2016 Final Pedagogy Project
English as a Second Language
Universidad Mariano Gálvez de Guatemala Escuela de Idiomas Profesorado en enseñanza del inglés (profesionalización) Pedagogy Abigail Noj de Girón
FINAL PROJECT
Leslie Paola Guerra
Carnet: 5076-02-2662
Gina Fiorella Lavagnino Viaud
Carnet: 5076-15-21480
Mónica Reyes
Carnet: 5076-15-13864
Rudy Soto
Carnet: 5076-15-16080
Dora Tepaz
Carnet: 5076-15-6696
Course: “English as a Second Language� unit 1
Taken from: http://www.yossinavi.com/wp-content/uploads/2016/01/business-Spanish-courses.jpg
Low intermediate level
GRAMMAR
VOCABULARY
READING
SPEAKING
LISTENING
WRITING
Contenido THEORITICAL PHRAMEWORK ............................................................................................ 7 METHOD ................................................................................................................................ 9 METHODOLOGY.................................................................................................................... 9 TECHNIQUES ........................................................................................................................ 9 CONCLUSION ...................................................................................................................... 10 ANNEXES ............................................................................................................................. 11 SYLLABUS ............................................................................................................................ 11 Evaluation ............................................................................................................................ 13 TEACHER´S GUIDE ........................................................................................................... 14 LESSONS´ PLANS .............................................................................................................. 14 ORAL INTERACTION ................................................................................................... 14 VOCABULARY .............................................................................................................. 16 LISTENING ..................................................................................................................... 21 GRAMMAR ..................................................................................................................... 23 READING ........................................................................................................................ 33 ORAL PRODUCTION .................................................................................................... 35 WRITING ......................................................................................................................... 40 Unit 1, Part 1......................................................................................................................... 42 Knowing Each Other ............................................................................................................ 42 ORAL INTERACTION: .................................................................................................. 43 ASK AND ANSWER FOR PERSONAL INFORMATION. ...................................... 43 VOCABULARY .............................................................................................................. 45 HABITS ........................................................................................................................ 45 DAILY ROUTINES ..................................................................................................... 46 COMMON AND PROPER NOUNS ........................................................................... 47 LISTENING ..................................................................................................................... 48 LISTEN TO THE INTERVIEW FROM A FAMOUS CELEBRITY/BAND. ............ 48 GRAMMAR ..................................................................................................................... 50 PERSONAL PRONOUNS, NOMINATIVE CASE .................................................... 50 VERB TO BE ............................................................................................................... 51 SIMPLE PRESENT...................................................................................................... 58 IRREGULAR VERBS ................................................................................................. 59 THE AUXILIARY VERB TO DO .............................................................................. 61
READING ........................................................................................................................ 66 CLASS COMMANDS ................................................................................................. 66 IMPROVING YOUR ENGLISH ................................................................................. 68 ORAL PRODUCTION: ................................................................................................... 70 SELF-PRESENTATION .............................................................................................. 70 WRITING ......................................................................................................................... 71 PARAGRAPH .............................................................................................................. 71 TEACHER´S GUIDE ........................................................................................................... 73 LESSONS´ PLANS .............................................................................................................. 73 ORAL INTERACTION ................................................................................................... 73 VOCABULARY .............................................................................................................. 76 LISTENING ..................................................................................................................... 81 GRAMMAR ..................................................................................................................... 83 READING ........................................................................................................................ 88 ORAL PRODUCTION .................................................................................................... 90 WRITING ......................................................................................................................... 94 Unit 1, Part 2......................................................................................................................... 97 A Different School Day ........................................................................................................ 97 ORAL INTERACTION ................................................................................................... 98 DISCUSS ABOUT TYPES OF EDUCATION. .......................................................... 98 VOCABULARY ............................................................................................................ 100 NOUNS ...................................................................................................................... 101 LISTENING ................................................................................................................... 105 HABITS AT SCHOOL. ............................................................................................. 105 GRAMMAR ................................................................................................................... 107 PRESENT PROGRESSIVE TENSE ......................................................................... 107 READING ...................................................................................................................... 117 PUBLIC EDUCATION .............................................................................................. 117 ORAL PRODUCTION .................................................................................................. 121 DESCRIBE HOW EDUCATION IS CHANGING NOWADAYS. .......................... 121 WRITING ....................................................................................................................... 122 SEQUENCE/TIME-LINE .......................................................................................... 122 Bibliography: ...................................................................................................................... 126
INTRODUCTION The following project is a complete and didactic summary of the book Teaching By Principles, An Interactive Approach to Language Pedagogy, Third Edition, written by Brown, H. Douglas, taking into account the analysis from the different methods, methodologies, techniques and activities that can be apply in a learning process to improve the students language skills. It is also explain how to organize a classroom by some specific lesson plans, to get motivated students to enjoy their learning process, helping the teachers from the intermediate level with organized activities, techniques and material, to have a good classroom management based in the school curriculum design. We also demonstrate how technology is a helpful tool for the students´ motivation and the intercultural connection in the learning process, not only from the language but also from some traditions and cultural environment, planning specific activities in some lesson plans.
THEORITICAL PHRAMEWORK The following course is “English as a second language” unit 1, which content is assigned by the complete school scope based in the competence of English as a foreign language. It is plan for students in a low intermediate level, with ages between 15 and 18 years old and which mother tongue is Spanish and/or Cachiquel.
The course is plan for a city private school students that have begun receiving English recently. The classes are according to the student’s necessities and with technical resources, also to the Common European Framework requirements. The plan is according to the school methodology of double period of a PPP method. The class size is appropriate to the number of students, being a heterogeneous group.
The teachers are Licenciadas in Pedagogy, and or Licenciadas in Language and technology with a high level of English management who are prepare to afford any new challenge and trained to work with a formative and summative evaluation, according to the necessities of the topic or the unit.
Some of the problems we can deal with in the classroom can be: 1. Which are students’ necessities according to their personal environment? 2. Which are the academic levels of the students? 3. Do the students have an appropriate place and technology at home to take advantage of the method? 4. Is the book content adequate to the heterogeneity from students? 5. Do students feel motivated to acquire the language? 6. Is the time period enough to cover the content plan? 7. Would be the students receptive to new learning at the period schedule for the class?
The specific goal the school want to achieve with this course is the ACQUISITION OF ENGLISH AS A FOREIGN LANGUAGE, being the general objective the use the language skills to communicate properly, working the following specific objectives
Students can
o Use of the new vocabulary. o Apply in a proper manner the grammar in context. o Understand texts related to their interest and age. o Oral interaction: Express his/her ideas in a proper way. o Oral production: Present different topics in a clear way. o Understand oral native and non-native speakers. o Obtain proper pronunciation and fluency from native and non-native speakers. o Explain their ideas/facts and opinion in a proper written way. o Write a conversation using personal information We aren’t going to use any specific book, we will search for material, resources and technique according to the necessities from the students, because we have a heterogeneous group.
METHOD The method that we are going to use is not a specific one, because, according to the topic, group and student necessities we will adapt all of them. In some cases, students will work with the grammar translation method if a topic is really difficult to understand in L2, with the Series Method, The Direct Method, and the Audiolingual Method too. METHODOLOGY The methodology is a PPP one (Presentation, Practice, Production methodology) dividing the class in Warm up, Topic Presentation, Practice, (personal work, cooperative work) and wrap-up; working the formative and summative evaluation according to the class plan.
TECHNIQUES Each class plan has its specific learning technique, but a summary we are going to summarize them in the following chart, being careful that we have plan all of them in different moments form the unit.
Controlled
Semi-controlled
Teacher-centered
Free Student centered
Manipulative
Use of language in a less
Communicative
Structured
restrictive way than the
Open-ended
Predicted students
controlled, but taking into
Unpredicted responses
responses
account linguistic
Negotiated objectives
Pre.planning objectives
patterns already set up
Cooperative curriculum
Set curriculum
by teacher.
Examples
Controlled Warm up Setting Organizational Content explanation Dialogue/Narrative presentation Reading aloud Checking Question-answer Drill Translation Dictation Copying Identification Recognition Review
Semi-controlled Brainstorming Story telling Question-answer Dialogue Information transfer Information exchange Wrap up Exposition Preparation
Free Games Report Problem solving Simulation Interview Discussion A propos
CONCLUSION In conclusion, we can say that this project represents our vision of how to work with our students, following specific grammar structures, based in context, and exercises. Also how to plan including competences, techniques, motivations, and simple forms of evaluations process. We also demonstrate how technology is a helpful tool for the students´ motivation and the intercultural connection in the learning process, not only from the language but also from some traditions and cultural environment, planning specific activities in some lesson plans. With this kind of activities we put in practice our different skills as a teachers, using a collaborative work, and organizing in an effective way, applying the information we were receiving in the course. Making this project a clear example of how to apply the knowledge effectively.
ANNEXES LEVEL: INTERMEDIATE (young adults)
SYLLABUS ANNUAL COMPETENCE: ACQUISITION OF ENGLISH AS A FOREIGN LANGUAGE. TOPIC
Competences
UNIT 1 Knowing each other
Vocabulary
Gramatical Structure
Acquisition of the new vocabulary
Apply in a proper manner the grammar in context
Understand texts related to their interest and age.
Habits Daily Routines Propper and common nouns.
Simple Present
Reading class commands
A different School Day
Ongoing activities Singular Nouns
Reading
Review of verb To Be
Reading reading
small
Review of verb to Do
Present Progressive
Simple present versus present progressive
Education in USA and Guatemala
Speaking
Listening
Writing
Oral interaction: Express his/her ideas in a proper way. Oral production: Present different topics in a clear way.
Understand oral native and non-native speakers.
Ask and answer for personal information
Listen the interview from a famous Celebrity
Self Presentation
Discuss with your group or classmates about the private and public education
Describe how education is changing
Obtain proper pronunciation and fluency from native and non-native speakers.
Audio about good habits at school.
Resources
Explain their ideas/facts and opinion in a proper written way. Write a conversation using personal information.
