Grammar portfolio marjorie rivas by Marjorie Rivas

UNIVERSIDAD MARIANO GÁLVEZ DE GUATEMALA GRAMATICA APLICADA PARA LA ENSEÑANZA DEL IDIOMA INGLES I LIC. WENDY VELASQUEZ JUNIO, 2016

FINAL PROJECT

MARJORIE MAGALY RIVAS CHACÓN PROFESORADO EN INGLÉS CARNE: 076-04-304 1

Content INTRODUCTION ............................................................................................................................................................ 3 NOUNS .............................................................................................................................................................................. 4 ADJECTIVES ................................................................................................................................................................... 12 ADVERBS ........................................................................................................................................................................ 19 ARTICLES ........................................................................................................................................................................ 26 QUANTIFIERS................................................................................................................................................................ 31 COMPARATIVES AND SUPERLATIVES ................................................................................................................ 36 PREPOSITIONS ............................................................................................................................................................. 44 ACTION AND LINKING VERBS ............................................................................................................................... 49 MODAL VERBS.............................................................................................................................................................. 57 INFINITIVES AND GERUNDS .................................................................................................................................. 63 PRESENT AND PRESENT CONTINUOUS .............................................................................................................. 69 FUTURE............................................................................................................................................................................ 75 PAST PERFECT............................................................................................................................................................... 81 USED TO AND WOULD .............................................................................................................................................. 89 CONCLUSIONS ............................................................................................................................................................. 96

INTRODUCTION This work will help teachers and students to understand how to use the base grammar topics in English. You will find themes like nouns, adjectives, comparatives and superlatives, articles, quantifiers and the main tenses that you can use to express your ideas, opinions and thoughts in the target language. This document provides you a study guide that explain the topic and its rules and uses. Also, a group of application exercises useful to understand the use of each theme. And, you will find a lesson plan that you can use in case you need help to teach an specific class, this lesson plan includes the warm ups, presentation questions, explanation videos, worksheets and links of games and activities on line. Use this tool to facilitate you comprehension of the grammar content and practice.

NOUNS

Teacher: Marjorie Rivas

Date:

February 6th. 2016

Subject / grade level: NOUNS –“COUNTABLE AND UNCOUNTABLE NOUNS” – Beginners Level Materials / resources: a ball, a glass of water, board, notebooks, pens and pencils, markers, worksheet and flashcards. Technology: Computer, projector, internet, USB Essential Standards The students will recognize when a word is countable or uncountable. The students will be able to match uncountable nouns with appropriate containers or quantifiers.

Differentiation strategies to meet diverse learner needs: I will show a video for the visual and auditory learners. I will make a game for the kinesthetic ones. The video will show different images of countable and uncountable nouns https://www.youtube.com/watch?v=eeSs3YZbmLk. The game will be played after the explanation to emphasize the topic http://www.eslgamesplus.com/countable-uncountable-a-an-rally/ We will make some exercises in a worksheet and drawing during the video.

ENGAGEMENT  

Describe how the teacher will capture students’ interest. I will bounce a ball in front of them and I will drink water in a glass. Then I will ask them to tell me what I am doing. And what are the things they see and the quantity of them they see. This will be our warm up. What kind of questions should the students ask themselves after the engagement? How can we say the quantity of water? Can we count it with numbers?

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. In this moment I will show them the video and they will hear the first explanation about the topic, they have to make some drawings during the video. https://www.youtube.com/watch?v=eeSs3YZbmLk List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. After the video I will show them some flashcards of countable and uncountable things, they have to tell me the name of the thing and if it is countable or uncountable. When they answer “UNCOUNTABLE”, I will ask them to tell me a specific container or quantifier for each.

EXPLANATION 



Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? I will explain them on the board what are countable and uncountable nouns, I will use drawings, I will teach them the articles needed to name each kind of nouns and I will tell them some quantifiers and containers they could use to name the uncountable ones. I can use again the flashcards to emphasize the topic. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. I will ask them to make a complete sentence using each word. I will divide the group in two and we will make a competition of sentences, with this activity they will use the nouns in an appropriate context.

