

1. PARTS OF SPEECH OVERVIEW In the English language, words can be considered as the smallest elements that have distinctive meanings. Based on their use and functions, words are categorized into several types or parts of speech. This article will offer definitions and examples for the 8 major parts of speech in English grammar: noun, pronoun, verb, adverb, adjective, conjunction, preposition, and interjection.

4

2.

ADJECTIVE

An adjective is a part of the speech which describes, identifies or quantifies a noun or a pronoun. The main function of an adjective is to modify a noun or a pronoun to become more interesting and specific.

2.1 DESCRIPTIVE ADJECTIVE OR ADJECTIVE OF QUALITY The Descriptive adjectives, describe nouns refer to action state or quality. Examples: Franky is a tall man.

My grandparents are old.

Mary has long hair.

Johny is sad.

It is dangerous.

5

2.2 ADJECTIVE OF QUANTITY This adjective describes the number or amount of a noun. Example: I have three dogs.

I can see two cars.

I have many pencils.

I don´t have any pens.

6

2.3 POSSESSIVE ADJECTIVES The possessive adjectives shows possession of a noun by something. According to the noun or pronoun, the possessive adjective is classified as following: PERSONAL PRONOUNS

POSSESSIVE ADJECTIVES

I

My

You

Your

He

His

She

Her

It

Its

We

Our

You

Your

They

Their

Example: I am looking for my books.

Mary went to the movies with her mom.

They studied hard for their evaluations.

Mary and Johny sent their cards.

We have our friends at home.

The dog eats its bone.

7

2.4 DEMONSTRATIVE ADJECTIVES Demonstrative Adjectives describes how far the noun is.

CLOSE-NEAR

FAR AWAY

This = Singular

That = Singular

These = Plural

Those= Plural

Examples: That is the tree.

Those are the clouds.

This is a big box.

These are oranges.

8

2.5 DEGREES OF ADJECTIVES There are only three degrees or levels of adjectives (also known as degrees of comparison), they are: 2.5.1 POSITIVE DEGREE OF ADJECTIVES

This degree of adjective is used to describe a person, place, or thing.

Examples: She is an old lady.

My sister is generous.

2.5.2 COMPARATIVE DEGREE OF ADJECTIVES

This degree of adjective is used to compare two-three persons, places, or things, it is appropriate to use the comparative degree of the word.

Usually just to add “-er” to transform the word into its comparative form or add the word “more.” Also, the word “than” should be added after the adjective in the comparative degree.

Example: The Police Office is taller than the student.

For words ending in “y,” if the y is preceded by a consonant, you should first change the “y” into “i,” and then add “-er” Examples: This show is funnier than the first one.

It is uglier than a rat.

For three or more syllable adjectives, more is used. Examples: Math is more interesting than Science.

This dress is more expensive than the one.

9

2.5.3 SUPERLATIVE DEGREE OF ADJECTIVES

These adjectives are used when more than three things are compared, the superlative form of the adjectives should be used and the word “the” should be added before the adjective.

To change the adjective into its superlative form, just add the suffix “-est” or the word “most.”

Examples: This is the largest city in the world.

She is the tallest girls that I know.

For words ending in “y,” if the “y” is preceded by a consonant change the “y” into “i,” and then add “-est”.

Examples: She is the loviest person in the neighborhood.

It is the darkest night of the year.

For three or more syllable adjectives, the most is used. Examples: Math the most interesting subject of the school.

This dress is the most expensive of the mall.

10

University of San Carlos of Guatemala Faculty of Humanities Languages Section Subject:

Comparative Adjectives

Time: 35 minutes

Teaching Process Objective

Warm up

Presentation

Controlled Practice

Semi-Free Practice Free –Practice

Wrap-Up Evaluation Homework Materials

Time  Identify the how to use the comparatives.  Use the comparatives adjectives in their daily routine.

Group work Give to the students a puzzle they have to unscramble the Word and then they have to pass and write in the board the Word that they found.

Explain at the students that the words that they unscramble in the puzzle are adjectives.

5

10 Explain the use of comparatives and change the adjectives into comparative form applying the rulers of its.

Put students into groups of four or five. Tell them to make as many true sentences as they can comparing each other using the following phrases.  Lives close to school, has big family, Young  Has been learning English, gets up early, goes to bed late Then ask students to read out some of their sentences.

Example: Marta lives closer to the school than Juan and Pablo.

Give per pairs a paper with 2 different imagines and one adjectives, show them how we can change the adjectives into comparatives, and ask that each pair make a sentences with their papers. Share with the class their sentences.

In groups of 4 or five. Give 2 pictures of places and a poster.

Students have to compare the 2 places using adjectives in comparative form.

Create a 2 groups then the Teacher will write on the board a list of adjectives, students pass on the board and change the adjectives into comparative .The group with less mistakes will be the winner.

Worksheet N.1 Comparatives Ask students write 10 sentences using adjectives in comparative form and illustrate.

Puzzle, markers, board, pictures, paper, worksheets

11

5

5

5

3 2

University of San Carlos of Guatemala Faculty of Humanities Languages Section

www.allthingsgrammar.com

12

Faculty of Humanities Languages Section Subject:

Possessive Adjectives

Time: 35 minutes

Teaching Process

Time

Objective

ďƒź Identify the use of possessive adjectives. ďƒź Use the possessive adjectives in their Daily life.

Warm up

Group work Give to the students a cards. They have to complete the words using the letters that the Teacher will provide them.

5

Explain at the students that the words that they completed are possessive adjectives.

Presentation

Controlled Practice Semi-Free Practice Free – Practice

Wrap-Up

10 Explain the use of the possessive adjectives, use pictures to explain the examples.

Show to the students a poster with different sentences and with the help of the students complete the sentences using the possessive adjectives.

In groups of 4 or 5 give different pictures and they have to make sentences using the corresponding possessive adjectives.

Worksheet No. 1

5

5

3

The Teacher will give to the students different words and the students have to order them with the correct structure using possessive adjectives.

3

Evaluation

Game: Teacher will pass a paper ball and play music. The student 4 that catch the ball have to take a sheet, read and answer the question.

Homework

Worksheet No. 2

Materials

Cards, markers, board, pictures, paper, worksheet No. 1 and 2, paper ball, posters.

13

University of San Carlos of Guatemala Faculty of Humanities Languages Section Student´s name: ______________________________Date:_____________

http://www.allthingsgrammar.com/

14

University of San Carlos of Guatemala Faculty of Humanities Languages Section

http://www.allthingsgrammar.com/

15

University of San Carlos of Guatemala Faculty of Humanities Languages Section Subject: Demonstrative Adjectives This-That Teaching Process Objective

Time: 35 minutes Time



Describe distance by using the correct form of the Demonstrative Adjectives in singular form.

Use the demonstratives in real life situations.

Warm up Pair work Students will show an object, then one will mention what object is it? The pair that shows more objects in one minute will be the winner.

Presentation  T will pass four Ss in front of the class with an object, then the teacher will indicate each student to stay closer of him, T will say “This is….” And so on.  T will pass four more Ss in front of the class with a different object, then T will indicate Ss to move farther, T will say “That is…….” And son on.

5 min

10 min

ControlledPractice

Worksheet No. 1 T brings a worksheet with the topic previously explained.

3 min

Semi-FreePractice

In groups of four, Ss will pass in front of the class and form a line, the group that writes more singular words on the whiteboard during one minute will be the winner.

Choose 5 students to create a sentence with the words from the whiteboard by using this or that.

2 min

Wrap-Up

TPR activity T will give instructions and students have to respond to these commands, if someone has a mistake will take a strip of paper and will write a sentence with the given word by using that-this.