Create a time line with the special day. Write your school routine Write a brief paragraph about a typical day in the family.
textbook Reading book CD Player TV Projector Computer Notebook textbook Reading book CD Player TV Projector Computer Notebook Markers Crayons Charts Construction
Evaluation TOPIC UNIT 1 Knowing each other
A different School Day
Evaluation Form
Rubrics Table of contents Checklists Observation Tests Worksheets Book Exercises Notebook
Rubrics Table of contents Checklists Observation Tests Worksheets Book Exercises Notebook Sequence charts
TEACHER´S GUIDE LESSONS´ PLANS ORAL INTERACTION SCHOOL YEAR 2016 GRADE: AREA: English
DATE: PERSONAL INFORMATION CLASS PLAN
COMPETENCE: SKILL:
ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) Writing/Speaking
OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 1 (60 MIN)
To give personal information about themselves and a friend FORMATIVE Observation Check list.
WARM UP : (Time:10 min.) Discuss what personal information students know. Have them fill out the information they know (address, phone number, age) on an index card. ACTIVATING SCHEMATTA/PRESENTATION: (Time:10 min.)
Teacher shows students his/her personal information (with the same information than the index card Ss filled) Then he/she presents a picture to the students of his/her best friend and give personal information about him/her.
PRACTICE PERSONAL WORK: (Time:15 min.) Students present themselves giving their personal information written in the index card.
COOPERATIVE WORK (Time: 15 min.) Students present a friend (one of his/her classmates) giving his/her personal information like the teacher did. WRAP-UP/EVALUATION: (Time: 10 min)
The teacher gives students personal information about his/her friend they presented and students must answerIf the information given by the teacher is correct or incorrect, and if it is incorrect the students must give the correct information.
Example:
Teacher: Elizabeth is 14 Student: no she isn´t, she is 16
VOCABULARY SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
VOCABULARY 1, HABITS CLASS PLAN COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Reading/Speaking/writing
OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK
Class 2 (60 MIN)
Identify the good and bad habits. FORMATIVE Observation. Book worksheet
WARM UP (Time: 5 min)
Teacher shows the students a video with good and bad habits examples. | Basic
English Vocabulary Practice | ESL | EFL,
https://www.youtube.com/watch?v=hovdSLY840Q Students will identify the good and bad habits they should know and do in their daily routines. Students are going to complete the chart that the teacher draw on the board.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Teacher give the instructions and the students write 5 good and 5 bad habits they have, then work in pairs and using their notes, they share and compare their answers. They change pairs three times. After that activity, teacher asks students how they can change their bad habits?. She/he will write on the board all the things the students are going to suggest.
PRACTICE PERSONAL WORK: (Time: 20 min.)
Teacher asks the students copy the list in their notebooks and illustrate them.
They try to write 10 sentences using the common and proper nouns per each good habit they list before. Teacher guides the students using a personal example.
COOPERATIVE WORK (Time: 20 min.)
Students work in pairs and make 2 flashcards to illustrate good and bad habits. They show to the class and paste them in the wall.
WRAP-UP/EVALUATION: (Time: 10 min)
Some students are going to read their own sentences. Teacher emphasizes in the practice of good habits and their importance in our life.
Evaluation Check-list:
The students can: Pronounce the vocabulary currently. Answer the exercise in the book correctly.
SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
VOCABULARY 2, DAILY ROUTINES CLASS PLAN COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Reading/writing/speaking OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 3 (60 MIN)
Describe their daily routines orally. FORMATIVE Observation. Check list.
WARM UP (Time: 5 min)
Teacher shows a musical video to the students to show them an example of daily routines. https://www.youtube.com/watch?v=k0FHGnc6iHg After that, teacher asks them change the letter of the song and make their own version about their personal routine. Students writes their ideas in their notebooks.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Teacher ask for a volunteer who wants share their song. They sing their songs using the music of the original. He/she explains the lesson and shows the adverbs of frequency they can use when they talk about routines. We discuss about adverbs and their functions.
PRACTICE PERSONAL WORK: (Time: 20 min.)
Students write a short paragraph describing their routines, using 4 or 5 different adverbs of frequency. Techer walks around the class checking their works and helping with their spelling mistakes.
COOPERATIVE WORK (Time: 20 min.)
In pairs, students will read their paragraphs, in which they try to identify the adverbs that his/her partner used. After that, they have to complete the exercise in their books. Students change their books and check the work of their partner, following the teacher´s instructions.
WRAP-UP/EVALUATION: (Time: 10 min)
Students compare and contrast their routines with their classmates.
Evaluation Check-list:
The students can: Use the correct adverbs to describe their routines. Pronounce the vocabulary currently. Use a properly tone of voice.
SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
VOCABULARY 2, COMMON AND PROPPER NOUNS CLASS PLAN
COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Reading/Speaking OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 4 (60 MIN)
Classify the common and proper nouns. FORMATIVE Observation. Book worksheet
WARM UP (Time: 5 min)
Teacher shows the students some flashcards with different kind of pictures. Students will classify the common and proper nouns. Students are going to complete the chart that the teacher draw on the board.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.) 1. Teacher give the instructions and the students write 5 common and 5 proper nouns they have in class then work in pairs and using their lists, they share and compare their answers. 2. They change pairs three times. 3. After that activity, teacher asks students complete the activity in the book. 4. She/he will write on the board the answers, the students are going to check. PRACTICE PERSONAL WORK: (Time: 20 min.) Teacher asks the students copy the list in their notebooks and illustrate them. They try to write 10 sentences using the common and proper nouns they list before. Teacher guides the students using a personal example. COOPERATIVE WORK (Time: 20 min.) Students work in pairs and make 2 flashcards to illustrate common and proper nouns. They show to the class and paste them in the wall.
WRAP-UP/EVALUATION: (Time: 10 min)
Some students are going to read their own sentences. Teacher emphasizes in the differences between common and proper nouns.
Evaluation Check-list: The students can: o Classify the common and proper nouns correctly. o Answer the exercise in the book correctly.
LISTENING SCHOOL YEAR 2016 GRADE: AREA: English
DATE: LISTENING CLASS PLAN
COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Listening/Writing OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 5 (60 MIN)
Understand oral native and non-native speakers. Listen the interview from a famous celebrity. SUMMATIVE Observation. Questionary.
WARM UP (Time: 10 min)
Teacher shows the students a radio interview about a music band. After that students are going to take notes for the most relevant information.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Before listen the interview students complete the exercises in their books. Students check their listening understanding by sharing answers with partners.
PRACTICE PERSONAL WORK: (Time: 20 min.)
Students complete the listening comprehension using their notes. The teacher play the audio as a second time to give them the opportunity to complete the exercises.
COOPERATIVE WORK (Time: 15 min.)
In pairs, students will be able to compare their answers, sharing their ideas and their own reasons.
Students change their books and check the work of their partner, listening the audio again.
WRAP-UP/EVALUATION: (Time: 10 min)
Students share with the class what is their favorite band and try to compare and contrast with the band of the audio.
Evaluation Check-list:
The students can: Use appropriate language to describe and express their opinions. Pronounce the vocabulary currently.
GRAMMAR SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
PERSONAL, PRONOUNS, NOMINATIVE CASE CLASS PLAN
COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: OBJECTIVES:
EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK # Class 6 (60 MIN)
State the definition of a pronoun. Recognize pronouns and distinguish them from other parts of speech. Distinguish between singular, plural, subject, and object pronouns. Use the correct form of pronouns in sentences. FORMATIVE Observation. Check list.
WARM UP (Time: 5 min) ï‚·
The teacher shows the students the following pictures in order to students recognize the personal pronouns
I (first person singular)
you (second person singular)
She (third person singular female)
He (third person singular male)
It (third person singular inanimate )
We (first person plural)
You (second person plural)
They (third person plural) The words "I, you, he, she, it, we, you, they" are subject pronouns. They refer to a person or thing in speech or in writing.
ACTIVATING SCHEMATTA/PRESENTATION: (Time:5 min.)
Without the words bellow the pictures the teacher asks students what personal pronoun Do each picture represent.
PRACTICE PERSONAL WORK: (Time:15 min.)
The teacher presents to the students a picture and gives them some incomplete sentences with a “fill in the blanks” activity
COOPERATIVE WORK (Time: 20 min.)
Students work in pairs and check their answers Students write more examples like the activity that the teacher gave them
WRAP-UP/EVALUATION: (Time: 15 min)
Students give their answers to the teacher in a choral activity Some students give the teacher the sentences that they wrote and the teacher writes it on the board.
Evaluation Check-list:
The students can: Use the correct personal pronouns in real situations
SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
VERB TO BE CLASS PALN
COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Reading/Writing
OBJECTIVES:
EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 7 (60 MIN)
Students learn and use vocabulary associated with verb to be To communicate and express personal situations using the verb to be FORMATIVE Observation. Check list.
WARM UP (10 minutes) The teacher greets the students and introduces him/herself using the expression I am, and then the students write their names in a sheet of paper and put it on the desk and begin to introduce each one as the teacher did. ACTIVATING SCHEMATTA/PRESENTATION: (Time: 15 min.)
The teacher writes the following information on the board and explain the students the structure of the verb to be and Contractions
PRACTICE PERSONAL WORK: (Time: 10 min.) Students fill the following work sheet individually.
COOPERATIVE WORK (Time: 10 min.) Students work in pairs and have a conversation about their families using the verb be structure. WRAP-UP/EVALUATION: (Time: 15 min) Students present and describe their partner who worked in pairs using the verb to be. SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
SENTENCES REVIEW (SIMPLE SENTENCES) CLASS PALN
COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Reading/Writing
OBJECTIVES:
EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 8 (60 MIN)
Students identify and explain different parts of a sentence. Students use the different parts of a sentence to construct simple paragraphs. Summative Observation. Rubric
WARM UP (10 minutes) The teacher shows the students some messy pictures and asks them to help him/her to build the scene that makes sense in order to build a sentence using that order. (3 different examples) ACTIVATING SCHEMATTA/PRESENTATION: (Time: 10 min.) The teacher shows the students the following examples in order to explain the words order for a sentence. He is my brother
Subject
Predicate
She Subject
is
my
It Subject
is hot Predicate
We Subject
mother Predicate
are happy Predicate
PERSONAL WORK: (Time: 10 min.) Students works on their books the following exercices. HOMEWORK WORKSHEET 1 “IS WORTH 10 POINTS” DIRECTIONS: identify the subject and the predicate in the following sentences: Underline the subject and place and “S” under the line of the subject and underline the predicate words with a “P” under the line. 1. - He is nice 2. - Vicente and Carlos are playing 3. - They are brothers 4.- We are good football partners 5.- She is a beautiful woman 6.- It is my cat 7.- You are happy 8.- I am your brother 9.- Felipe is a soldier 10.- Raul and you are friends DIRECTIONS: Identify if the sentence has a Predicate adjective or Predicate Noun. Write: P. A.= Predicate adjective or P.N.= Predicate Noun Check the first example to guide you. 1.- She is my sister___ P.N.__ 2.- John is fat _________
3.- Carla is a nurse________ 4.- I am a soccer player________ 5.- Richard is tall__________ 6.- Angelica is a secretary._________ 7.- They are noisy____________ 8.- We are fine______________ 9.- You are glad_____________ 10. He is a doctor___________ 11. She is pretty__________ COOPERATIVE WORK (Time: 15 min.) The teacher gives the students a picture and they have to work in groups of three and write 10 sentences About the picture.