ELABORATION  



Describe how students will develop a more sophisticated understanding of the concept. After the explanation and the competition, they will do a worksheet, they can do it in pairs. (The worksheets is enclosed below) What vocabulary will be introduced and how will it connect to students’ observations? I will teach them different words to apply the countable and uncountable nouns. The specific vocabulary will be food, articles (a, an, the), we will remember the plural rules, I will teach them the common containers (box, bottle, bag, cup, etc.) and the common quantifiers (litter, pound, loaf, etc.) It will be connected during the explanations and the worksheet exercise. How is this knowledge applied in our daily lives? We use countable and uncountable nouns every day. They will be able to name each noun in a correct way, they will ask for food appropriately.

EVALUATION  

How will students demonstrate that they have achieved the lesson objective? Wrap up – the students have to work in pairs and prepare a short explanation about the topic in front of their classmates. The couples will be chosen random. They must give and ask their classmates for more examples. This should be embedded throughout the lesson as well as at the end of the lesson If some of them is not paying attention, he/she has to go in front of the class and make a sentence using countable or uncountable nouns.

Follow-up: every new word they learn during the Term, they must classify it into countable or uncountable noun. References: agendaweb.com, YouTube, text book. 5

WORKSHEET FOR NOUNS – COUNTABLE AND UNCOUNTABLE

Universidad Mariano Galvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

NOUNS NO. 1

Pronunciation a /s/-/z/ wishes, knives, lunches, moves /iz/ wedges, oranges b The words that ends in /p/, /t/, /k/ ends in sound /s/ and the words that ends in /n/, /g/, /v/ and /áľ&#x160;áľ&#x2DC;/ ends in the sound /z/. The words that ends in in /s/, fricatives and affricates sounds, ends in /iz/ sound.

c /s/ locks, pins, pits /z/ hearths, cloths, growths, mouths Either /s/ or /z/ pillows, coughs, scruffs, baths d if the word ends with a voiceless sound at the end, the plural es pronounced /s/ and if ends with a voiced sound, the plural ending is pronounced /z/

Language in context a 1. countable- steak, lamb, fish uncountable- exposure, meat, unhappiness, dissatisfaction, understanding, soil both- breast, society, life, misunderstanding

2. breast- I can say one of my breasts hurt. But also I can say breast cancer, using breast as a concept. society- A society full of thieves. Society has changed in all these years. life- Every person is worried about their lives. Life is full of surprises. Misunderstanding- It is just a misunderstanding. Misunderstanding can be avoided by the good explanation of the teacher.

b 1. I didn’t take “understanding” as countable noun too. 2. Understanding: It can be used as countable when in the reading it is used as a particular feeling of a patient. 3. NOUNS IN BOTH TEXTS: technique, food, heat, barrage, cuts, meat, steaks, chops, cutlets, choice, breast, lamb, exterior, fish, problems, sardines, mackerel, way, therapists, unhappiness, patients, therapy, patients, dissatisfaction, position, society, life, understanding, offer, belief, situation, soil, misunderstanding, misery, position.

4. COUNTABLE NOUNS IN THE TEXTS: technique, cuts, steaks, chops, cutlets, choice, breast, lamb, fish, problems, sardines, mackerel, way, therapists, patients, belief, situation.

5. UNCOUNTABLE NOUNS IN THE TEXTS: food, heat, meat, barrage, exterior, unhappiness, therapy, dissatisfaction, position, society, life, understanding, offer, soil, misunderstanding, misery.

Changing attitudes a I haven’t use the form because is new for me, but number two is not correct, I would use “has” instead of “have” because the subject is singular. But the other words have been taken from a foreign language. b If these forms are produced by an educated native speaker I think it isn’t a mistake, but number two is wrong because it is grammatically incorrect. c I wouldn’t correct the form if produced by a native speaker, but I would do it with number two for myself.

UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA

ESCUELA DE IDIOMAS

STUDY GUIDE Session 1: Nouns Use the table below to keep track of the module elements as you go through the course.

Session Elements

1. Nouns 1.1 Key considerations 1.2 What are nouns? 1.3 Where do nouns come in sentences? 1.4 Countable and uncountable nouns 1.5 Regular and irregular plural forms 1.6 Quantifying phrases 1.7 Collective nouns 1.8 Combining nouns

1.9 Typical difficulties for learners

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



Identify the importance of using nouns to modify other nouns.



The first modifying noun tells us what kind of a thing the second noun describes. Example:

What I Have Learned and Questions I Still Have 

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



I need to investigate a little more about quantifying phrases. I learnt

business center, handy man, housewife. 

Choose and construct appropriate possessive forms.