3 min

Evaluation

Give a piece of paper to each student, then indicate that in lines each one will draw a picture by using objects that are near or far. Then another classmate will describe them.

5

Homework

Cut out 10 pictures of individual objects, then write sentences using “This-That”

2 min

FreePractice

Materials Markers, sheets of paper, board, pens, pencils, University of San Carlos of Guatemala 16

5 min

Faculty of Humanities Language Section Student´s name: ___________________________ Date: ______________

http://beginnerseveningoksana.blogspot.com/

17

University of San Carlos of Guatemala Faculty of Humanities Language Section Subject: Demonstratives “These-Those”

Time: 35 minutes

Teaching Process Objective

Time

 Compare objects that are close or far.  Use the expressions: These are – Those are Warm up Ss will form groups of 4-5 T will give students flashcards with individual and group pictures.

Then they have to choose only the group pictures. After that T will indicate students to say what pictures they have.

Ss will stay in groups.

Presentation T will explain the use of “These-Those” T will pass the formed group of Ss with their flashcards.

Each S will explain that are the objects using “These are”, then Ss will move away from the classmates and will describe the same objects by using “Those are” ControlledPractice

Semi-FreePractice FreePractice Wrap-Up

Evaluation

Choose 10 pictures of the groups, paste then on the whiteboard, indicate students that they have to write a sentences per each picture, but T will draw a short arrow to indicate that the objects are close, and a long arrow to indicate that they are away.

Worksheet #1 Take out of the class Ss and see what objects are around them, each one will describe objects by using “These are – Those are” The asking lettuce, Ss will pass a ball of paper will leaves, t S will clap with the closed eyes, when he finishes to clap, the S who has the ball will take a leave and will answer the question, and so on.

Direct questions to the Ss.

Homework

Create a pamphlet with 10 examples of each use of “TheseThose”

Materials

Markers, worksheet No. 1, board, flashcards, sheets of paper, crayons, natural environment.

18

5 min

10 min

3 min

2 min 5 min 3 min

5 min 2 min

University of San Carlos of Guatemala Faculty of Humanities Language Section

www.allthingsgrammar.com

19

University of San Carlos of Guatemala Faculty of Humanities Language Section Subject: Describing People using Adjectives

Teaching Process Objective

Time: 35 minutes

Time  

Describe people using adjectives.

Use the expressions: What does s/he look like?", "Tell me all about him/her", "He/she is/has", "He/she is/has got".

Warm up Adjectives Puzzle Put students into groups of 5 depending the number of students.

Give to each group a puzzle and ask them to make the puzzle.

Presentation  At the top of the board draw 2 circles, these will be the heads of a boy and a girl, draw eyes, nose and ears in each one, then ask at the students “What´s missing? And give the students the options to draw the bodies, hair, if they are tall or short, etc.  Now that the completed pictures are on the board, chorus 3 times the following sentences and point to the pictures as you do: He is tall.

He has short hair.

He's got short hair.

He has (blue) eyes.

He's got (blue) eyes.) Do the same with the girl.

Explain at the student the use of adjectives and how can we use them to describe people.

ControlledWorksheet No. 1 Describe a friend.

Practice Semi-FreePass a marker and make a sound with the chalk like the hot potato Practice the student that get the marker give a picture of an actress, actor or Singer and describe.

FreeChoose 3 or 4 students and ask to describe themselves.

Practice Wrap-Up Worksheet No. 2- Describe your family.

Evaluation Give a piece of paper to each student, next show them how to fold the paper so only the neck shows. Then get everyone to pass their paper to a different student and ask to draw really short or long body and make it as funny as they can, and continue passing the drawing to different students, finally back their own draw and describe the picture at all the class. It will be really funny.

Homework Materials

5 min

10 min

3 min 2 min

5 min 3 min 5

Cut out people of people and describe them using adjectives 2 min Markers, worksheet No. 1 and 2, board, adjectives puzzle, pictures of actors, singers, etc., paper.

20

University of San Carlos of Guatemala Faculty of Humanities Language Section

http://beginnerseveningoksana.blogspot.com/

21

University of San Carlos of Guatemala Faculty of Humanities Language Section

www.allthingsgrammar.com

22

University of San Carlos of Guatemala Faculty of Humanities Language Section Subject: Comparing objects using Adjectives

Time: 35 minutes

Teaching Process Objective

Time

 Compare object using comparatives adjectives  Use the expressions: This is “adj +er” and “That is more + adj Warm up 1,2,3 game 5 min Explain at the students that when they listen the No. 1 they have to sit dowm, with the no.2 stand up and with the 3 clap three times, when they had practiced say faster the numbers, and enjoy with them.

Presentation Scatter the objects / photos / flashcards randomly around the 10 min classroom under tables, stuck to walls, on books, desk, chairs, etc. Then get students groups of 5 Give each group a set of word cards. Tell the students they must find an object or picture around the class and that they have to place that word card next to the object or picture. Set a time limit and have the groups work together to place the cards next to the objects.

Then explain how to use the comparatives using adjectives and the rulers of the comparatives form.

ControlledPractice Semi-FreePractice FreePractice Wrap-Up Evaluation

Homework

Materials

Choose 5 pictures with their corresponding comparative form and paste on the wall then ask 3 students pass in front and write sentences in comparative form using adjectives.

Worsheet No. 1

3 min

Choose 3 or 4 students and ask to describe themselves.

5 min

Compare thing at home worksheet.

3 min

2 min

Make pairs and give a piece of paper with a picture and an 5 min adjective, then ask at the students to make a sentences using the object and adjective. They don´t have to write just think and say the answer.

Cut out 10 pictures of people, animals, and objects from 2 min magazines or newspapers and write comparative sentences using comparatives.

Target vocabulary, markers, worksheet No. 1 and 2, board, adjectives puzzle, pictures of actors, singers, etc., paper.

23

University of San Carlos of Guatemala Faculty of Humanities Language Section Student´s name: ____________________________Date: ___________________

www.allthingsgrammar.com

24

3.

Adverbs

An adverb can be a word (incredibly) or a phrase (last night) that describes or modifies a verb, an adjective or another adverb, and sometimes a sentence, but not a noun or a pronoun.    

I dreamed about you last night. (Adverb: last night; verb: dreamed) The monster was incredibly ugly. (Adverb: incredibly; adjective: ugly) The heart patient collapsed quite suddenly. (Adverb: suddenly; Adverb: quite) Fortunately, we were in time to buy the last tickets. (Adverb: fortunately, modifying a sentence)

In many sentences, the adverb comes after the verb.    

He called yesterday.

The train will arrive soon.

He strove hard to reach the top.

The patient is sleeping soundly.

Unlike adjectives, adverbs do not modify nouns.

Correct: That woman has a beautiful daughter. (Adjective) Incorrect: That woman has a beautifully daughter. (Adverb) Correct: He found the exam quite hard. (Adjective) Incorrect: He found the exam quite hardly. (Adverb) Correct: We heard a loud explosion and then saw thick smoke. (Adjective) Incorrect: We heard a loudly explosion and then saw thickly smoke. (Adverb)

25

3.1 Types of Adverbs There are different kinds of adverbs expressing different meaning. The following are some of the common ones.

3.1.1 Adverb of time

An adverb of time tells us when something is done or happens. We use it at the beginning or at the end of a sentence. We use it as a form of emphasis when we place it at the beginning. Adverbs of time include afterwards, already, always, immediately, last month, now, soon, then, and yesterday.   

He collapsed and died yesterday.

His factory was burned down a few months ago.

Last week, we were stuck in the lift for an hour.

3.1.2 Adverb of place

An adverb of place tells us where something is done or happens. We use it after the verb, object or at the end of a sentence. Adverbs of place include words such as above, below, here, outside, over there, there, under, upstairs.   