WRAP-UP/EVALUATION: (Time: 15 min) Students write on the board 3 of the sentences they wrote and identify the parts of the sentences.
SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
SIMPLE PRESENT CLASS PALN
COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Reading/writing/listening OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 9 (60 MIN)
Describe the simple present. FORMATIVE Observation. Check list.
WARM UP (Time: 5 min)
Teacher shows a video about simple present using the following link: https://www.youtube.com/watch?v=scjALd4iIaE After that, teacher asks volunteers that identify the statements in simple present
Students writes the sentences in their notebooks.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Teacher ask for a volunteer who wants share their sentences. They sing the songs using the music of the video. He/she explains the lesson and shows the simple present and how they can use to talk about routines. We discuss about simple present and their functions.
PRACTICE PERSONAL WORK: (Time: 20 min.) Students write a short paragraph describing their routines, using simple present tense. Teacher walks around the class checking their works and helping with their spelling mistakes. COOPERATIVE WORK (Time: 20 min.)
In pairs students will read their sentences, in which they try to identify the verbs in simple present that his/her partner used. After that, they have to complete the exercise in their books. Students change their books and check the work of their partner, following the teacher´s instructions.
WRAP-UP/EVALUATION: (Time: 10 min)
Students compare and contrast their routines with their classmates.
Evaluation Check-list: 1. The students can: a. Use the correct simple present tense to describe their routines. b. Pronounce the vocabulary currently. c. Use a properly form of tense.
SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
VERB TO DO CLASS PALN
COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Reading/Writing
OBJECTIVES:
EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 10 (60 MIN)
Students learn and use vocabulary associated with verb to be To communicate and express personal situations using the verb to be FORMATIVE Observation. Check list.
WARM UP (10 minutes)
The teacher asks some questions with “do” structure. The students race their hands and answer why? o Do you like to play basket? o Do you like to play video games? o Do you like to go to the cinema? o Do you like to study other languages? o Do you like to drink cola? The teacher take notes from the students codes while they race the hands in order to build groups.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 15 min.)
In the before groups, teacher gives the students some scrambled questions and short answers with do.
Do you like to eat ice-cream? Yes I do, because it refresh me.
Do you like to go to the beach? No I don´t, because it is too hot.
Do you eat a lot of pizza?
Yes I do, because my mother buy a lot of it.
Do you dance valet? No I don´t, because it is very difficult.
Do you exercise in the morning? Yes I do, because I enjoy feeling healthy.
Students unscrambled them and copy three example. They circle the “do” verb and discuss in the group how to use it. Some students explain what do they remember about the use of verb “do” in context.
PRACTICE PERSONAL WORK: (Time: 10 min.)
Students read the theory on the class book and use reading techniques to focus in the most important fact from the use of “do”
COOPERATIVE WORK (Time: 10 min.)
In pairs, students work the activities in the class book.
WRAP-UP/EVALUATION: (Time: 15 min)
Check the activities and analyze the mistakes students commit, in order to clarify any doubt they have.
Evaluation: book activities.
READING SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
READING CLASS PALN
COMPETENC E: SKILL:
ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) Reading
OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 11 (60 MIN)
Describe their daily routines orally. SUMMATIVE Observation. Check list.
WARM UP (Time: 5 min)
Teacher gives the students a list of class …. Students will analyze and act them in front of the class so the rest of the students can guess which class….. is he/she dramatizing. After some guessing, teacher explain the importance to analyze what they read to really explain its meaning or characteristics.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Teacher ask the students if they know or remember some reading techniques to apply when they are reading in order to remember important facts, ideas or to understand the reading. Teacher with the students help make a brainstorm with the ideas: underline, highlight, margin notes, simbology, etc.
PRACTICE PERSONAL WORK: (Time: 20 min.)
Teacher asks the students to read the text and use the reading techniques they need to recognize the topic, and the main idea. They can apply others to help them to answer the questions.
COOPERATIVE WORK (Time: 20 min.)
Students work in pairs and compete the answers
WRAP-UP/EVALUATION: (Time: 10 min)
Students share their answers with another pair and discuss their answers, and correct with another color the mistakes.
Evaluation Answer page
Check the answers.
ORAL PRODUCTION SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
ORAL PRODUCTION CLASS PALN COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Speaking/ Oral production OBJECTIVES:
EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK # Class 12 (60 MIN)
Introduce themselves in a clear way. Obtain proper pronunciation and fluency from native and non-native speakers. FORMATIVE Observation. Check list.
WARM UP (Time: 5 min)
Teacher shows the students a video with a self-presentation example. Self-
Introduction | Basic English Conversation Practice | ESL | EFL, https://www.youtube.com/watch?v=dOlCQrRraMA
Students will take notes from the basic things they should know to introduce themselves.
My name is… I am… years old. I like… I live in… I play… I don´t like… My favorite color is… I have a … and a …
Students are going to make the chorus repetition activity according to the video.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Without the guide of the video, students work in pairs and using their notes, they introduce themselves between them. They change pairs three times.
After that activity, teacher asks the students if they want to know more about their friends. She/he will write on the board all the things the students want to know from their classmates.
PRACTICE PERSONAL WORK: (Time: 20 min.)
Teacher asks the students to re-read “how to make questions in simple present” in their text book. Students also read the ORAL PRESENTATION example they have in their books. They try to write 10 questions to interview a classmate using the simple present. Teacher guides the students that show doubts or errors.
COOPERATIVE WORK (Time: 20 min.)
Students work in pairs and check their questions. They edit them and correct them. They add more questions if they want to know more about their classmates.
WRAP-UP/EVALUATION: (Time: 10 min)
Some students are going to read their questions. Teacher writes the questions on the board and analyze with them if the structure is correct and if they have any doubt.
Evaluation Check-list:
The students can: Use the correct patterns to introduce him/herself. Fluently introduce him/herself. Pronounce the vocabulary currently. Use a properly tone of voice.
SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
ORAL PRODUCTION CLASS PLAN 2 COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Speaking/ Oral production OBJECTIVES:
EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK # Class 13 (60 MIN)
Interview others in a clear way. Obtain proper pronunciation and fluency from native and non-native speakers. FORMATIVE Observation. Check list.
WARM UP (Time: 5 min)
Teacher shows a video to the students to show them an example of an interview. Kid President Interviews Rainn Wilson, https://www.youtube.com/watch?v=H-HWjlTMZl8 After that, teacher asks them who they want to interview. Teacher writes their ideas on the board.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Teacher ask the students if they know how to make an interview? They give ideas an the teacher writes them on the board, making a cluster. He/she shows the students a video on how to make an interview and the students take notes of the important facts. Interviewing A Classmate Video, https://www.youtube.com/watch?v=TvMYMo0bKGU. We analyze the video, the notes and then students dictate the teacher some questions they can do to interview a famous people.
PRACTICE PERSONAL WORK: (Time: 20 min.)
Students write 10 interview questions, thinking in the famous people they will interview. Techer walks around the class checking their progress.
COOPERATIVE WORK (Time: 20 min.)
In pairs, students will check the questions, analyze the order and edit them. After that, they will practice the interview. Students change pairs and practice the interview 2 more times.
WRAP-UP/EVALUATION: (Time: 10 min)
Students choose one partner and practice the interview so they can present it next class.
Evaluation Check-list: The students can:
Use the correct patterns to interview him/herself. Fluently introduce him/herself. Pronounce the vocabulary currently. Use a properly tone of voice.
SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
ORAL PRODUCTION CLASS PLAN 3 COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Speaking/ Oral production OBJECTIVES:
EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
In pairs, students presents (dramatize) their interview
Evaluating Rubric
BlOCK # Class 14 (60 MIN)
Interview others in a clear way. Obtain proper pronunciation and fluency from native and non-native speakers. SUMMATIVE Observation. Rubric
COOPERATIVE WORK (Time: 20 min.)
Section:
score Content
comprehensibili ty
4 Uses appropriate functions and vocabulary to communicat e Listeners understand all
3 Usually uses appropriate functions and vocabulary
2 Sometimes uses appropriate functions and vocabulary
1 Uses few appropriate functions and vocabulary to communicate
Listeners understand most of what is said
Listeners understand less than half
Listeners understand little of what speaker Is trying to say Makes many errors in usage
All grammar Usually uses and correct word order grammar and used word order correctly Speech is Few fluency clear and problems natural, With with no hesitation, hesitation. pronunciatio Good n, intonation intonation ŠFlo Martin, 2008 http://Imp.ucla.e accuracy
Has problems with language usage
Has some problems with hesitation, pronunciatio n, intonation,
Hesitates often and struggles with pronunciatio n, intonation
WRITING SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
WRITING CLASS PLAN COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Writing OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK # Class 15 (60 MIN)
Explain their ideas/facts and opinion in a proper written way. FORMATIVE Observation. Check list.
WARM UP (Time: 5 min) In groups of 4: Teacher asks the students what is a paragraph. Teacher gives the students some scrambled paragraphs, and students unscrambled them. They read the paragraphs and all the class check them. ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Teacher pastes on the board a hamburger paragraph example. Students analyze with the teacher each part.
PRACTICE PERSONAL WORK: (Time: 20 min.)
Students read the example on the book. Students follow the instructions on activity 1
COOPERATIVE WORK (Time: 20 min.)
In pairs, students complete activity 2.
WRAP-UP/EVALUATION: (Time: 10 min)
Students read some of their paragraphs.