My dad’s office

   

Alice’s husband The Princess’ s ring The children’s toys My friends’ books

    

that some expressions need to have a verb in plural form, example: A range Variety Majority A number of Also, I need to study more about collective nouns. If you take the word as a group like the words people or team.

Practical Applications Capture practical tips and ideas from the content and videos or activities in this session that you can implement in your classroom. - I can show my students some pictures of things and they have to tell me the name of each one and other group can tell me the correct plural of the word. - I can make a competition. I divide the group and I can give each group 10 words written on pieces of paper, they have to classify them into countable and uncountable nouns, they could paste them on the board. They with the uncountable words, they have to tell me an appropriate container or quantifier before each one.

Essential Questions -

Answer the following questions:

What are nouns? They are words that describe a person, place, thing, concept, organization, community, event, etc. What do they do like? They have identifiable “noun endings” ion, ity, ment, ence, ance. And the proper nouns must be written with capital letter.

  

 

Where do nouns come in sentences? Nouns can come in a sentence as: Subject – BIRDS are beautiful. Object – I really love BIRDS. Complement of a verb – My cat ate a BIRD. Write 5 countable and 5 uncountable nouns COUNTABLE: book, phone, brother, bag, pen UNCOUNTABLE: sugar, tea, milk, sand, perfume Write 5 collective nouns: team, army, government, staff, equipment



Write the plural form of the following nouns: tornado-tornados, calf-this is a word that is understood as plural (group of cows for example), leaf-leaves, belief-beliefs, deer-the plural is the same, crisis-crises, formula-formulas and formulae for mathematical or scientific context.

Reflection 

After reviewing the content in this session, mention 2 of the typical difficulties for learners using nouns. 1. Choosing the wrong possessive form. They sometimes avoid the ‘s form - This is the house of John.



Write down the steps or activities you can include to make sure that content in your classroom will engage student’s progress. -

2. Countable and Uncountable nouns. They may use

Appropriate warm ups and wrap ups to emphasize the topics. Different areas Worksheets – readings, listening, grammar Group competitions in class (puzzles, word completion, races to the board, etc.)

uncountable nouns as

Quizzes

countable. I drank too many milk.

Book exercises Word meaning research

Group presentation (like teacher for a day to explain grammar topics)

Dialogues to apply new vocabulary

ADJECTIVES

5E Lesson Plan Teacher: Marjorie Rivas

Date:

February 13th. 2016

Subject / grade level: ADJECTIVES –“COMPARATIVES AND SUPERLATIVES” – 6TH. GRADE Materials / resources: three different-size stuffed animals, flash cards with the comparatives and superlatives endings and clue words, Worksheet.

Technology: Computer, projector, internet, USB, online game Essential Standards The students will be able to compare two or more nouns using the correct grammar structure for short and long adjectives.

Differentiation strategies to meet diverse learner needs: We will play an online game at the end of the explanation, right after the written exercises. This will be helpful for the kinesthetic and visual learners.

ENGAGEMENT  

Describe how the teacher will capture students’ interest. I will show the students two stuffed animals, one bigger than the other, I will ask them who is big and who is small. Then I will ask them how they can tell me that this one is bigger. (this will be asked in Spanish) What kind of questions should the students ask themselves after the engagement? Can I compare two objects in the correct way? Do I know how to compare three things?

EXPLORATION 



Describe what hands-on/minds-on activities students will be doing. I will give each of them an adjective name (long and short adjectives), then I will choose 4 students to carry a flash card (more-most-er-est) and I will ask them to write a sentence comparing two things that I will draw on the board, using the drawings and people with the flashcards, they will create sentences. I will be able to check if they know the correct structures for comparatives and superlatives. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. In this moment I will start with the explanation.

EXPLANATION 



Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? I will explain the theme first using their mistakes in the sentences created before. The I will give them the page one of this document http://www.teach-this.com/images/resources/comparative-and-superlative-practice.pdf after that, I will ask four or five to go to the board and explain the rule in their own words. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. I will ask them to make a complete sentence using each word. I will repeat three or four times the exercise done during the exploration to check if they understood.

ELABORATION   

Describe how students will develop a more sophisticated understanding of the concept. I will ask them to make groups of three and they will work the pages 2, 3 and 4 of this document http://www.teach-this.com/images/resources/comparative-and-superlative-practice.pdf What vocabulary will be introduced and how will it connect to students’ observations? We will review the animals, family members, transportation and school supplies, physical characteristics. How is this knowledge applied in our daily lives? I will ask them to compare the physical characteristics of their family members. We will compare themselves too.