We can stop here for lunch.

The schoolboy was knocked over by a school bus.

They rushed for their lives when fire broke out in the floor below.

3.1.3 Adverb of manner

An adverb of manner tells us how something is done or happens. Most adverbs of manner end in –ly such as badly, happily, sadly, slowly, quickly, and others that include well, hard, fast, etc.   

The brothers were badly injured in the fight.

They had to act fast to save the others floating in the water.

At the advanced age of 88, she still sang very well.

3.1.4 Adverb of degree

An adverb of degree tells us the level or extent that something is done or happens.

Words of adverb of degree are almost, much, nearly, quite, really, so, too, very, etc.     

It was too dark for us to find our way out of the cave. (Before adjective) The referee had to stop the match when it began to rain very heavily. (Before adverb) Her daughter is quite fat for her age.

The accident victim nearly died from his injuries.

After all these years, she is still feeling very sad about her father’s death.

26

3.1.5 Adverb of frequency

An adverb of frequency tells us how often something is done or happens. Words used as adverbs of frequency include again, almost, always, ever, frequently, generally, hardly ever, nearly, nearly always, never, occasionally, often, rarely, seldom, sometimes, twice, usually, and weekly.    

They were almost fifty when they got married.

He hardly ever say something nice to his wife.

While overseas, he frequently phoned home.

She is not nearly always right although she thinks she is always right.

3.2 Comparison of Adverbs There are three degrees of comparison in adverbs – the Positive, the Comparative, and the Superlative. The adverbs form their comparatives and superlatives using – er and –est, and more and most. Adverbs that end in –ly use the words more and most to form their comparatives and superlatives.

The one-syllable adverbs use ‘-er’ in the comparative form, and ‘-est’ in the superlative form.

Positive early fast hard high late loud near soon

Comparative Earlier Faster Harder Higher Later Louder Nearer Sooner

27

Superlative earliest fastest hardest highest latest loudest nearest soonest

Adverbs which end in ‘-ly’ or have three or more syllables each form the comparative with ‘more’ and the superlative with ‘most’.

Positive angrily brightly dimly freely gladly heavily loudly quietly sweetly terribly

Comparative more angrily more brightly more dimly more freely more gladly more heavily more loudly more quietly more sweetly more terribly

Superlative most angrily most brightly most dimly most freely most gladly most heavily most loudly most quietly most sweetly most terribly

The comparative form is used to compare two things.   

We must not reach there later than 7 o’clock.

You speak more loudly than a loudspeaker.

Sirius shines more brightly than all the other stars.

The superlative form is used to compare three or more things.   

He arrived the earliest, so he had to wait for the others.

Why do you have to speak the most loudly of all at the meeting?

Of all the girls, your sister sang the most sweetly.

It is not correct to use –er and more together, or –est and most together.  

The tree is more taller than the giraffe. (Incorrect) The tree is taller than the giraffe. (Correct)

 

This turkey is the most oldest in the farm. (Incorrect) This turkey is the oldest in the farm. (Correct)

28

Some adverbs form the comparative and the superlative irregularly.

Positive badly far far little much/many well

Comparative worse (than) Farther Further Less More Better

Superlative worst (the) farthest furthest least most best

Sentence examples:  

Of the two teddy bears, which do you like better?

This has to be the farthest I have ever walked in my life.

3.3 Forms of Adverbs There are three forms of adverbs: adverbs formed by adding -ly to an adjective, adverbs that share identical words with an adjective, and adverbs not derived from an adjective or any other word. a) Most adverbs are formed by adding -ly to an adjective: He had a sudden heart attack while jogging. (Adjective) He suddenly had a heart attack while jogging. (Adverb) She had a quick walk to get there on time. (Adjective) She walked quickly to get there on time. (Adverb) b) Adverbs that share identical words with an adjective: He found the exam quite hard. (Adjective) He failed his exam as he didn't try very hard. (Adverb) The two brothers live on opposite sides of the city. (Adjective) She has a brother who lives opposite to her. (Adverb) c) Adverbs such as: as, even, how, never, next, now, rather, so, soon, still, then, too, etc.

He doesn't even know where the Pacific Ocean is.

He said he had never been to a circus.

She has got rather a lot of money to spend at this time of the month.

She has eaten two big pizzas and is still hungry.

29

Converting a number of adjectives to adverbs by adding -ly entails removing a letter as shown in the following: By adding –ly or –ally to the end of an adjective (quick –quickly, heroic –heroically), By adding –ly after removing the last –e from an adjective (comfortable–comfortably, possible–possibly), or By dropping the last y from an adjective and replacing it with –ily (easy–easily, happy–happily).

Adverbs are also formed from other parts of speech such as noun (accident) and verb (hurry), and from present participle (frightening).

She deleted my file by accident. (Noun) She accidentally deleted my file. (Adverb) Nick hurried to answer the telephone. (Verb) Nick moved hurriedly to answer the telephone. (Adverb) He's frightening us with the speed he's driving. (Present participle) He's driving frighteningly close to the edge of the pavement. (Adverb)

3.4 Positions of Adverbs Adverbs occupy different positions in a sentence.

3.4.1 At the beginning of a sentence before the subject   

Sometimes she gives me a lift to work.

Fortunately we got home before it started to rain.

Suddenly all the lights went out.

3.4.2 After the auxiliary verb and before the main verb   

The father was tragically killed in a road accident.

We do occasionally go bird-watching.

The rain has already stopped when we arrived.

3.4.3 After the auxiliary verb (be) that is used as the main verb   

She is always quick to point out other people's faults.

As usual, they are very late.

The boys were incredibly lucky to be alive after what happened.

3.4.4. Before the main verb if there is no auxiliary verb   

Their parents often go to the cinema.

She reluctantly agreed to his proposals.

Your fat uncle accidentally knocked my vase of fresh flowers over.

30

3.4.5 After the main verb if there is no auxiliary verb The sisters dressed beautifully for the occasion.

The tourist looked carefully at the antique before she bought it.

She spoke loudly to the crowd on women's issues.

3.4.6 At the end of a sentence He admitted punching and kicking the man repeatedly.

Our old neighbor fell and hurt her leg badly.

Hey, you have not pronounced my name correctly.

31

University of San Carlos of Guatemala Faculty of Humanities Languages Section Subject: Difference between Adjectives and Adverbs Teaching Process Objective

Time: 35 minutes Time



Describes actions, differences an adjective of an adverb.

Use the correct description for adjectives.

Warm up Group Work A S passes in front of the class then writes a word, the following student writes a word that begins with the first letter of the last word the other S wrote. If a S does not write fast, he will describe an object, and another one will describe how did he work today.

Presentation  T will pass four Ss in front of the class with and will show an object, then the teacher will indicate each student to describe it.  T will pass four more Ss in front of the class, then T will asks the Ss to perform an action, then Ss will describe how is the action performing.  T explains the difference between an Adjective and an Adverb.

ControlledTeam Work Practice In groups of four Ss will draw three objects, and will write a description of them.

After that Ss will draw three people doing something, then Ss will describe how they are performing it.

Semi-FreeEach S will pass in front of the class, and will describe an object Practice or will perform an action and describe it.

FreeChoose 5 students to create a sentence with the words from the Practice whiteboard by using adjectives or adverbs.

Wrap-Up TPR activity T will give instructions and students have to respond to these commands, #1 sit down, #2 stand up, #3 hands up, the T will say only the numbers, if a S make a mistake he will describe how someone of his friends did something.

Evaluation Give a piece of paper to each student, a newspaper, Ss must look up for people doing something, they will cut 5 pictures, then will describe what they do, and how they do it.

Homework Create an álbum with 10 activities that you did during the day, describe how you did it. Draw a picture per each one.