Evaluation Check-list: The students can:
Recognize a topic sentence. Recognize the supporting details. Recognize the concluding sentence. Write a topic sentence. Write 3 supporting details to make a paragraph. Write a concluding sentence.
Unit 1, Part 1. Knowing Each Other
Vocabulary
Grammar
Reading
Speaking
Simple Present
Reading class commands
Review of verb To Be
Reading small reading
Ask and answer for personal information
Listening
Writing
Structure Habits Daily Routines Singular nouns. Propper and common nouns.
Review of verb to Do
SelfPresentation
Listen the interview from a famous Celebrity
Write a brief paragraph about a typical day in the family.
ORAL INTERACTION: ASK AND ANSWER FOR PERSONAL INFORMATION.
Teacher will introduce him/herself pasting some pictures on the English Corner board with his/her personal information. -
My name is…
-
I´m …. years old.
-
I am married. (single)
-
I have 2 sons. /I have two brothers and three sisters.
-
I have pets, two dogs and three turtles.
-
I live in zone… /Mixco/Villa Nueva…
Teacher will ask the students and paste the questions next to his/her answers: -
What´s your name?
-
How old are you?
-
Are you married or single?
-
Do you have children/How many? / Do you have brothers and or sisters? /How many?
-
Do you have pets? / Which ones?
-
Where do you live?
Repeat the activity with different partners.
Teacher´s Note
This activity can be repeated all unit long. Teacher will put off the patterns from the board, according to the improvement from the students.
VOCABULARY HABITS Habits are routine behaviours done on a regular basis. ï‚· Identify the good and bad habits. Then check it with your teacher. 1.
6. 1. Eat junk food
GOOD HABITS
2. Clean up 2.
3. Do exercises 4. Study on time
7.
5. Help others 6. Smoke cigarettes 3.
7. Pay attention 8. Bother my
8.
classmate 9. Talk loud 4.
5.
10. Play all day
9.
10.
ACTIVITY: Share the good habits that you have with your classmate.
BAD HABITS
DAILY ROUTINES ï‚· Look at the picture. What are the daily routines? Write the correct number. 1. Wake up 2. Get up 3. Take a shower 4. Brush my teeth 5. Dry my hair 6. Comb my hair 7. Get dressed 8. Have breakfast 9. Go to school 10. Be in class 11. Go back home 12. Have lunch 13. Do homework 14. Watch T.V 15. Go to bed
ACTIVITY: Describe your typical day (Pair Work).
COMMON AND PROPER NOUNS Common Nouns can be the name of a particular person, place, thing or just an idea Proper Nouns can be the name of a person, place, thing or idea. COMMON NOUNS
PROPER NOUNS
country
Germany
subject
Math
toy
Barbie
mom
Victoria
laptop
Macbook
Classify the common and proper nouns.
COMMON NOUNS 1. 2. 3. 4. 5. 6. 7. 8.
PROPER NOUNS
car pepsi chocolate snickers movie spiderman apple california restaurant alex television sony arizona mcdonald’s grandpa computer suit adidas man bruno
1. 2. 3. 4. 5. 6. 7. 8.
9.
9.
10.
10.
ACTIVITY: Tell 8 proper and common nouns to the class.
LISTENING LISTEN TO THE INTERVIEW FROM A FAMOUS CELEBRITY/BAND.
Listen to the following audio; Link: www. brithiscouncil.org/learnenglishteens. 1. Check your understanding. Gap fill
Listen to the radio interview about boy bands and do the exercises before you listen. Complete the gaps with a word from the box reality,
music,
look,
feel-good,
record,
How to create a boy band 1. Find four or five _______________ boys.
good- looking
2. Check they have at least some_______________ ability. 3. Decide on a_______________ for the band. 4. Write them some songs with safe,_______________ lyrics. 5. Ideally, get them on a_______________ TV show. 6. Make as much money as possible from_______________ sales, concerts and merchandising. 2. Check your understanding: true or false Complete this exercise while you listen. Circle True or False for these sentences. 1. Many boy bands are not successful. True/False 2. In the past, boy band members dressed differently but had similar personalities. True/False 3. Having different types of boy in the group is supposed to appeal to different girls. True/False 4. One Direction first became famous on YouTube. True/False 5. One Direction lyrics are written for girls who like rebellious boys. True/False
GRAMMAR PERSONAL PRONOUNS, NOMINATIVE CASE PLURAL AND SINGULAR CASES
Personal Pronouns: They are always substituting names, a simple name or thing can be replaced by pronouns and they can be plural or singular case, we call this: The Nominative case pronouns. Examples: Singular: I
Plural: we
you
you
he
they
she As we know, singular means only one person or thing, meanwhile plural means “many” all personal pronouns are divided in a specific order that we have to follow to create a clear idea that the grammar we have to apply at the right time.
Examples: I-------------------First Person You-----------------Second Person Singular He-----------------Third Person She----------------Third Person It------------------Third Person
We------------------First Person You-----------------Second Person
Plural
They----------------Third Person
VERB TO BE
The Verb “To Be” means state of being; it is one of the most important verbs in English, because it’s used almost every time that people speak. It is used with The Personal Pronouns especially with the Nominative Case ones. Contractions are used in most cases in everyday speaking, with the pronouns.
Personal
Verb ”TO BE:”
Pronoun I
am
you
are
he, she, it
is
we
are
you
are
they
are
CONTRACTIONS: It is when we join two words together in one, that’s that we call “Short Form of Words” the normal form it is call “The Long Form of Words”. Most of the English speaker use this form, to speak faster and simplify their writing or in a simple speech.
SHORT FORM OF WORDS “CONTRACTIONS” PRESENT TENSE EXAMPLES
Verb To Be+pronoun
Contraction
I am
I’m
You are
You’re
He is
He’s
She is
She’s
It is
It’s
We are
we’re
You are
you’re
They are
They’re
TIP: The contraction is made of two words together united by making only one joined by “The Apostrophe”
The Verb “To Be” can be modified, depending of the tense that we need to speak. In this unit we are going to work with the Simple Present Tense of TO BE, this is also call “auxiliary verb,” as well this verb works as “Main Verb” in a sentence. We are going to study both cases to apply it commonly PARTS OF THE SPEECH THE SENTENCE: It is a group of words that express a complete thought, ideas or feelings. A simple sentence consists of two important parts: The Subject and the Predicate. THE SUBJECT: It is the person, place, or thing that the sentence is all about. THE PREDICATE: It is the part of the sentence, which tells what the subject does or is. EXAMPLES: Carlos
is
Subject
my
brother
Predicate
In this sentence “Carlos” is the subject, because that’s the name or substantive that we are talking about, and “It is my brother” it’s the predicate of the sentence because it tells what the subject or substantive is. MORE EXAMPLES: He
is
Subject She Subject
my
brother
Predicate is
my
mother
Predicate
It
is
Subject
hot
Predicate
We
are
Subject
happy
Predicate
They
are
the
Subject
Champions
Predicate
I
am
Subject
the
last.
Predicate
PRONOUN I
VERB TO BE AM
HE, SHE, IT
IS
YOU, ARE
ARE
AND THEY HINT: Check that every pronoun has its own verb to be word, for singular we use I+am, for You+Are, He, She, and It + is . For Plurals, for example: We+are, and They+Are, Check the Chart to have a clear idea of the definition. Subject: It is a pronoun, noun or name of person or place that the sentence is about.
Predicate: Always start with the auxiliary or main verbs in a sentence plus the extra information. PREDICATE ADJECTIVE: It is when the adjective describes the substantive in a sentence. Example: “The house is big” In the sentence “The house is big” BIG, describes the house. It is an adjective it is in the predicate, it is a Predicate adjective. PREDICATE NOUN: It is when we use another noun to rename a noun or a pronoun. Example: “Bobby is a Doctor” In the sentence “Bobby is a Doctor”, DOCTOR renames or identifies the subject. It is a noun. Because it is in the predicate, it is a PREDICATE NOUN. HOMEWORK WORKSHEET 1 “IS WORTH 10 POINTS” DIRECTIONS: identify the subject and the predicate in the following sentences: Underline the subject and place and “S” under the line of the subject and underline the predicate words with a “P” under the line. 1. - He is nice 2. - Vicente and Carlos are playing 3. - They are brothers
4.- We are good football partners 5.- She is a beautiful woman 6.- It is my cat 7.- You are happy 8.- I am your brother 9.- Felipe is a soldier 10.- Raul and you are friends DIRECTIONS: Identify if the sentence has a Predicate adjective or Predicate Noun. Write: P. A.= Predicate adjective or P.N.= Predicate Noun Check the first example to guide you. 1.- She is my sister___ P.N.__ 2.- John is fat _________ 3.- Carla is a nurse________ 4.- I am a soccer player________ 5.- Richard is tall__________ 6.- Angelica is a secretary._________ 7.- They are noisy____________ 8.- We are fine______________ 9.- You are glad_____________ 10. He is a doctor___________ 11. She is pretty__________
SIMPLE PRESENT
To form the present tense of most verbs, use the verb in the simple form for all persons except third person singular. In the third person singular (he, she, and it) it tends to change the form of the simple verb sometimes it needs to be added a letter “S” “ES” or “IES”, depending of the writing of the word. Let’s check the most important rules for the usage of regular verbs to the third person in singular (he, she, and it) RULE 1: Add “S” to the verbs Exp: play=plays, clean=cleans, sleep= sleeps RULE 2: If a verb ends in a “y” which is preceded by a consonant, then change the “y” into “I” and add “es”. Examples:
(cargar)
study = studies
He studies or She studies
carry = carries He carries or She carries
(casarse) Marry = marries He marries or she marries.
RULE 3 if the Verb ends in “sh”, “ch”, “x”, “z”, “s” or “o”, then add “ES” Example:
Wash
Washes
watch
watches
fix
fixes
buzz
buzzes
dress
dresses
do
does
go
goes
1.- He washes the shirt
2. She watches the game.
3.- It fixes itself.
4.- It buzzes too much.
5.- He dresses well.
6.- She does the homework.
7.- It goes far away.