EVALUATION  

How will students demonstrate that they have achieved the lesson objective? They have to write the dialogue contained on page 5 of this document http://www.teach-this.com/images/resources/comparative-and-superlative-practice.pdf and present it in front of the class. This should be embedded throughout the lesson as well as at the end of the lesson We will play this game on line http://www.eslgamesplus.com/comparatives-superlatives-wild-zoo-animals-vocabulary-grammar-interactive-monkey-fun-activity/

Follow-up: References: (Copyright © ESL Games, Privacy Statement Terms and Conditions , s.f.); (http://www.eslgamesplus.com/comparatives-superlatives-wild-zoo-animals-vocabulary-grammar-interactive-monkeyfun-activity/, s.f.)

Universidad Mariano Galvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

ADJECTIVES NO. 2

Language in Context a foggy, drab, misty, huge, dim, red, rumbling, dingy, dark, ugly, broken-down, hissing, heavy, thick, wool, pale-blue, hopeless, loathsome, entire, damp, wet

b It sounds really simple. We can’t image the scene and we don’t have a description about the writer’s feelings. We don’t have a complete idea about the real situation that was happening.

c Broken-down

d Foggy, hopeless

e Loathsome f Broken-down, pile-blue

g It refers to the noun “oudor” – It is written after a clause

h ing, y, less

Learners’ English

MISTAKES – CORRECTIONS - EXPLANATIONS 1. I am a person very working-hard and seriously. - I am a serious, working-hard person. – “very” is used only for some adjectives, in this case the word “hard” is giving the intensity of the adjective. If you have two adjectives before the noun, you have to write them together separated by a comma. 2. I am tall one metre thirty nine and I have blonds, longs hairs, blues eyes and a nose little and crooked. – I am one-thirty nine tall, blond, long hair, blue eyes and little, crooked nose. – Adjectives can’t be written in plural form. You have to write the adjectives before nouns if they are not separated by a verb. 3. I like to wear clothes with brightly colours so you can always see me and easy to recognize my smilingly face. – I like to wear bright-color clothes so you can always see me and you can easily recognize my smiley face. - You can combine adjectives and create a multiword adjective. After a preposition we can write another adjective derived from a noun or verb. 4. I wear make up with lips brightly reds and I am usually a character with passionately. I wear makeup with brightred lips and I am usually passionately. – The same explanation about the multiword adjectives.

UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA

ESCUELA DE IDIOMAS

STUDY GUIDE Session 2: Adjectives Use the table below to keep track of the module elements as you go through the course.

Session Elements

2. Adjectives 

Adjectives



Adjectives related to nouns or verbs



Participle forms



Multiword adjectives



Adjectives before a noun



Adjectives after a noun or pronoun and verb



Using more than one adjectives



Linking adjectives with and



Gradeable and ungradeable adjectives

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

Definition

o o Adjectives



Words that describe and give more information about nouns, noun phrase or clause.

o Adjectives related to nouns or verbs



Some adjectives derive from a verb or a noun. Example: salt-salty, manage-manageable.

o Participle forms



When the adjective has the form of a present or past participle. Exampleinteresting, interested.

o Multiword adjectives



Adjectives made up of two parts separated by a hyphen. Example: well-known, computer-generated, follow-up.

o Adjectives before a noun



Usually the last part in the noun phrase. It has to be written just before the noun. Example: some old magazines.

o Adjectives after a noun or pronoun and



In this case the adjective qualifies

verb

o Using more than one adjective

by a complement. Example: She is tired. We are intelligent. 

We give an opinion before a description, there is a guide to follow the adjective order: size, shape, color, origin, material and use. Example: the small, green, leather jacket.

o Linking adjectives with and



A number of adjectives can be used together, before nouns we don’t need conjunctions, but after nouns we have to use and before the last of two or more adjectives. Example: They were tired and thirsty. My dad is happy, excited and nervous. It was a dark, foggy night.

o Gradeable and ungradeable adjectives



They describe qualities that we can measure or grade in some way. We can use intensifiers and downtoners. Example: a very interesting movie. A fairly certain issue.

Reflection 



After reviewing the content in this session, mention 2 the typical difficulties for learners.