Materials Markers, sheets of paper, board, pens, pencils, glue, magazines.

32

5 min

10 min

3 min

2 min 5 min 3 min

5 min

2 min

University of San Carlos of Guatemala Faculty of Humanities Languages Section Subject: Frequency Adverbs

Time: 35 minutes

Teaching Process Objective Warm up

Time

 Explains how often he does something.

Pair Work T writes five habitual actions and ask Ss to copy it in thier notebook. Then indicates that they have to write the average (10% - 100%) of time they spend on these activities, then asks then to read the activities and the average.

Presentation T explains the use of Frequency Adverbs according to the average from 10%-100%, just like never 0%, seldom 10% and so on.

ControlledT asks Ss to change the average and add a frequency Practice adverb, then form a sentence. Example: Watch TV – 10% I seldom watch TV. Semi-FreeEach S will stand up and look for a classmate and compare Practice their information with a dialogue.

FreeChoose 10 Ss to pass infront of the class, they will describe Practice how often their relatives perform some activities, they have to use frequency adverbs.

Wrap-Up The Asking Lettuce T passes a ball of paper with leaves, these leaves have questions like: How often do you read magazines? Ss have to answer.

Evaluation Pair work According to the sentences Ss wrote in the controlled practice, they have to describe actions that his classmates does.

Homework Create a list of 10 activities in range order, you can use different nouns or pronouns. then write sentences by using frequency adverbs Materials

Markers, sheets of paper, board, pens, pencils.

33

5 min

5 min

8 min

2 min 5 min

3 min

5 min

2 min

University of San Carlos of Guatemala Faculty of Humanities Languages Section Subject: Adverbs of Manner

Time: 35 minutes

Teaching Process Objective Warm up

Time

 Explains how he does something.

Hot Potato 5 min Teacher will pass a marker, a S will pass infront of the class then will clap with the closed eyes. The S who keeps the marker will describe how he feels today. T will write the description of it.

Presentation T explains how to change and adjective to Adverb, and 5 min its use. Example. Happy – Happily. Mary reads happily.

ControlledPair Work 8 min Practice T will write 10 words, Ss must change these words into Adverbs, then write a sentence per each one.

Semi-FreeBroken Phone 2 min Practice A S will whisper a sentence by using an Adverb of Manner, the last S will say what he heard, and so on.

FreeTeam Work 5 min Practice Ss will form groups of 5, each member of the team must say a sentence by using adverb of manner, and so on, the group who has more sentences in one minute will be the winner.

Wrap-Up The Memory Game 3 min A S will say an adverb of manner, the following student will say the first´s student adverb and his, the S who remembers says all the adverbs will be the winner.

Evaluation Team work 5 T will give Ss a magazine, they have to create a poster with 5 pictures and sentences by describing the actions. (Adverbs of manner). Ss paste their posters on the walls.

Homework Ss have to create a pamphlet with 15 examples of adverbs 2 min of manner, paste a picture per each one.

Materials Markers, sheets of paper, board, pens, pencils, magazines.

34

University of San Carlos of Guatemala Faculty of Humanities Languages Section Subject: Adverbs of Time Teaching Process Objective

Time: 35 minutes Time



Describes actions that he does before or after something.

Warm up Laugh or Cry Commands like: Laugh, cry, you´re angry, you´re happy, rest, talk, you’re sad.

Presentation T will explain how to use before or after ad adverb of time. T asks students what they did before or after something. Ss will answer.

ControlledTeam Work Practice Teacher will write information on the board with the words after, or before. In groups Ss will create 10 sentences.

Semi-FreeT choose four S to pass in front of the class, they will Practice create new sentences with the information of the whiteboard.

FreeRandomly T will ask students about activities they Practice did before or after something.

Wrap-Up Spelling Bee Team work In línes Ss will spell each one a letter of the word, the T writes on the board, the line that has more correct lines will be the winner.

Evaluation With the words of the Spelling Bee, Ss will create a short paragraph. (At least 10 sentences) Homework Paste pictures of the evaluation, Ss can draw them.

Materials Markers, sheets of paper, board, pens, pencils, eraser.

University of San Carlos of Guatemala

35

5 min

10 min

3 min

2 min

5 min 3 min

5 min 2 min

Faculty of Humanities Languages Section Subject: Adverbs of Place Teaching Process Objective

Time: 35 minutes Time

Talks about actions and where they happen.

Warm up

The Closed Circle Ss order chairs in a circle way, they another S will hit the board with a marker, the other Ss must move around it, when the S stops, the another Ss must sit down, the S who doesn´t have a sit will describe where is he now?

Presentation T will explain how to use before or after ad adverb place. T asks students to go out and perform actions, they will say what they are doing and where. (outside, near, here, upstair, etc.)

ControlledPair work Practice In pairs Ss will write 5 sentences each one with the Adverbs of Place. The T have to write information on the board.

5 min

Semi-FreePractice

T asks for five volunteers, they have to draw a picture on the wall of people doing an activity, then they will describe it T gives a piece of paper to Ss, they have to write a word to begin a sentence, then they pass the piece of paper to another one. At the end they will have different sentences.

2 min

3 min

Homework

T will ask one line of S to draw a picture, the other line will wait, then they will give the drawing to the another Ss, they must complete this with a sentence. Each S will read it.

The Bomb S will have a small paper ball, the first one throws the ball to another one and says “Bing”, the another does the same but says “Bang”, the last one “Bung”, the last person who catches the ball, has to say a sentence by using Adverbs of Place.

Paste pictures of the evaluation, Ss can draw them.

Materials

Markers, sheets of paper, board, pens, pencils, eraser.

FreePractice

Wrap-Up

Evaluation

36

10 min

3 min

5 min

5

2 min

4.

Articles

The 3 articles in English are a, an, and the. The learner has to decide noun-by-noun which one of the articles to use*. In fact, there are 4 choices to make, because sometimes no article is necessary. Native-speakers, of course, use the articles correctly without thinking in everyday spoken language. English learners, on the other hand, need to have some guidelines for making the right choice - particularly those learners whose own language does not have articles, such as Japanese or Korean.

The guidelines that follow here should help ESL students to a basic understanding of English article use.

The most important first step in choosing the correct article is to categorize the noun as count or non count in its context**: - A count noun is a noun that can have a number in front of it: 1 teacher, 3 books, 76 trombones, 1,000,000 people.

- A non count noun is a noun that cannot have a number put in front of it: 1 water, 2 lucks, 10 airs, 21 oils, 39 informations. Once you have correctly categorized the noun (using your dictionary if necessary), the following "rules" apply:

4.1 Non count nouns    

You cannot say a/an with an uncount noun.

You cannot put a number in front of an uncount noun. (You cannot make an uncount noun plural.)

You use an uncount noun with no article if you mean that thing in general.

You use “the” with an uncount noun when you are talking about a particular example of that thing.

4.2 Count nouns      

You can put a number in front of a count noun. (You can make a count noun plural.)

You can put both “a/an” and the in front of a count noun.

You must put an article in front of a singular count noun.

You use a plural count noun with no article if you mean all or any of that thing.

You usually use a/an with a count noun the first time you say or write that noun.

You use the with count nouns: o the second and subsequent times you use the noun in a piece of speech or writing

37

when the listener knows what you are referring to (maybe because there is only one of that thing) You use an (not a) when the next word (adverb, adjective, noun) starts with a vowel sound. o



Note: The above rules apply whether there is or there is not an adjective in front of the noun. 