IRREGULAR VERBS They follow the same rules in the simple present tense to make the third person singular (he, she, and It), check the formula and some examples of the structure NOUN OR
MAIN
PRONOUN
VERB
COMPLEMENT
Examples: They
study
the lesson
(Plural)
He
carries
She
goes
the table
to the store
THE AUXILIARY VERB TO DO
The verb “To Do” is used to make questions in simple present tense. The Verb do sometimes works as a main verb. We have to be careful in its usage, because the third person singular needs to have special “to do word”, which is “Does” (Affirmative), “Doesn’t” (Negative). Let’s have a review of its conjugation in simple present and past tenses. CONJUGATION OF TO DO
PERSONAL
VERB TO DO
PRONOUNS
CONJ.
I
do
you
do
he
does
she
does
it
does
we
do
you
do
they
do
Tells what people usually do, It is also used to express a general truth and to indicate habitual action. We use the verb “to do” with the simple and past tenses. To make the question form of the simple present tense we have to use the Auxiliary Verb “TO DO”.
Question Form: By using the auxiliary verb to do as an auxiliary verb at the very beginning of the sentences we make the question form for each person
PERSONAL
VERB TO DO
PRONOUNS
CONJ.
I
do
you
do
he
does
she
does
it
does
we
do
you
do
they
do
HE DOES
YOU
SHE
DO
IT
WE THEY
Examples: Simple Statement
----------------------------They study the lesson
In the question form we use “Do”----------Do they study the lesson? For question we must locate the verb (To do) at the beginning of the sentence. Does, for the third person singular.
FORMULA TO MAKE QUESTIONS WITH TO DO SIMPLE PRESENT VERB
NOUN OR
MAIN VERB
TO DO,
PRONOUN.
IN SIMPLE
DOES Do Does store?
COMP
FORM + +
they she
+
study +
go
+
the lesson? +
to the
WORK SHEET 1
SCORE
Directions: Conjugate the following verbs for the third person (he, she and it) in the simple present form. SIMPL FORM
Third Person Form Verb:
CRY
_________________________________
DRY
_________________________________
REMEMBER
_________________________________
FIX
_________________________________
CATCH
_________________________________
INSTRUCCIONS: Select the proper simple present verb by writing it on the empty line to complete the sentence correctly.
Mario _____________in Taco Bell
(work, works)
I ________________my wife
(want, wants)
LucĂa ______________the piano
(play, plays)
They ______________my house
(like, likes)
He ______________my family
(prefer, prefers).
WORK SHEET 2
SCORE
INSTRUCCIONS: Conjugate the verb “TO DO” in simple present form with all personal pronouns. P. PRONOUN
TO DO PRESENT
I you he she it we you they
INSTRUCCIONS: Write the sentences in their questions form by using the auxiliary Verb “Do”. 1.- I like Dominos Pizza. _______________________________________________ 2. - She plays nintendo.________________________________________________ 3. - He cooks chicken._________________________________________________ 4. - They take the bus.________________________________________________ 5. - Raymond travels to Colombia every Saturday.___________________________
READING CLASS COMMANDS Activity 1. Read the following class commands and choose one of them.
Taken from: http://www.enlgish-room.com Your turn! Taking turns play mimics to guess the command you choose.
IMPROVING YOUR ENGLISH Read the text and choose the best answer for each question. ________________________________________ Today, millions of people want to learn or improve their English but it is difficult to find the best method. Is it better to study in Britain or America or to study in your own country? The advantages of going to Britain seem obvious. Firstly, you will be able to listen to the language all the time you are in the country. You will be surrounded completely by the language wherever you go. Another advantage is that you have to speak the language if you are with other people. In Italy, it is always possible, in the class, to speak Italian if you want to and the learning is slower. On the other hand, there are also advantages to staying at home to study. You don't have to make big changes to your life. As well as this, it is also a lot cheaper than going to Britain but it is never possible to achieve the results of living in the UK. If you have a good teacher in Italy, I think you can learn in a more concentrated way than being in Britain without going to a school. So, in conclusion, I think that if you have enough time and enough money, the best choice is to spend some time in the UK. This is simply not possible for most people, so being here in Italy is the only viable option. The most important thing to do in this situation is to maximize your opportunities: to speak only English in class and to try to use English whenever possible outside the class.
1. What is the article about? How many people learn English. The best way to learn English. English schools in England and America. 2. What is one of the advantages of going to the UK to learn English? There are no Italians in Britain. You will have to speak English and not your language. The language schools are better. 3. What is one of the advantages of staying in your country to learn English? The teachers aren't very good in Britain. You have to work too hard in Britain. Your life can continue more or less as it was before. 4. People who don't have a lot of time and money should... Learn English in Britain. Try and speak English in class more often. Go to Italy to learn English. 5. Write your own conclusion: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Taken from: http://www.esl-lounge.com/student/reading/3r1-learn-englishreading.php
ORAL PRODUCTION: SELF-PRESENTATION Prepare an interview between you and a classmate, asking for: -
Name
-
Age.
-
If they have family and how many are they.
-
If they have pets and what kind of pets do they have.
-
Where do they live?
-
If they work or not? And where do they work?
-
What do they like to do?
-
What don´t they like to do?
-
If they have a hobby? And which is it?
-
About their strengths and weaknesses.
-
About their daily habits.
-
And how do they enjoy being with their families and friends.
-
Teacher´s Note
Students can ask about specific information they know about their classmates.
WRITING PARAGRAPH PARAGRAPH DEFINITION A paragraph is a self- contained unit of discourse in writing dealing with a particular point or idea. The following diagram shows you the structure from a paragraph:
Activity 1 1. Copy the next example of a paragraph in your notebook 2. Recognize with different colors the parts of the paragraph.
A Typical day in a family Mr. Lee is a bus driver. Every day he gets up at 7:00 a.m. and prepares for his day. He showers, eats his breakfast, and puts on his uniform. His wife drives him to the station where he checks in with his supervisor. Then, he gets on Bus and starts the engine. He pulls out of the parking lot and begins his route. At his first stop, he picks up Mrs. Miller, who lives in a red house on the corner of Main Street and Seventh Avenue. She works at the post office and has to be to work by 9:00. At the next stop, the Bartlett twins get on the bus. They attend class at Bayside Elementary. More children get on at the next three stops, and they ride until the bus reaches their school. Mr. Lee enjoys seeing the kids every day and is happy to see them again in the afternoon when he drives them safely back home. Activity 2 Write a short paragraph about a typical day with your family using the verb “Be� in present tense. Remember to use the conjunctions (Because, for example, and, also, or, but) to join the ideas in your paragraph.
TEACHER´S GUIDE LESSONS´ PLANS ORAL INTERACTION SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
DISCUSS ABOUT TYPES OF EDUCATION CLASS PLAN COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Speaking/ Oral interaction OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 1 (60 MIN)
Introduce themselves in a clear way. SUMMATIVE Observation. Check list.
WARM UP (Time: 5 min) Game: Mimic o Types of teachers. Teachers as controllers Teachers as directors Teachers as manager Teacher as facilitator Teacher as resource Teacher asks the students what kind of teacher would be the perfect one for them and why. Discuss their ideas. ACTIVATING SCHEMATTA/PRESENTATION: (Time: 25 min.)
Teacher shows the students a video about education in Finland. https://www.youtube.com/watch?v=70AlyhEGWf4 (15 min) Teacher shows the student a video about Guatemala´s education. https://www.youtube.com/watch?v=Ekk8naT9edg, (9 min)
PRACTICE
PERSONAL WORK: (Time: 20 min.)
Students complete a compare contrast chart with the information they are listening and watching in the video, comparing Finland´s education with what they know about Guatemalan´s education
COOPERATIVE WORK (Time: 20 min.) Teacher tells the students that they will have a discussion, but that they must follow the dialogue rules. Teacher reads with the students the dialogue rules: 1. Name a moderator, which is going to give the places to speak. 2. Name a timekeeper to control the time. 3. Name a “relator” to take note from the important facts. 4. Race you hand to ask for your turn. 5. Listen with respect. 6. Don´t make sub groups. 7. Don´t speak from people that are not in the class. 8. All the things that are discussed in the class must stay in the class. 9. They are not going to be retaliation. 10. Students are going to stablish agreements. In groups of 8 students: Apply the dialogue to analyze the private and public education in Guatemala. WRAP-UP/EVALUATION: (Time: 10 min) At the end of the period, students read their conclusions, agreements and possible solutions. Evaluation Rubric:
Taken from: https://c2.staticflickr.com/6/5257/5481863913_cbf44af913_b.jpg
VOCABULARY SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
ONGOING ACTIVITIES CLASS PLAN COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Speaking/ Reading/writing OBJECTIVES:
EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 2 (60 MIN)
Describe actions performed at the moment we speak FORMATIVE Observation. Book Exercises
WARM UP (Time: 5 min)
Teacher mimic and model some progressive actions and provides the spoken verb form. Students will guess what is he doing o What am I doing? o He is + ing o You are_ + ing. Students are going to guess an amount of five verbs in ING
1. ACTIVATING SCHEMATTA/PRESENTATION: (Time:5 min.)
Students will answer some questions about celebrities, example: What do you think is Leo Messi doing now? They answer an amount of 10 questions and teacher write them on the board After that activity, teacher asks the students to provide some more examples of the question and answers. Students will write the questions and answers on the board in order to check spelling and grammar structure.
2. PRACTICE PERSONAL WORK: (Time: 20 min.)
Teacher will present the basic structure to construct the question and sentence pattern. Students will repeat aloud the format, stress and intonation for the statements. Students will guess what some of their relatives or friends are doing in that precisely moment. Students will request the teacher’s assistance
COOPERATIVE WORK (Time: 20 min.)
Teacher provides a list of ten verbs to a group of ten students They make 3 or 4 groups of ten. Each group has the chance to ask the teacher for the meaning of unknown verbs to model to another group, each student models de the verb and the other guess which verb it is. Teacher guides the students that show doubts or errors. They edit them and correct themselves or with the teacher They add more verbs orally if necessary
3. WRAP-UP/EVALUATION: (Time: 10 min)
Some students are going to work at the book exercise on page 43 Teacher have the students match the have any doubt.
Review of contents: 1. The students can: a. Modify verbs in base form to ING form b. Identify actions in the moment they speak. c. Pronounce the vocabulary currently. d. Use proper grammar structure for present continuous.
SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
SINGULAR NOUNS CLASS PLAN
COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: writing/ reading/listening/speaking
Section: BlOCK # Class 3 (60 MIN)
OBJECTIVES:
Students are able to understand the singular nouns.
EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
FORMATIVE Observation. Check list.
WARM UP (Time: 5 min)
Teacher asks for the students to name a famous person, a friendly animal, a favorite place and an object, pictures that teacher to place on the whiteboard, after to explain them about Singular Nouns. Students will read the next sentences written on the board.
There is a student next to the house. There is a car in the garage. There is a computer on the desk. There is a mirror on the wall. There is a broom on the floor. There is a dog in my house. There is an airport in the city. I have a chair in my room.
Students copy the definition of singular nouns in their notebooks.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
According the definition of the singular nouns, students work in groups of three and using their notes, they write their own examples then read them. They exchange their information.
PRACTICE PERSONAL WORK: (Time: 20 min.) Teacher asks the students to write ten singular nouns in their notebooks. After that activity, teacher tells to the students to write a paragraph using the ten nouns that they wrote before. Then students highlighting the singular nouns written in the paragraph. Teacher guides the students that show doubts or errors. COOPERATIVE WORK (Time: 20 min.)
Teacher shows to the students a Noun Song video on how to learn singing and fun.
http://havefunteaching.com/songs/grammar-songs/noun-song/
Students analyze the video, then read and sing the song of the video the entire classroom together. In pairs, students will check the songs, analyze the order and look for the rhythms.
WRAP-UP/EVALUATION: (Time: 10 min)
Students choose two volunteers to come to the front and sing the song of the video.
Evaluation Check-list: The students can:
Use the correct singular nouns. Sing confident by themselves. Pronounce the vocabulary currently. Use a properly tone of voice.
SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
PLURAL NOUNS CLASS PLAN COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Grammar/reading OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: Block #
Class 4 (60 MIN)
Change singular noun into plural common noun. FORMATIVE Presentation of Grammar rules
Explanation of each simple case direct questions to students
WARM UP (Time: 5 min)
Teacher shows a video with singular and plural nouns Change singular nouns into plural nouns Teacher ask for more examples from students Teacher writes their nouns on the board. Students read all the two possible categories of nouns
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Teacher asks for one example of noun changed to plural by using any rule They participate all together by saying if the example from student is correct or no. Each student discriminates for spelling details and consults and clarifies questions. Teacher introduces the regular and irregular forms of nouns.
PRACTICE PERSONAL WORK: (Time:20 min.) Students have a reading about a supermarket items Techer walks around the class checking their progress. COOPERATIVE WORK (Time: 20 min.)
In pairs, students will check the items, analyze the form and edit them. After that, they will practice saying the pronunciation of each of them Students change pairs and practice reading them aloud
WRAP-UP/EVALUATION: (Time: 10 min)
Students will say all the Grammar Rules for plural forms individually but at random.
Evaluation Check-list: 1. The students can: a. Use the singular and plural forms b. Apply each rule for nouns depending of the situation. c. Pronounce the vocabulary currently. d. Identify regular and irregular plural nouns
LISTENING SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
LISTENING CLASS PLAN 1
COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: listening/writing OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 5 (60 MIN)
Present the habits in a clear way. Understand oral native and non-native speakers. FORMATIVE Observation. Check list.
WARM UP (Time: 10 min) Teacher shows the students a video of good habits at school. The history of technology in education, https://www.brithiscouncil.org/learnenglishteens Students will write a list of their own good habits in their notebooks. ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Teacher asks the students to complete the compare contrast chart on the board.
Good habits
Bad habits
PRACTICE PERSONAL WORK: (Time: 20 min.)
Students complete the questionary in their books. They compare their answers with different partners, and make a graphic with their results.
COOPERATIVE WORK (Time: 20 min.)
In groups of 4 students: With the information they have, they make a presentation. (It can be, a comparecontrast chart)
WRAP-UP/EVALUATION: (Time: 10 min)
Teacher uses CCQS about the topic.
Evaluation Check-list: The students can:
Complete a compare and contrast chart with important information. Share the information with the rest of the group.
GRAMMAR SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
PRESENT PROGRESSIVE CLASS PLAN COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Speaking/ Reading, and writing. OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK # Class 6 (60 MIN)
Feel confident by themselves to express. FORMATIVE Ask direct Questions. Check list.
WARM UP (Time: 5 min)
Teacher shows some gestures and ask to the students what is he doing in that moment. After that, teacher shows some pictures and asks what happened in every one.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Teacher writes on the board a list of verbs in simple present (run, swim, think, laugh, walk, leave and paint). After that teacher asks to the students to add the suffix “ING” at the end of the verb.
PRACTICE PERSONAL WORK: (Time: 20 min.)
Students read the theory, and rules applying reading strategies only to remember the grammatical structure. (highlighting, taking notes, and write some examples in their notebooks,)
PRESENT PROGRESSIVE TENSE
The Verb “To Be” means: State of Being, it is used as a main verb, or auxiliary verb with progressive sentences, it can be combined with any type of predicate either Predicate substantive or predicate adjective as a linking verb.
Verb “TO BE” presents tense conjugation with ongoing verbs
CONJUGATION PRONOUN I You He She It We You They
ING VERB + ING working playing talking Studying Listening Sleeping Dancing Running
VERB “TO BE” am are is is is are are are
Special rules to add –ing to some specific verbs
Verbs ending with "consonant-vowel-consonant" When a verb ends with a consonant-vowel-consonant and we put STRESS on this sound in speech, we double the last consonant. Then we add ing.
Run Stop
Open Visit
=> =>
runn + ing stopp + ing
=> =>
running stopping
But if we don't put STRESS on this sound in speech, then we simply add ing.
=> =>
open + ing visit + ing
=> =>
opening visiting
Verbs ending with "e"
When a verb ends with the letter e, we first remove it, and then add ing.
Take Make
=> =>
tak + ing mak + ing
=> =>
taking making
Verbs ending with "ie" When a verb ends with the letters ie, we change them into y and add ing.
Lie Die
=> =>
ly + ing dy + ing
=> =>
lying dying
COOPERATIVE WORK (Time: 20 min.)
Teacher asks the students to write sentences using special rule to add ING to specific verb that are in the chart up. Teacher guides the students that show doubts or errors.
WRAP-UP/EVALUATION: (Time: 10 min)
In groups of two exchange the information reading their sentences with the specific rules.
Evaluation Check-list: The students are able to:
Use the correct structure of grammar. Responds well the questions. Pronounce the vocabulary currently. Guess the gestures.
SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
NEGATIVE FORM PRESENT PROGRESSIVE CLASS PLAN COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Speaking/ Oral production OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK # Class 7 (60 MIN)
Students express in negative form in progressive tense. FORMATIVE Observation. Check list.
WARM UP (Time: 5 min)
Teacher shows a video to the students to learn and understand more about the topic. https://www.youtube.com/watch?v=G_fE-9BoQhE ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.) Teacher show a presentation with this definition.
NEGATIVE FORM OF TO BE PRESENT PROGRESSIVE
To form the negative form of “BE” just add the adverb “NOT” after the verb Be present or past, also you are allowed to use the contraction form. Students analyze the structure and examples of the presentation then give more oral ideas.
PRACTICE PERSONAL WORK: (Time: 20 min.)
Students copy the sentences in present progressive on their notebooks. After that students change the same sentences in the negative progressive form simple and with contraction.
PRESENT PROGRESSIVE He is playing basketball José is eating pizza. He is playing basketball José is eating pizza Teacher gives more verbs: sleeping, leaving.
NEGATIVE PROGRESSIVE He is not playing basketball. José is not eating pizza. He´s not playing basketball or He isn´t playing basketball José´s not eating pizza or José isn´t eating pizza.
Students have to write sentences in negative progressive in formal form and with contraction form.
Teacher walks around the class checking their progress.
COOPERATIVE WORK (Time: 20 min.)
In groups, students prepare a short presentation. After that, they come to the front and explain the structure of the negative form of progressive.
WRAP-UP/EVALUATION: (Time: 10 min)
Students take notes on their notebooks about present progressive structure with BE negative.
Evaluation Check-list: The students can:
Use the correct structure in sentences. Use correct contractions in negative form. Pronounce the vocabulary currently. Use a properly tone of voice.
READING SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
READING CLASS PLAN
COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Reading/writing. OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK #
Class 8 (60 MIN)
Students are able to reading different contents. FORMATIVE Observation.
Check list.
WARM UP (Time: 5 min)
Read the following articles of Public Education in Guatemala and the United States.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Highlighting the differences and similarities between the two systems.
PRACTICE PERSONAL WORK: (Time: 20 min.)
After that re- read the article and analyzes it. At the end make a comparison and write in the table of them.
COOPERATIVE WORK (Time: 20 min.)
Make a summary about the entire article. Write your own commentary in your notebook.
WRAP-UP/EVALUATION: (Time: 10 min)
Read your summary.

Share your own opinion with the class. Evaluation Check-list: The students can: a. Use the correct structure in sentences. b. Use correct reading form. c. Pronounce the vocabulary currently. d. Use a properly tone of voice.
ORAL PRODUCTION SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
ORAL PRODUCTION CLASS PLAN 1 COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: listening/reading/writing OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK # Class 9 (60 MIN)
Present different topics in a clear way. Understand oral native and non-native speakers. FORMATIVE Observation. Check list.
WARM UP (Time: 10 min)
Teacher shows the students a video of the education in through the years. The history of technology in education, https://www.youtube.com/watch?v=UFwWWsz_X9s Students will draw the timeline in their notebooks.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Teacher asks the students to complete the compare contrast chart on the board.
Old education
Modern education
PRACTICE PERSONAL WORK: (Time: 20 min.) Students search for information about the changes that education is suffering in: o North America.
o South America o Central America o Africa o Europe o Asia o Australia According to the group they will work. They make a mind map with the information they search.
COOPERATIVE WORK (Time: 20 min.) In groups of 4 students: With the information they have, they make a presentation. (It can be a timeline, a compare-contrast chart or a sequence chart) WRAP-UP/EVALUATION: (Time: 10 min)
Teacher solves any doubt they have about the topic.
HW:
Understand the presentation and practice it to explain it to the rest of the class.
Evaluation Check-list: The students can: Complete a mind map with important information Share the information with the rest of the group. Write complete sentences to make a presentation.
SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
ORAL PRODUCTION CLASS PLAN 2 COMPETENCE: ACQUISITION OF EFL (ENGLISH AS A FOREIGN LANGUAGE) SKILL: Speaking/ Oral production OBJECTIVES: EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Section: BlOCK # Class 10 (60 MIN)
Present different topics in a clear way. Understand oral native and non-native speakers. SUMMATIVE Observation. Rubric
COOPERATIVE WORK (Time: 20 min.) 
In groups, students will present the changes that education is suffering in the different parts of the world.
Evaluating Rubric
Content Used information from the Bernadette's crime story in a "News Report" style. Use of vocabulary Used vocabulary related to the crime story. Use of language skills Near Future, Recent Past, Numbers, Negation, Present -ER,-IR,-RE and partitives
Poor (N/A) Student included limited or no content from the crime story in their "News Report".
Fair (N/A) Student included some content from the crime story in their "News Report".
Good (N/A) Student included good content from the crime story in their "News Report".
Student used limited or no vocabulary related to the crime story. Student demonstrated limited understanding of when and how to use the language skills from this unit. Student was
Student used some vocabulary related to the crime story. Student demonstrated understanding of when and how to use the language skills from this unit to create a clear
Student used considerable vocabulary related to the crime story. Student demonstrated good understanding of when and how to use the language skills from this unit
Creativity Used creative props and graphics during the presentation.
not able to independently transfer those skills, with quality of detail, to create a clear message that will understand. Students used limited to no graphics and props in the "News Report".
message most of the time.
Students used some graphics and props in the "News Report".
to create a clear message.
Students used a considerable amount of graphics and props in the "News Report Taken from: http://www.rcampus.com/rubricshowc.cfm?code=J42646&sp=true
WRITING SCHOOL YEAR 2016 GRADE: AREA: English
DATE:
WRITING CLASS PLAN COMPETENCE: SKILL:
ACQUISITION OF EFL (ENGLISH Section: AS A FOREIGN LANGUAGE) Writing production BlOCK # Class 11 (60 MIN)
OBJECTIVES:
EVALUATION KIND EVALUATION TECHNIQUE: EVALUATION INSTRUMENT:
Use sentence tenses in compound form to describe experiences. Structure sequence of ideas Build up full paragraphs about a personal topic. Use appropriate spelling for words. SUMMATIVE Observation, Orientation Rubric
WARM UP (Time: 5 min)
In groups of 4: Teacher asks the students what a paragraph is. Teacher explains what a time line is, and students will copy it and write the sequence of their own events. They read their ideas to the class.
ACTIVATING SCHEMATTA/PRESENTATION: (Time: 5 min.)
Teacher illustrates with the text book a time line of changes about carry out cars. Students analyze with the teacher each part.
PRACTICE PERSONAL WORK: (Time: 20 min.) The teacher will explain at this point the following: o How to make a topic sentence.
o o o o o
How to identify the supporting details sentences. How to make a concluding sentence. How to write a topic sentence. How to continue at least 3 supporting details to make a paragraph. How to write a concluding sentence.
Analyze how it is build, take out a list of characteristics that a timeline line should have. The teacher hands students a topic to develop about “My most memorable day at school” 1. Your turn, think in a special day you have lived in school, think from the first minute till the end of the day. 2. Following the rules of a time line, build one of your own on an extra page or pages if you need using present progressive present tense. 3. Decorate and color it.
Students read the example on the book. Students follow the instructions from the teacher Teacher will correct student’s mistakes
COOPERATIVE WORK (Time: 20 min.)
Students will share this information in groups in order not to repeat the same facts happened to one student with the other. Students will go to the front and read individually their memories at school with the others.
WRAP-UP/EVALUATION: (Time: 10 min)
Students read some of their paragraphs. The teacher evaluates their works with the writing rubric.
Evaluation Check-list: 1. The students can: a. Recognize a topic sentence. b. Recognize the supporting details. c. Recognize the concluding sentence. d. Write a topic sentence. e. Write 3 supporting details to make a paragraph.
f. Write a concluding sentence. Individually students start having a brainstorm to organize a sequence of ideas Evaluating Rubric
score
3 Usually uses appropriate Tense structure and vocabulary
2 Sometimes uses appropriate Tense structure and vocabulary
Spelling
4 Uses appropriate Tense structure and vocabulary to communicate Perfect spell of words
Few spelling mistakes
An average of mistakes at spelling
Main ideas
Well Distributed
Few unclear ideas
Great usage of them
Few misplaced problems with punctuation
Some Unclear ideas Has some Problems With punctuation
Grammar Content
Puntuaction Marks
1 Uses few appropriate Tense structure and vocabulary to communicate Great amount of mistakes in sentences and paragraphs Ideas with no order and sense at all No usage of punctuation, very poor usage
Unit 1, Part 2. A Different School Day
Vocabulary
Grammar
Reading
Speaking
Education in USA and Guatemala
Discuss with your group or classmates about the private and public education
Listening
Writing
Structure Ongoing activities
Present Progressive
Singular Nouns
Simple present versus present progressive
Describe how education is changing nowadays.
Audio about good habits at school.
Create a time line with the special day. Write your school routine Describing a perfect meal.
ORAL INTERACTION DISCUSS ABOUT TYPES OF EDUCATION.
Teacher will tell the students that they will have a discussion, but that they must follow the dialogue rules. Teacher will read with the students the dialogue rules: 11. Name a moderator, which is going to give the places to speak. 12. Name a timekeeper to control the time. 13. Name a “relator� to take note from the important facts. 14. Race you hand to ask for your turn.
15. Listen with respect. 16. Don´t make sub groups. 17. Don´t speak from people that are not in the class. 18. All the things that are discussed in the class must stay in the class. 19. They are not going to be retaliation. 20. Students are going to stablish agreements. In groups of 8 students: Apply the dialogue to analyze the private and public education in Guatemala. At the end of the period, you will read their conclusions and agreements.
Teacher´s Note
This activity can be apply with any discussion topic.
VOCABULARY
NOUNS A singular noun names one person, place, thing, or idea, while a plural noun names more than one person, place, thing, or idea. SINGULAR NOUNS
PLURAL NOUNS
ï‚· Write ten singular nouns and past them in plural nouns. SINGULAR NOUNS
PLURAL NOUNS
ACTIVITY: Write a paragraph using at least 10 plural and singular nouns.
LISTENING HABITS AT SCHOOL.
1. Check your understanding: gap fill Link: www. brithiscouncil.org/learnenglishteens. Complete the gaps with a word or phrase. 1. Some of you are probably fantastic at studying, really organized and _______________. 2. It’s a good idea to have some kind of _______________ or _______________.
3. If you’re studying for an important exam, it’s important to think _______________. 4. Make sure the place where you’re going to study is _______________, with no distracting _______________. 5. If you have to work near a TV, you might have to use _______________ to drown out the sound of the TV. 2. Discuss. Are you good at studying? What distracts you? What do you do to help you concentrate?
GRAMMAR PRESENT PROGRESSIVE TENSE The Verb “To Be” means: State of Being, it is used as a main verb, or auxiliary verb with progressive sentences, it can be combined with any type of predicate either Predicate substantive or predicate adjective as a linking verb. Verb “TO BE” present tense conjugation with ongoing verbs
CONJUGATION
ING VERB
PRONOUN
VERB “TO BE”
+ ING
I
am
working
You
are
playing
He
is
talking
She
is
studying
It
is
listening
We
are
sleeping
You
are
dancing
They
are
running
By adding ING at the end of the verb we make the progressive form; but we must follow some special rules for some verbs ending in special letters. Simple Present
Progressive Form
run
running
swim
swimming
think
thinking
laugh
laughing
walk
walking
leave
leaving
paint
painting
MAIN ING VERBS AND AUXILIARY VERB TO BE: We use “To Be” with main verbs to refer something that is happening in the moment this form it’s call “THE PRESENT PROGRESSIVE FORM OF A SENTENCE”, the main verb must be with the suffix “ING” at the end of it. In this way we use auxiliary verb with the main verb ING form, together in a sentence it is also called: The Present Continuous Tense. THE VERB TO BE ALWAYS GOES WITH PROGRESSIVE TENSES
EXAMPLES: 1. She is working in Pollo Campero.
THE VERB TO BE (AM, IS, AND ARE) AND THE MAIN VERB WITH ING MOST GO TOGETHER IN A PROGRESSIVE SENTENCEIN ANY TENSE
Examples: 2. They are taking a Shower. 3. I am eating an apple. 4. My dog is barking too much. 5. We are changing the photos. 6. She is studying English. Please check at the following spelling rules to make an ING verb: Verbs ending with "consonant-vowel-consonant" When a verb ends with a consonant-vowel-consonant and we put STRESS on this sound in speech, we double the last consonant. Then we add ing.
run
=>
runn + ing
=>
running
stop
=>
stopp + ing
=>
stopping
plan
=>
plann + ing
=>
planning
begin
=>
beginn + ing
=>
beginning
But if we don't put STRESS on this sound in speech, then we simply add ing.
open
=>
open + ing
=>
opening
visit
=>
visit + ing
=>
visiting
listen
=>
listen + ing
=>
listening
happen
=>
happen + ing
=>
happening
Verbs ending with "e" When a verb ends with the letter e, we first remove it, and then add ing. take
=>
tak + ing
=>
taking
make
=>
mak + ing
=>
making
dance
=>
danc + ing
=>
dancing
write
=>
writ + ing
=>
writing
Verbs ending with "ie" When a verb ends with the letters ie, we change them into y and add ing. lie
=>
ly + ing
=>
lying
die
=>
dy + ing
=>
dying
SENTENCES WITH QUESTION FORM: Move the auxiliary verb “TO BE” in front of the sentence and make your own questions from the same sentence. Examples: Nº 1
Nº 2
Progressive sentence: Question form:
I am sleeping Am I sleeping?
Progressive sentence: She is running Question form:
Nº 3
Nº 4
Progressive sentence: You are
Progressive sentence:
leaving.
studying
Question form:
Are you leaving?
Question form:
Is she Running?
They are Are they
studying? NEGATIVE OR AFFIRMATIVE ANSWERS: If the short answers is negative just use “No,+ pronoun+ verb to be+ not” If is affirmative short answer just use: Yes,+ pronoun + verb to be . Examples:
Affirmative: Yes, you are.