Write down the steps or activities you can include to make sure to overcome the difficulty

1 PLURAL FORMS Learners may create a plural adjective form. In Spanish for example, it is correct to say “carros rojos” the adjective is

A good activity to overcome this difficulty could be to divide the classroom in two groups, one group could represent nouns and the other the adjectives. I can ask them to

written in plural too. In English the

construct sentences in singular and

plural is shown only in the noun, the adjective is always written in singular. Example: one red car.

plural and the have to use the correct structure.

Three red cars. 2 COMPARATIVE AND 

 -

SUPERLATIVE Learners may use the comparative and superlative rules in the wrong way. For example: My mom is more tall than me. Juan is intelligenter than Bob.

I can explain the topic and then ask the two students to participate, one of them is going to be the word MORE and the other is going to be the word MOST. Another to students are going to represent the ending ER and the last one the ending EST. Then I can say a sentence in Spanish and they have to form it using the board and the students to complete the comparatives and superlatives. Learning by doing and watching.

ADVERBS

5E Lesson Plan Teacher: Marjorie Rivas

Date:

February 20th. 2016

Subject / grade level: ADVERBS –“FREQUENCY ADVERBS” – 6TH. GRADE Materials / resources: flashcards with adverbs, little papers with adverbs and activities, board, markers, notebooks, school supplies Technology: Computer, projector, USB Essential Standards The students will be able to describe how often they practice or do the most common daily activities, sports and class work activities.

Differentiation strategies to meet diverse learner needs: I will have paste posters and flashcards on the wall and the visual learners will have the support and they will remember the frequency adverbs in words and percentages. Also I will show them a video for the visual and auditory learners. https://www.youtube.com/watch?v=aNK5mQqs1GI

ENGAGEMENT  

Describe how the teacher will capture students’ interest. I will mimic some of the activities like take a shower, play soccer, dance, etc. they have to guess the activity and I will ask them if they practice or do these activities. What kind of questions should the students ask themselves after the engagement? How often do you take a shower? How often do you play soccer?

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. I will write a list of daily activities, sports and class work activities on the board and they have to draw them on their notebooks. They have to title this activity “DRAW HOW OFTEN” List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. When they finish drawing I will start with the explanation.

EXPLANATION 



Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? I will show them my flashcards on the wall, each of them has an adverb and the percentage it represent, for example “Always 100%” “Never 0%” after that I will show them a video https://www.youtube.com/watch?v=aNK5mQqs1GI Then I will use one the activities to write a sentence about myself so they are able to see the position of the adverbs in a sentence. They have to repeat and create a new one about themselves. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. I will ask them to make a complete sentence using the frequency adverbs to describe how often they do each of the activity they draw.

ELABORATION   

Describe how students will develop a more sophisticated understanding of the concept. I will ask them to divide the class in two groups. I will give them some papers, they have written the adverbs and the papers for the other group has the activities. One person of each group will pass to the front and choose the papers and together they have to create a correct sentence using the adverbs and the activities. What vocabulary will be introduced and how will it connect to students’ observations? We will review the vocabulary of daily routines, sports and classwork activities. How is this knowledge applied in our daily lives? I will ask them to interview three members of their family or three of their friends and write at least 6 activities and how often they do them.

EVALUATION  

How will students demonstrate that they have achieved the lesson objective? They have to read and present their survey results in front of the class. This should be embedded throughout the lesson as well as at the end of the lesson I will show them a video at the beginning of my explanation and at the end to reinforce the topic. https://www.youtube.com/watch?v=aNK5mQqs1GI

Follow-up: References: https://www.youtube.com/watch?v=aNK5mQqs1GI

Universidad Mariano Galvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

ADVERBS NO. 3

Language in Context a Category of Adverb 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Adverb of manner (derived from an adjective) Adverb of manner Adverb of manner Adverb of manner Adverb of manner Adverb of degree Adverb of Time Attitude markers Attitude markers Focusing Adverbs

b Alternative words that can be used 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Usually In an individual way Unique and special In group Personally Seldom These days Apparently Personally Too / in addition

c Alternative position in the sentence 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

It can be used at the beginning of the sentence It can’t be used in another position It can’t be used in another position It can’t be used in another position It can be used before the verb It can be used after the word “but”, before the sentence It can be used before the subject “I” followed by the expression “Hardly ever” if it is before the sentence It can be used just before the verb It can’t be used in another position It can’t be used in another position

LOOK AT THE FOLLOWING BRIEF TEXTS AND ANSWER THE QUESTIONS a Which words are adverbs? 1. 2. 3. 4. 5. 6.