Some nouns can be either count or uncount, depending on the context and meaning: o Do you have paper? I want to draw a picture. (uncount = a sheet of paper) o Can you get me a paper when you�re at the shop? (count = a newspaper) Uncount nouns are often preceded by phrases such as: a lot of... (Luck), a piece of... (Cake), a bottle of... (Milk), a grain of... (Rice). * Instead of an article, the noun can also be preceded by a determiner such as this, that, some, many or my, his, our, etc.

Following are some of the most important guidelines listed above, with example sentences: 1. You use an uncount noun with no article if you mean all or any of that thing.



2. You use “the” with an uncount noun when you are talking about a particular example of that thing.



 

 

3. You usually use “a/an” with a count noun the first time you say or write that noun.



4. You use “the” with count nouns the second and subsequent times you use the noun, or when the listener



 

38

I need help!

I don't eat cheese.

Do you like music?

Thanks for the help you gave me yesterday.

I didn't eat the cheese. It was green!

Did you like the music they played at the dance?

Can I borrow a pencil, please?

There's a cat in the garden!

Do you have an mp3 player?

Where's the pencil I lent you yesterday?

already knows what you are referring to (maybe because there is only one of that thing).

  

5. You use a plural count noun with no article if you mean all or any of that thing.



6. The above rules apply whether there is or there is not an adjective in front of the noun.



 

  

39

I think the cat belongs to the new neighbors.

I dropped the mp3 player and it broke.

Please shut the door!

I don't like dogs.

Do they have children?

I don't need questions. Give me answers!

I don't eat German cheese.

Can I borrow a red pencil, please?

There's an extremely large cat in the garden!

I don't like small, noisy children.

4.3 Indefinite and Definite Articles The words “a, an, and the” are special adjectives called articles.

4.3.1 Indefinite Articles—a, an

An — used before singular count nouns beginning with a vowel (a, e, i, o, u) or vowel sound: 

an apple, an elephant, an issue, an orange

A — used before singular count nouns beginning with consonants (other than a, e, i, o, u): 

a stamp, a desk, a TV, a cup, a book

4.3.2 Definite Article—the Can be used before singular and plural, count and non-count nouns 4.3.2.1 Indefinite Article (a, an)

Used before singular nouns that are unspecified:  

a pencil an orange

Used before number collectives and some numbers:  

a dozen a gallon

Used before a singular noun followed by a restrictive modifier: 

a girl who was wearing a yellow hat

Used with nouns to form adverbial phrases of quantity, amount, or degree: 

I felt a bit depressed.

4.3.2.2 Definite Article (the)

Used to indicate a noun that is definite or has been previously specified in the context:  

Please close the door.

I like the clothes you gave me.

40

Used to indicate a noun that is unique:  

Praise the Lord!

The Columbia River is near here.

Used to designate a natural phenomenon:  

The nights get shorter in the summer.

The wind is blowing so hard.

Used to refer to a time period: 

I was very naïve in the past.

This song was very popular in the 1980s.

41

University of San Carlos of Guatemala Faculty of Humanities Languages Section Subject:

Articles

TEACHING PROCESS OBJECTIVE WARM UP PRESENTATION CONTROLLED – PRACTICE SEMI – FREE – PRACTICE FREE PRACTICE WRAP – UP EVALUATION HOMEWORK

MATERIALS

Time: 55 minutes STRATEGIES OF LEARNING Recognizes the usage of the articles in a sentence.

Jumbled Sentences Articles: Definite and Indefinite Paste the articles in the correct place of the sentence.

Newspaper: In a short piece of paper circle with red the infinitive articles and with blue the definite.

Worksheet: Choose the correct Article THE/ A / AN. Rat race Worksheet Write 5 sentences with each article and illustrate them.

Colored paper Strip sentences Newspaper Crayons Masking tape Markers Board Worksheet

TIME

5 min.

10 min.

5 min.

5 min.

5 min.

5 min.

5 min

1. Newspaper Analysis: This technic facilitates the learning to the students, and at the same time he’s developing his reading and writing abilities through identifying the grammar structure, or in this case looking for the definite and indefinite articles.

2. Rat Race: This is a different way to teach, this technic allows students learn through playing and recognizing the diverse articles taught in class.

42

University of San Carlos of Guatemala Faculty of Humanities Languages Section Subject:

Articles

TEACHING PROCESS OBJECTIVE

WARM UP

PRESENTATION CONTROLLED – PRACTICE SEMI – FREE – PRACTICE FREE PRACTICE WRAP – UP EVALUATION HOMEWORK

MATERIALS

Time: 55 minutes

STRATEGIES OF LEARNING

TIME

Contrast the indefinite articles a and an, and determine the difference between the use of definite and indefinite articles.

Chant T provides a chant to the Ss. They have to say it with mimics.

Articles: Definite and Indefinite T uses a story to explain the difference between indefinite and definite articles.

T provides a lyric song. Ss have to complete it with the articles that are missing.

T asks Ss to look some pictures and match them with the correct article.

T asks Ss to create a short story using the definite and indefinite articles.

T asks Ss to present in front of the class their short story with some pictures that show how is it.

T asks some questions about the articles.

T asks students to design a foldable with the indefinite and definite articles. They have to provide some examples of them.  Board  Lyric song  Sheets of paper  Crayons  Pencil  Poster with the chant

43

5 min.

10 min.

5 min.

5 min.

5 min.

5 min.

4 min 1 min.

5.

CONJUCTIONS

5.1 Definition Words that link two parts of a sentence are called conjunctions (see "to conjoin"). The most common ones are 'and', 'or' and 'but'. There are three basic types of conjunctions: 5.1.1 Coordinating conjunctions

Used to connect two independent clauses 5.1.2 Subordinating conjunctions

Used to establish the relationship between the dependent clause and the rest of the sentence 5.1.3 Correlative conjunctions

Used to join various sentence elements which are grammatically equal

5.2 Coordinating Conjunctions Comes usually in the middle of a sentence, and a comma is used before the conjunction (unless both clauses are very short). They join individual words, phrases, and independent clauses.

Whereas coordinating conjunctions join parts of a 'sentence', the purpose of transitional words and phrases usually is to join two 'sentences'.

Examples: We can draw lessons from the past, but we cannot live in it. [Lyndon B. Johnson] The purpose of most computer languages is to lengthen your resume by a word and a comma.

And, but, for, nor, or, so, and yet — are the seven coordinating conjunctions. To remember them, the acronym FANBOYS can be used.

F = for

A = and

N = nor

B = but

O = or

Y = yet

S = so

5.3 Subordinating Conjunctions Also called subordinators, introduce a dependent clause. These adverbs that act like conjunctions are placed at the front of the clause - and a comma is needed at the end of the adverbial phrase when it precedes the main clause.

Examples: If the only tool you have is a hammer, you tend to see every problem as a nail.

Some people make headlines while others make history.

Conjunctions Concession

44

Though, although, even though, while.

Conjunctions Condition If, only if, unless, until, provided that, assuming that, even if, in case (that), lest.

Conjunctions Comparison Than, rather than, whether, as much as, whereas.

Conjunctions Time After, as long as, as soon as, before, by the time, now that, once, since, till, until, when, whenever, while.

Conjunctions Reason Because, since, so that, in order (that), why.

Relative Adjective That, what, whatever, which, whichever.

Relative Pronoun Who, whoever, whom, whomever, whose.

Conjunctions Manner How, as though, as if, Conjunctions Place Where, wherever.

45

5.4 Correlative Conjunctions They are always used in pairs and denote equality; and show the relationship between ideas expressed in different parts of a sentence - and thus make the joining tighter and more emphatic. When joining singular and plural subjects, the subject closest to the verb determines whether the verb is singular or plural.

As . . . as, just as . . . so, both . . . and, hardly . . . when, scarcely . . . when, either . . . or, neither . . . nor, if . . . then, not . . . but, what with . . . and, whether . . . or, not only . . . but, so, no sooner . . . than, rather . . . than.