Are you leaving? Negative: No, you are not. Use contractions in negative answers: You aren’t or You’re not, She isn’t, she’s not, he isn’t or he’s not, it isn’t or it’s not, I’m not, We aren’t or we’re not, they aren’t or they’re not
NEGATIVE FORM OF TO BE PRESENT PROGRESSIVE: To form the negative form of “BE” just add the adverb “NOT” after the verb Be present or past, also you are allowed to use the contraction form. EXAMPLES: PRESENT TENSE WITH BE: PRESENT PROGRESSIVE
PRESENT PROGRESSIVE
TENSE WITH BE
TENSE WITH BE NEGATIVE
AFFIRMATIVE He is playing basketball.
He is not playing basketball.
José is eating pizza.
José is not eating pizza. He´s not playing basketball. or
He is playing basketball.
He isn’t playing basketball. José’s not eating pizza.
Jose is eating pizza.
or José isn’t eating pizza.
More Examples: Normal Form
I am not sleeping.
You are not
She is not running
leaving. Cont. Nº 1:
I´m not sleeping
You aren’t leaving
She isn’t running.
Cont. Nº 2:
-----X-----
You’re not leaving
She’s not running
The Sentence: Is a group of words that express a complete thought, idea or feelings, it consist in two important parts: Subject and Predicate.
Combination of the simple present and present progressive In general or right now? Do you want to express that something happens in general or that something is happening right now? Simple Present
Present Progressive
in general (regularly, often,
right now
never)
Look! Colin is playing football now.
Colin plays football every Tuesday.
also for several actions happening at
present actions happening one
the same time
after another
Colin is playing football and Anne is
First Colin plays football, then he
watching.
watches TV. Signal words always
at the moment
every ...
at this moment
often
today
normally
now
usually
right now
sometimes
Listen!
seldom
Look!
never first then Note: The following verbs are usually only used in Simple Present:
be, have, hear, know, like, love, see, smell, think, want
Timetable / Schedule or arrangement? Do you want to express that something is arranged for the near future? Or do you refer to a time set by a timetable or schedule? Simple Present
Present Progressive
action set by a timetable or schedule The film starts at 8 pm.
arrangement for the near future I am going to the cinema tonight.
Daily routine or just for a limited period of time? Do you want to talk about a daily routine? Or do you want to emphasis that something is only going on for a limited (rather short) period of time? Simple Present
Present Progressive
Daily routine Bob works in a restaurant.
only for a limited period of time (does not have to happen directly at the moment of speaking) Jenny is working in a restaurant this week.
Certain Verbs The following verbs are usually only used in Simple Present (not in the progressive form). state: be, cost, fit, mean, suit Example: We are on holiday. possession: belong, have Example: Sam has a cat. senses: feel, hear, see, smell, taste, touch Example: He feels the cold. feelings: hate, hope, like, love, prefer, regret, want, wish Example: Jane loves pizza. brain work: believe, know, think, understand
Example: I believe you. Introductory clauses for direct speech: answer, ask, reply, say Example: “I am watching TV,“ he says. Exercise 1 Put the verbs into the correct tense (simple present or present progressive). Look! He (leave) ______________________ the house. Quiet please! I (write)__________________ a test. She usually (walk)_____________________ to school. But look! Today she (go)________________ by bike. Every Sunday we (go)__________________ to see my grandparents. He often (go)_________________________ to the cinema. We (play)____________________________ Monopoly at the moment. The child seldom (cry) ______________________________________ I (not / do)___________________________ anything at the moment. (watch / he)__________________________ the news regularly? Do the exercises below on the simple present (Before doing the exercises you may want to read the lesson on the simple present) Choose the correct form of the following verbs: wake(s) up - open(s) - speak(s) - take(s) - do(es) - cause(s) - live(s) - play(s) close(s) - live(s) - drink(s)
Ann _____________hand ball very well. I never _____________coffee. The swimming pool ____________at 7:00 in the morning. It ________________at 9:00 in the evening. Bad driving ___________________many accidents. My parents _________________in a very small flat.
The Olympic Games ____________place every four years. They are good students. They always __________their homework. My students __________________a little English. I always _________________early in the morning. Put the verbs on lines in the correct form: Jane (not/drink) _____________________ tea very often. What time (the banks/open) ______________ in Britain? Where (John/come) _____________________ from? It (take) ____________________ me an hour to get to work. She (not/wake) _________________ up early on Sundays. Online Practice: Instructions: Complete the following exercises, take note form the scores and write them here! (Repeat the exercises till you understand why of your mistakes and got more than 90 points) 1. http://www.ego4u.com/en/cram-up/grammar/simpre-prepro/exercises?ex11 score: _____ 2. http://www.ego4u.com/en/cram-up/grammar/simpre-prepro/exercises?ex12 score: _____
3. http://www.ego4u.com/en/cram-up/grammar/simpre-prepro/tests?test1, score: _____ 4. http://www.ego4u.com/en/cram-up/grammar/simpre-prepro/tests?test2, score: _____ 5. http://www.ego4u.com/en/cram-up/grammar/simpre-prepro/tests?test3, score: _____
READING PUBLIC EDUCATION Exercise. Read the following articles of education in Guatemala and the United States. Highlighting the differences and similarities between the two systems. At the end make a comparison table of them. Education in the United States
Education in the United States is provided by public schools and private schools. Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments
set
mandate standardized
overall tests for
educational K–12
public
standards, school
often
systems,
and
supervise, usually through a board of regents, state colleges and universities.
Funding
comes
from
the state, local,
and federal
government. Private schools are generally free to determine their own curriculum and staffing
policies,
with
voluntary
accreditation
available
through
independent regional accreditation authorities. About 87% of school-age
children attend public schools, about 10% attend private schools, and more than 3% are homeschooled. Education is compulsory over an age range starting between five and eight and ending somewhere between ages sixteen and eighteen, depending on the state. This requirement can be satisfied in public schools,
state-certified
private
schools,
or
an
approved home
school program. In most schools, education is divided into three levels: elementary school, middle or junior high school, and high school. Children are usually divided by age groups into grades, ranging from kindergarten and first grade for the youngest children, up to twelfth grade as the final year of high school. There are also a large number and wide variety of publicly and privately administered
institutions
of higher
education throughout
the
country. Post-secondary education, divided into college, as the first tertiary degree, and graduate school, is described in a separate section below. The United States spends more per student on education than any other country. American students rank 14th worldwide in cognitive skills, just behind Russia. On the other hand, of the top ten colleges and universities in
the
world,
eight
are
American.
(The
other
two
are Oxford and Cambridge, in the United Kingdom.) Education in Guatemala Similar to the United States, the educational system in Guatemala is divided into three levels: primary (elementary), secondary (high school), and university. Education in Guatemala is free and compulsory through sixth grade, or between the ages of 7 and 14. Because public schools are often located sparsely in the rural areas of the country, there is an abundance of private schools in Guatemala. Many of these institutions are Marist or Jesuit. In total, there are approximately 9,300 primary schools,
which are attended by 1.3 million students. More than 290,000 students attend private secondary schools, and the total university enrollment in Guatemala is approximately 88,000. Language of Instruction: Although Spanish is the official language spoken in Guatemala, not all of its citizens are fluent in Spanish. Spoken among the nation's high Indian population are over 20 indigenous Mayan Indian languages, including K'iche', Kakchiquel, K'ekchi, Mam, andQuiche, which are used primarily in the rural areas of the country. In fact, only 60 percent of Guatemala's population speaks Spanish; the remaining 40 percent speak indigenous Mayan languages. These dialects are spoken in many of the country's rural schools. One of Guatemala's educational goals is to become uni-lingual, which means that ideally all Guatemalans would be able to speak Spanish. However, students who complete all 6 years of primary school and all 5 years of secondary may have as many as 11 years of English instruction, a trend which began around the time of Guatemala's break from dictatorship in the late 1940s. Since that time, school children, at least in the larger cities, may have also received training in other languages, especially French, German, and Italian. Instructional Technology (Computers): Lack of adequate educational technology remains a problem for the Guatemalan classroom, especially in the mountainous, rural areas. Absence of funding, limited technical access, and lack of operator expertise prevent all schools from being equipped
with
state-of-the-art
computers
and
distance
learning
technology. However, these commodities are making their entrance into the universities, particularly the University of San Carlos, which boasts a fully updated website, student access to the Internet, and other interactive features. Students who can afford the required technology and tuition may participate in online education courses offered outside of the country.
Curriculum—Development: The
Guatemalan
Ministry
of
Education
supports a progressive, globalized curriculum. One of the country's major educational achievements is its focus on globalization and multicultural affairs. Starting in secondary school, students learn about other cultures and nations, including their Latin American neighbors, other Westernhemisphere countries, and countries all over the world. This attention to multiculturalism aids in Guatemala's presence in international affairs, global commerce, and social development. Curriculum in Guatemala also gives attention to the social issues the country faces and encourages its students to be active in helping solve these problems. USA
GUATEMALA
ORAL PRODUCTION DESCRIBE HOW EDUCATION IS CHANGING NOWADAYS.
Search for information about the changes that education is suffering around the word nowadays, with all the information make a presentation and explain the rest of the class the changes and how they affect the educational quality and increase or decrease the educational competitiveness.
Teacher´s Note
Teacher can divide the investigation topic depending on the continents or specific countries.
WRITING SEQUENCE/TIME-LINE Activity 1 Read the following timeline:
Analyze how it is build, take out a list of characteristics that a timeline line should have. 4. Your turn, think in a special day you have lived in school, think from the first minute till the end of the day. 5. Following the rules of a time line, build one of your own on an extra page or pages if you need using present progressive present tense. 6. Decorate and color it.
Example: Time
7 : 0 0
I am preparing my schoolbag to go to the turtle release Exercise 2. trip.
8 : 0 0
8 : 3 0 : 0 0 a m
line
9 : 0 0
9 : 3 0
Activity 2: Analyze the following chart.
Then
Then
Then
Follow the instructions: 1. What are the difference between the time line and the sequence chart? _____________________________________________________________ 2. Write the clue words that you should write in a sequence chart. _____________________________________________________________
3. Both charts order the events in a _________________________________. 4. Create a sequence chart in an extra page describing your school routine (use the present progressive present tense.) 5. Remember to include supporting details.
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