Effectively Simply Completely, over Still Boldly, elegantly, beautifully Softly, confidently, through, outside, around, out

b Category of Advers 1. 2. 3. 4. 5. 6.

Effectively (manner) Simply (manner) Completely (manner), over (place) Still (special adverb) Boldly, elegantly, beautifully (manner) Softly (manner), confidently (manner), through, outside, around, out (place)

c What effect would removing these adverbs from the texts have? 1. 2. 3. 4. 5. 6.

It isn’t understood how well the person explains. You can’t see the emphasis the person wants to give to his opinion You can’t see the difficulty of the situation The person wants to emphasize that he’s hasn’t change an attitude yet We can’t see the complete description of the film We don’t have the complete idea of what happens

Changing attitudes a Do you consider any of the following to be unacceptable? 1. 2. 3. 4.

Hopefully, it will keep dry for the match. (yes) I want to further develop my skill. (yes) The gradient descends very steep. (yes) I can’t walk as quick as her. (yes)

b If so, why? 1. Dry is an adverb describing the verb keep, so it has to be written “dryly” we don’t change the “y” to “I” because it is a one syllable word. 2. Because you can’t separate the main verb from its object 3. Because the word steep is an ungradeable word so you don’t need the intensifier very. 4. Even when quick can be used as an adjective or adverb, in these case we are emphasizing the adverbial form so the correct form should be “I can’t walk as quickly as her”

Session 3: Adverbs Use the table below to keep track of the module elements as you go through the course. Session Elements



What are adverbs



Where do adverbs come in sentences?



Types of adverbs  Adverbs of manner  Adverbs of frequency  Adverbs of time and place  Adverbs of relative time  Special adverbs: already, still and yet  Adverbs of degree  Adverbs of quantity  Focusing adverbs  Attitude markers



Typical difficulties for learners

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

o o

What I Have Learned and Questions I Still Have 

Record thoughts and information you have about the session content. (notebook notes) Sometimes adverbs are confusing and we don’t know where they are in a sentence or sometimes we use them as an adjective. They are completely different because they modify or give more information about the verb, an adjective or even another adverb.

Practical Applications Capture practical tips and ideas from the content, presentations or activities in this session that you can implement in your classroom. I can teach my students the adverbs using flashcards and pictures. I can teach them songs where the adverbs are used for them to see the sentence order for each type of adverb.

Essential Questions Answer the following questions: What are adverbs? Different kind of words with quite different functions, they modify a verb, an adjective or another adverb. Write a sentence using an adverb before a who clause Here, who is ready is going to go. Write a sentence using an adverb before the verb We always take this bus. Write a sentence using an adverb before the main verb and after an auxiliary verb My friend Mark has never felt real pain in his life. Write a sentence using an adverb at the end of a clause We painted it completely. Write a sentence using an adverb before adverbials I bought this present especially for the kids. Write a sentence using an adverb before an adjective The cake was very delicious. Write a sentence using an adverb before an adverb I love my boyfriend so much.

Reflection 



After reviewing the content in this session, mention 2 the typical difficulties for learners. SENTENCE POSITION  I like very much music.  She opened carefully the door. USING ADJECTIVES INSTEAD OF ADVERBS  She paints beautiful.  She improved rapid.



Write down the steps or activities you can include to make sure that content in your classroom will engage student’s progress.  I can make fill in the blanks worksheets.  We can make games of making sentences on the board and they have to paste the words en the correct order.  Unscramble the sentences  Using adverbs in a sentence, we can divide the class in two groups.

ARTICLES

5E Lesson Plan Teacher: Marjorie Rivas

Date:

March 04th. 2016

Subject / grade level: ARTICLES –“A-AN-THE” – 6TH. GRADE Materials / resources: Vocabulary written on color papers, video about articles, worksheet, tape, markers Technology: USB, projector, computer Essential Standards The students will be able to identify the use of “a”, “an”, and “the” before nouns and phrases. Differentiation strategies to meet diverse learner needs: I will paste some adverbs on the board. I will write them on color paper. I will use a video to reinforce my explanation of the use of the adverbs. Video: https://www.youtube.com/watch?v=qZyLP4ICGBw

ENGAGEMENT  

Describe how the teacher will capture students’ interest. I will play hangman to discover some words that I will use to explain the use of the articles. What kind of questions should the students ask themselves after the engagement? How do you say in English “una casa”, “un borrador”

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. I will write on the board the words we found in the game of hangman and will ask them to tell me if we have to complete each with “a”, “an” or “the” List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. When they finish I will start my explanation.