5.5 Conjunctive Adverbs They are often used as a linking device between ideas. They show logical relationships expressed in clauses, sentences or paragraphs.

Conjunctive adverbs are very emphatic, so they should be used sparingly.

Similar to and: also,

besides, furthermore,

likewise, moreover.

Similar to But: however, nevertheless, nonetheless, still, conversely, otherwise, rather.

instead,

Similar to so: accordingly, consequently, hence, meanwhile, then, therefore, thus.

46

5.6 List of Conjunctions

Conjunctions are also sometimes called - or put in the category of - Linking Words.

47

University of San Carlos of Guatemala Faculty of Humanities Languages Section Subject: Conjuctions – intermediate English

Teaching Process

Time: 60 minutes

Activity

Objective

Warm up

Time Mins 5 min

Use different type of conjunctions in the correct way when writing and speaking.

Hot potato with conjunctions and non- 5 min conjunctions will be given, then students will identify which belongs to a conjunction.

Presentation

15 min Posts with sentences identifying the different conjunctions and their usage, as well as written examples on the board.

ControlledPractice

Free-Practice

Wrap-Up

Conversational environment will be required to 10 min identify the proper usage and knowledge of conjunctions and students will present in partners in front of the class.

Conversational environment in the classroom so 10 min students can practice the usage of conjunctions making sentences of real life and daily activities.

Mimic language will be presented and students 10 min have to able to give the correct conjunction according to the signal and the missing word in the sentence.

Evaluation

5 min Random student will be asked to make a sentence using conjunctions.

Homework

Worksheet with 10 sentences and a box to select the correct conjunction to be used.

Materials

Markers, paper, board.

48

–

PREPOSITIONS

6.

Prepositions are short words (on, in, to) that usually stand in front of nouns (sometimes also in front of gerund verbs).

Even advanced learners of English find prepositions difficult, as a 1:1 translation is usually not possible. One preposition in your native language might have several translations depending on the situation.

There are hardly any rules as to when to use which preposition. The only way to learn prepositions is looking them up in a dictionary, reading a lot in English (literature) and learning useful phrases off by heart (study tips).

The following table contains rules for some of the most frequently used prepositions in English:

6.1 Important Prepositions Preposition Usage:

Examples:



from



who gave it



a present from Jane



of



who/what does it belong to



a page of the book



what does it show



the picture of a palace



by



who made it



a book by Mark Twain



on



walking or riding on horseback



on foot, on horseback



entering a public transport vehicle



get on the bus



in



entering a car / Taxi



get in the car



off



leaving a public transport vehicle



get off the train



out of



leaving a car / Taxi



get out of the taxi



by



rise or fall of something



prices have risen by 10 percent



travelling (other than walking or horse-

by car, by bus

riding) 

at



for age



she learned Russian at 45



about



for topics, meaning what about



we were talking about you

49

6.2 Prepositions – Time:

Preposition:

Usage:

Examples:



on



days of the week



on Monday



in



months / seasons



in August / in winter



time of day



in the morning



year



in 2006



After a certain period of time (when?)



in an hour



for night



at night



for weekend



at the weekend



A certain point of time (when?)



at half past nine



at



since



from a certain point of time (past till now)



since 1980



for



over a certain period of time (past till now)



for 2 years



ago



a certain time in the past



2 years ago



before



earlier than a certain point of time



before 2004



to



telling the time



ten to six (5:50)



past



telling the time



ten past six (6:10)



to / till / until 

marking the beginning and end of a period of time 

from Monday to/till Friday



till / until



in the sense of how long something is going to last 

He is on holiday until Friday.



by



in the sense of at the latest



I will be back by 6 o’clock.



up to a certain time



By 11 o'clock, I had read five pages.

50

6.3 Prepositions – Place (Position and Direction): Preposition: 



In

at

Usage:

Examples:



room, building, street, town, country



in the kitchen, in London



Book, paper etc.



in the book



car, taxi



in the car, in a taxi



picture, world



in the picture, in the world



meaning next to, by an object



at the door, at the station



for table



at the table



for events



at a concert, at the party



place where you are to do something typical (watch a

at the cinema, at school, at work

film, study, work) 



on

by,

next



attached



the picture on the wall



for a place with a river



London lies on the Thames.



being on a surface



on the table



for a certain side (left, right)



on the left



for a floor in a house



on the first floor



for public transport



on the bus, on a plane



for television, radio



on TV, on the radio

left or right of somebody or something



Jane is standing by / next to /

to, 

beside 

Under

beside the car. 

on the ground, lower than (or covered by) something

the bag is under the table

else 

below



lower than something else but above ground



the fish are below the Surface



over



covered by something else



put a jacket over your shirt



meaning more than



over 16 years of age



getting to the other side (also across)



walk over the bridge



overcoming an obstacle



climb over the Wall



above



higher than something else, but not directly over it



a path above the lake



across



getting to the other side (also over)



walk across the bridge

51

Preposition:

Usage: 

getting to the other side

Examples: 

swim across the lake



through



something with limits on top, bottom and the sides 



to



movement to person or building



go to the cinema



movement to a place or country



go to London / Ireland



for bed



go to bed

drive through the tunnel



into



enter a room / a building



go into the kitchen / the house



towards



movement in the direction of something (but not

go 5 steps towards the house

directly to it) 

onto



movement to the top of something



jump onto the table



from



in the sense of where from



a flower from the garden

52

University of San Carlos of Guatemala Faculty of Humanities Languages Section Subject: Prepositions – intermediate English Teaching Process Objective

Warm up

Time: 60 minutes

Activity

Time Mins 5 min

Use different type of prepositions in the correct way when writing and speaking.

Hot potato with prepositions and non- 5 min prepositions will be given, then students will identify which belongs to a preposition.

Presentation

15 min Posts with sentences identifying the different prepositions and their usage, as well as written examples on the board.

ControlledPractice

Conversational environment will be required to 10 min identify the proper usage and knowledge of prepositions and students will present in partners in front of the class.

Free-Practice

10 min Conversational environment in the classroom so students can practice the usage of prepositions making sentences of real life and daily activities.

Wrap-Up

10 min Mimic language will be presented and students have to able to give the correct prepositions according to the signal and the missing word in the sentence.

Evaluation

5 min Random student will be asked to make a sentence using prepositions.

Homework Materials

Worksheet with 10 sentences and a box to select the correct prepositions to be used.

Markers, paper, board.

53

–

7.

NOUNS

7.1 What is a Noun?

A noun is a part of speech that identifies a person, place, thing, or idea. In this lesson, in addition to learning how to identify nouns, you'll learn the difference between proper and common nouns and a bit about how nouns function in sentences.

7.2 What Are Nouns?

You probably remember learning about nouns at some point, but you may be hardpressed to explain what they are. Nouns are incredibly important in spoken and written language, but the good news is that they're also pretty easy to understand.

Figuring out the basics of how nouns operate in sentences will help you learn lots of other more complex rules down the road.

7.3 Definition of Nouns A noun is a part of speech, and parts of speech simply refer to types of words. You may be familiar with a lot of basic parts of speech, like nouns, verbs, and adjectives. Nouns identify people, places, things, and ideas. Nouns can be categorized as either common or proper. Common nouns name general people, places, things, and ideas, while proper nouns name specific people, places, things, and ideas. For example, examples of nouns naming people would be: Common Noun Proper Noun president

Barack Obama

teacher

Mrs. Sanders

brother

Joe

In our first column, we have general, or common, nouns. In our second column, we have specific, or proper, nouns. Note that typically, the first letter in a common noun isn't capitalized unless that common noun is the first word in a sentence. The first letter in a proper noun is typically capitalized.