EXPLANATION  

Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? I will show them the words that I paste on the board and using this video https://www.youtube.com/watch?v=qZyLP4ICGBw, I will be explaining the different uses of the articles. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. I will ask two or three students to pass to the front and try to explain the uses of each article in their own words.

ELABORATION   

Describe how students will develop a more sophisticated understanding of the concept. I will give them a worksheet to complete after the explanation. The worksheet is below. What vocabulary will be introduced and how will it connect to students’ observations? We will review different words from the vocabularies we saw before. How is this knowledge applied in our daily lives? I will explain them that we always use articles to describe nouns.

EVALUATION  

How will students demonstrate that they have achieved the lesson objective? We will check the worksheet together. This should be embedded throughout the lesson as well as at the end of the lesson I will show them a video at the beginning of my explanation and at the end to reinforce the topic. https://www.youtube.com/watch?v=qZyLP4ICGBw

Follow-up: Emanuel´s class was good but he didn’t do a warm-up. But It was very complete. References: Video: https://www.youtube.com/watch?v=qZyLP4ICGBw Worksheet: http://www.k5learning.com/sites/all/files/worksheets/grammar-worksheet-articles-a-an-the-1.pdf

Articles: a, an & the Grammar Worksheet

Circle the correct article (a / an / the) in each sentence: 1. John wanted to read a / an comic book. 2. The class went on a / an field trip. 3. He likes to read an / the short stories. 4. Lisa put a / an orange on her yogurt. 5. My mom likes making an / the cake from scratch. 6. The dog caught a / an stick. 7. I saw a / an otter at the zoo. 8. I quickly ate the / an cookies. 9. A / an oval is shaped like a / an egg.

Write the correct article (a / an / the) before each noun: _______ igloo _______ banana _______ tree _______ inch _______ eagle _______ bench _______ kitten _______ soccer ball _______ owl _______ tiger

Universidad Mariano Galvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

ARTICLES NO. 4

Language in Context a Use of Articles 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

We use “a” before new nouns starting with a consonant sound We use “a” before new nouns starting with a consonant sound Before plurals we can omit the article Use “a” before something that is new We use “the” before specific nouns (something we know) We can omit articles before uncountable nouns We use “a” before expressions of time We use “the” before plural and specific nouns Use “the” to an specific place We use “the” because we know the house is known

Learners’ English a Mistakes 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

I should omit the Article because I am talking about a period of time and it is uncountable I should use THE because I am talking about a specific place The word “problem” is an uncountable noun, I should omit the article I should use “the” because the newspaper I read was specific and not new It is necessary to write the article “the” Life is an abstract and uncountable noun, I should omit the article TV is also a concept so I don’t need to use an article Tuberculosis is an illness and it is an uncountable noun, the article is not necessary I should use the article “a” because we are talking about a common word I should write to the hospital. The article wasn’t necessary The word “family” is an uncountable noun, the article is not necessary

K-W-L Article Chart What I Know

What I Wonder (or want to know)

What I have Learned “a” and “an” are used before expressions of time and quantity.

We use articles to name or describe nouns. “a” is used before words that begin with a consonant. And singular noun.

I want to recognize all the rules that have to be taken into account when “an” is used before words that begin teaching articles with vowel sound. And singular noun. “the” is used before specific and common nouns, plural nouns and specific places.

“the” is used in specific topic groups, for example:  Entertainment  Transport  Musical instrument  Proper nouns We can omit the article when talking about institutions like hospital, church, prison, college, university, sea, navy, etc. meals, work, home, bed, idioms. Etc.

QUANTIFIERS

5E Lesson Plan Teacher: Marjorie Rivas

Date:

March 12th. 2016

Subject / grade level: QUANTIFIERS – 6TH. GRADE Materials / resources: Flashcards with countable and uncountable things, markers, board, pieces of paper with the quantifiers Technology: Projector, Computer Essential Standards The students will be able to identify and use quantifiers in an appropriate way. Differentiation strategies to meet diverse learner needs: I will use exercises online to apply the topic after the explanation in order to help visual learners. These are the links of the exercises http://www.englishexercises.org/makeagame/viewgame.asp?id=2610 and http://www.esl-lounge.com/student/grammar/2g41-quantifiers-gap-fill.php

ENGAGEMENT  

Describe how the teacher will capture students’ interest. I will show them pictures about different things, countable and uncountable. What kind of questions should the students ask themselves after the engagement? Can you count this? What do you need to measure it?