Nouns also identify places. Common nouns naming places include 'hometown,' 'country,' and 'airport.' Corresponding specific, proper nouns would include 'Cincinnati,' 'Argentina,' and 'Hartsfield International Airport.'

Nouns identifying things include 'space shuttle,' 'movie,' and 'cartoon.' Those are common nouns, and proper nouns that correspond with them to name particular things would include 'Challenger,' 'The Godfather,' and 'The Simpsons.' Nouns identifying ideas include 'joy,' 'boredom,' and 'liberty.' So, now that nouns may be a bit more familiar, you can no doubt guess that they are very, very common in sentences

54

7.4 Classifications of Nouns 7.4.1 Proper Nouns

Proper nouns are nouns that refer to specific entities. Writers of English capitalize proper nouns like Nebraska, Steve, Harvard, or White House to show their distinction from common nouns.

7.4.2 Common Nouns

Common nouns refer to general, unspecific categories of entities.

Whereas Nebraska is a proper noun because it signifies a specific state, the word state itself is a common noun because it can refer to any of the 50 states in the United States. Harvard refers to a particular institution of higher learning, while the common noun university can refer to any such institution.

7.4.3 Material Nouns

Material nouns refer to materials or substances from which things are made.

While cotton is an adjective when used in cotton dress, cotton is a material noun when used to describe a crop being grown - The farm grew cotton.

7.4.4 Compound Nouns

A compound noun contains two or more words which join together to make a single noun. Compound nouns can be words written together (closed form) such as softball and toothpaste, words that are hyphenated (hyphenated form) such as six-pack and son-in-law, or separate words (open form) such as post office and upper class that go together by meaning.

7.4.4 Countable Nouns

To linguists, these count nouns can occur in both single and plural forms, can be modified by numerals, and can co-occur with quantificational determiners like many, most, more, several, etc.

For example, the noun bike is a countable noun. Consider the following sentence: There is a bike in that garage.

In this example, the word bike is singular as it refers to one bike that is presently residing in a particular garage.

However, bike can also occur in the plural form.

There are six broken bikes in that garage.

In this example, the noun bikes refers to more than one bike as it is being modified by the numeral six.

In addition, countable nouns can co-occur with quantificational determiners.

In that garage, several bikes are broken.

This sentence is grammatical, as the noun bike can take the modification of the quantificational determiner several.

55

7.4.5 Uncountable Nouns or Mass Nouns

Conversely, some nouns are not countable and are called uncountable nouns or mass nouns. For example, the word clutter is a mass noun.

That garage is full of clutter.

This sentence makes grammatical sense. However, the following example does not.

That garage is full of clutters.

Mass nouns cannot take plural forms, and therefore a sentence containing the word clutters is ungrammatical.

Substances, liquids, and powders are entities that are often signified by mass nouns such as wood, sand, water, and flour. Other examples would be milk, air, furniture, freedom, rice, and intelligence.

7.4.6 Collective Nouns

In general, collective nouns are nouns that refer to a group of something in a specific manner. Often, collective nouns are used to refer to groups of animals. Consider the following sentences.

Look at the gaggle of geese. There used to be herds of wild buffalo on the prairie.

A bevy of swans is swimming in the pond. A colony of ants live in the anthill.

In the above examples, gaggle, herds, bevy, and colony are collective nouns.

7.4.7 Concrete Nouns

Concrete nouns are nouns that can be touched, smelled, seen, felt, or tasted. Steak, table, dog, Maria, salt, and wool are all examples of concrete nouns.

Can I pet your dog? Please pass the salt. Your sweater is made of fine wool.

Concrete nouns can be perceived by at least one of our senses.

7.4.8 Abstract Nouns

More ethereal, theoretical concepts use abstract nouns to refer to them. Concepts like freedom, love, power, and redemption are all examples of abstract nouns.

They hate us for our freedom. All you need is love. We must fight the power.

In these sentences, the abstract nouns refer to concepts, ideas, philosophies, and other entities that cannot be concretely perceived.

7.4.9 Pronouns

Personal pronouns are types of nouns that take the place of nouns when referring to people, places or things. The personal pronouns in English are I, you, he, she, it, and they.

Amy works at a flower shop. She works at a flower shop.

56

The Greeks invented democracy. They invented democracy.

These pronouns take on other forms depending on what type of function they are performing in a sentence. For example, when used to signify possession of another noun, pronouns take on their possessive form such as mine, ours, hers, and theirs.

That pizza belongs to Marley. That pizza is hers.

When used as the object of a preposition, pronouns take on their objective case.

Examples include him, her, me, us, and them.

Hand the money over to Jennifer. Hand the money over to her.

The police are on to John and Ray. The police are on to them.

Bottom-line: There are nine types or classifications of nouns, each designed to serve a different purpose in a sentence.

57

University of San Carlos of Guatemala Faculty of Humanities Languages Section Subject: Grammar / Proper Nouns – Common Nouns Teaching Process

Time: 45 minutes Time

Objective

Identifies and classifies Proper Nouns and Common Nouns

Warm up

Spelling; T. is going to give some cards with proper and 5 min common nouns on them, so Ss have to spell each one of the words in pairs.

T. ask SS to say aloud each one of the words they have, then she explains the difference, and give some other examples.

Using words, then using the same words into sentences.

T. explains to how to classify nouns according to: person, 12 min place, thing or idea.

Asking the SS to classify them according to.

Presentation

Controlled-Practice

Semi-Free-Practice

Free-Practice

Wrap-Up

Evaluation

T. is going to make a chart, divided in two by Proper Nouns and Common Nouns, so Ss individually have to take the 5 min same cards from the warm up and stick them on the correct place.

Longest List: Have students break into groups, and have them make a 5 min 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.

SS in groups of three create a conversation using proper nouns and common nouns, then they share it with the rest of 10 min the class.

Individually Ss blow a balloon with nouns inside of them, (4, 6, 8) and in the notebook they have to make two columns and 3 min stick them in the right place.

Noun Game: 1. Have students stand behind their chairs.

2. Draw a letter block (I have a bucket full of them.)

3. 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.)

4. Start calling students one by one to give you a word.

5. At the end of the round (after you've called everyone's name) pick a new..

58

5 min

Homework Materials

Make a list of 10 more examples of Proper Nouns and Common Nouns.

Prizes: candies or chocolates, sheet of papers, chart, cards, notebooks, balloons.

Noun Game I play the Noun Game in my classroom, and my students absolutely love it! Let's see if I can explain this in a reasonable manner.

MATERIALS: Letter blocks, deck of cards with students' names on them or something to call on them throughout the game in a quick fashion OBJECT: To be the last person standing in the game.

HOW TO PLAY: 1. Have students stand behind their chairs.

2. Draw a letter block (I have a bucket full of them.)

3. State your rule, for example, "You must give me a proper noun that starts with the letter "n" as in Niagra Falls. (You can change what you'd like them to respond with, common nouns, names, etc.)

4. Start calling students one by one to give you a word.

5. At the end of the round (after you've called everyone's name) pick a new...

The Longest List 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.

59

University of San Carlos of Guatemala Faculty of Humanities Languages Section Subject: Grammar / Proper Nouns – Common Nouns Time: 20 minutes COMPETENCIES Ss identify real life situations where they use TIME compound nouns.

Minutes WARM UP Hand out strips of words to groups of three or 2 min four students and they have to match compound nouns together (‘bus’ + ‘stop’, ‘mother’ + ‘tongue’, etc).

PRESENTATION Explain on the white board the structure of 3 min compound words and give students a topic and they have to think of their own compound nouns.

Topics include ‘jobs’, ‘travel’, ‘kitchen’, etc.

CONTROLLED In groups, they will discuss the words formed 3 min PRACTICE and create a story.

SEMI-FREE PRACTICe Guessing game 5 min Students have to guess what compound noun is being acted. The rules of the acting game included: No talking to the students You are only allowed to mime or act the noun Two students are invited to the front of class with one student being one noun and the other student being the other noun Students sitting at their desks must raise their hands if they know the answer The student that guesses correctly can choose who can go up to the front of class.

FREE PRACTICE (and evaluation)

In pairs students will redact a dialogue about daily activities using compound words.

5 min

WRAP-UP

Pictures, split words in envelopes discuss how they are formed where the stress is, use them to write an adventure story.

1 min

HOMEWORK

1 min Compound nouns worksheet.

MATERIALS/ RESOURCES

Words strips, white board, notebook

60

8.

Verbs

8.1 Types of verbs: Before you begin the verb tense lessons, it is extremely important to understand that NOT all English verbs are the same. English verbs are divided into three groups: Normal Verbs, Non-Continuous Verbs, and Mixed Verbs.

8.1.1 Group I Normal Verbs

Most verbs are "Normal Verbs." These verbs are usually physical actions which you can see somebody doing. These verbs can be used in all tenses.

Normal Verbs To run, to walk, to eat, to fly, to go, to say, to touch, etc.

Examples: 

I eat dinner every day.



I am eating dinner now.

8.1.2 Group II Non-Continuous Verbs

The second group, called "Non-Continuous Verbs," is smaller. These verbs are usually things you cannot see somebody doing. These verbs are rarely used in continuous tenses. They include: 8.1.2.1 Abstract Verbs To be, to want, to cost, to seem, to need, to care, to contain, to owe, to exist...

8.1.2.2 Possession Verbs To possess, to own, to belong...

61

8.1.2.3 Emotion Verbs To like, to love, to hate, to dislike, to fear, to envy, to mind...

Examples: 

He is needing help now. Not Correct



He needs help now. Correct



He is wanting a drink now. Not Correct



He wants a drink now. Correct

62

University of San Carlos of Guatemala Faculty of Humanities Subject: Regular and Irregular verbs Teaching Process Objective

Time: 35 minutes Time 35 min

To describe what is a verb, classification of the verbs and why they are needed into a sentence.

Warm up

Basic Flashcard Fun The teacher simply holds up a flash card and elicits the answer from the students. This can be done in teams with points awarded for correct answers.

Presentation A verb is a word which describes the action in a sentence (the doing word). A physical action, a mental action and a state of being.

ControlledWhat is a verb?

Practice A verb is one of the main parts of a sentence or question in English.

Semi-Free- 1. Provide a welcome break from the usual routine of language Practice instruction. Encourage students to interact and communicate in meaningful manners. Model real-life context of language use.

2. Create opportunities for lesson review in a pressure-free environment. Make language come alive while helping students to sustain the effort of learning.

FreeExplain the meaning of “rhyme” to the students. After the students get Practice the hang of the game, start with verbs by dividing the class into two to three teams. Begin by saying, “I’m thinking of a verb that rhymes with ______.” Students will raise their hands when they have a guess.

The first student who asks, “Is it this?” and acts out the right verb, earns a point for his/her team. Set the goal for points and the team that reaches the threshold wins the game.

Wrap-Up Mother May I? This is a variation on the old school yard game “Mother May I?” also known as “Captain May I?” and “Father May I?” The teacher either replies “Yes, you may walk three steps” or “No, you may not do that, but you may _____instead” and suggests another action.

Evaluation In the classroom, individually the students answer a worksheet of verbs.

Homework Giving a list of verbs, students will look for them into the dictionary and students will make a list of verbs using the columns as “base,” ” past” and “past participle”.

Materials Flashcards, visual aids, board and worksheets.

63

5 min

5 min 5 min 5 min

5 min

5 min

5 min

University of San Carlos of Guatemala Faculty of Humanities Subject: Regular verbs

Time: 35 minutes

Teaching Process Objective

Time 35 minutes To teach students the correct pronunciation of the regular verbs in past tense.

"Spin the Bottle” Have everyone sit in a circle, starts by spinning a plastic bottle in the middle of the circle. Whoever the bottle points at when it stops spinning is shown one the regular verbs flashcards make sure no one else sees the flashcard. That student must then say "Yesterday I …" and act out the verb on the card. Everyone has to guess what he/she is doing and shout out the correct verb in the past tense.

Presentation Explain to students the spelling rules of regular past simple verbs and also the pronunciation rules. Regular verbs end in-ed.

ControlledThe teacher gives a piece of paper to each student with a little story Practice written about a past situation. Some parts (the verbs) are missing and students guess what verbs they are through listening to the teacher, who has the reading completed.

Semi-Free- 3. A list of regular verbs is presented, then students write each verb in Practice the correct column according to their ending pronunciation: /Id/, /t/ or /d/.

Free"What did you do yesterday? Line Up" Divide the class into two Practice groups and have each group form a line, so that both teams are lined up facing each other. Give a balloon (or rolled up paper ball) to the first member of each team. Say, "Ready, steady, go!” Each team races to pass the balloon, hand-to-hand, up and down the line, each time you pass the balloon you have to ask "What did you do yesterday?" and when you receive the balloon you have to answer.

Both team’s race, passing the balloon and saying the structures.

Wrap-Up "Blindfold Guess” Get everyone to form a large circle and give everyone a verb flashcard (tell everyone to keep their flashcard secret and not to show anyone).

Next, invite one person to volunteer to be blindfolded. Once the blindfold is on, spin him/her around in the middle of the circle and then tell him/her to go forward and ask the person they first bump into "What did you do yesterday?” That person needs to answer the question, based on his/her flashcard. However, s/he can speak in a funny voice to avoid being identified. Then the blindfolded person must guess who it is. Play so that everyone has a turn to be blindfolded.

Warm up

64

5 min

5 min 5 min

5 min

5 min

4 min

Evaluation Homework

Students talk about what they did last weekend or last vacations.

Work in pairs or trios.

Worksheet of regular verbs

Materials

Board, markers, plastic bottle, flashcards and worksheet.

65

5 minutes 1 minute

Name _____________________________

Regular Verbs

Rewrite the complete phrases in Simple Past.

Form of the simple past.

1. we wash → 2. we arrive → 3. they destroy → 4. you hurry → 5. she elects → 6. you marry → 7. we plan → 8. he discovers → 9. they travel → 10. I prefer →

66

Date ___________________

BIBLIOGRAPHY Spencer, A. (2008). Adjective (review).Language, 84(2), 407-409.

classes:

A

cross-linguistic

typology

Tulloch, G. (1990). English Grammar English Grammar A Short Guide.

Pinker, S., & Prince, A. (1994). Regular and irregular morphology and the psychological status of rules of grammar. The reality of linguistic rules, 321, 51.

EGRAPHY Parts of the Speech, (2016) Retrieved from: http://partofspeech.org/

Articles, (2016) Retrieved from: http://esl.fis.edu/grammar/rules/article.htm

Articles, (2016) Retrieved from: http://www.talkenglish.com/grammar/articles.aspx Types of Nouns, (2016) Retrieved from: http://grammar.yourdictionary.com/parts-ofspeech/nouns/Types-of-Nouns.html#vejQhG6ZPQyUmFkm.99

Kinds of Adjectives, (2016). Retrieved from: http://www.myenglishgrammar.com/lesson-3-adjectives/1-kinds-of-adjectives.html

Manjunsha, (2016). Kinds of Adjectives. Retrieved from: http://www.perfectyourenglish.com/grammar/adjectives-kinds.htm

English Leap, (2015). Adjectives. Retrieved from: http://www.englishleap.com/grammar/adjectives

67