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. I will write the quantifiers on pieces of paper and I will paste the flashcards on the board, they have to paste the quantifiers in front of the correct word to measure it. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. When they finish I will start my explanation.

EXPLANATION  

Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? I will explain what a quantifier is, countable and uncountable nouns and I will use their mistakes to reinforce the topic. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. I will ask questions about the theme during my explanation. What are countable nouns? What are uncountable nouns? Which quantifier is appropriate for this?

ELABORATION

Describe how students will develop a more sophisticated understanding of the concept. We will make two worksheets to complete after the explanation. The worksheets are online http://www.englishexercises.org/makeagame/viewgame.asp?id=2610 and

http://www.esllounge.com/student/grammar/2g41-quantifiers-gap-fill.php  

What vocabulary will be introduced and how will it connect to students’ observations? Countable and Uncountable nouns. How is this knowledge applied in our daily lives? I will explain them that we always use quantifiers when we speak or measure things.

EVALUATION  

How will students demonstrate that they have achieved the lesson objective? We will check the worksheets together. This should be embedded throughout the lesson as well as at the end of the lesson I will show them the flashcards with the objects at the end of the class and this time they would have to use the appropriate quantifier to each one. They have to make a sentence using each quantifier.

Follow-up: Aida’s class was very complete, she used different kind of exercises. Maybe she had to speak a little bit louder. But it was a good and motivated class. References: Worksheets: http://www.englishexercises.org/makeagame/viewgame.asp?id=2610 and http://www.esllounge.com/student/grammar/2g41-quantifiers-gap-fill.php

Universidad Mariano Gálvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

QUANTIFIERS NO. 5

Language in Context 1. The sentences that follow are from a lecture about managing change in education a QUATIFIERS 11. 12. 13. 14. 15. 16. 17.

All All Most Every Few Some A large number of

b WORDS OR EXPRESSIONS SIMILAR TO QUANTIFIERS 1. Their own (because this refers to each teacher. 2. Typecast as the teachers who (it refers to a specific kind of teacher)

c CAN YOU USE ANOTHER QUANTIFIERS? 1. 2. 3. 4. 5.

Every (just remarking that you can find each reference on the handout) Every Many (maybe with this quantifier is not understood that the majority has one) All many

2. Read the following sentences a MOST APPROPRIATE QUATIFIER

1. 2. 3. 4. 5.

b EXPLAIN YOUR CHOICE

Both - there are always two sides when deciding something All - I chose “all” because of the expression “apart from” Some - because I think that not all the teachers refuse to abandon A lot of – something good produce a lot of good feelings Every – I have the idea that they don’t want to have any spider nearby

Differences in Meaning 1. Look at the following sentences. For each pair/group consider the question below a Is one the these sentences incorrect or inappropriate? b What differences (if any) in meaning and effect are there between the sentences?

13. The second one is incorrect because SOME is used with plural nouns. 14. All of them are correct. The first and third one don’t have any difference, the second one is specifying that none drawer left without searching. 15. Both sentences are correct. The difference is not in meaning but in effect, the first one is positive and the second one is in negative sense. 16. Both are correct, the difference is the same of the previous one. 17. The second one is incorrect because “many” can’t be used in questions 18. Both are correct, but the difference is that in the first one it is understood that she is going to show you photos about something, in the second one it is understood that not all the photos are going to be shown. 19. Both are correct. The first one means that he has enough sense. The second one means that he doesn’t have sense.

Learners’ English 1. Look at the following sentences and in each case consider the questions: a Would this use be acceptable by a native speaker? b Would you correct this if a learner of English wrote it in a composition? Why? 1. I think it is acceptable. Maybe I could use “a lot of” instead of “much” just for the written composition, maybe “much” is more used in spoken English. 2. This expression is weird and old, It is better if you say “she received many presents when she left her job” it has more sense in modern English. 3. It is acceptable. I wouldn’t correct it. 4. It is acceptable. I wouldn’t correct it. 5. It is correct but in written and formal English I would prefer to use “A lot of” 6. I think this is not acceptable, I rather use “any children” 7. It is acceptable. I wouldn’t correct it.

Quantifiers Study Guide Examples of quantifiers Much, many, a lot of, little, a little, few, a few, some, any, several, more, fewer, less, all, each, every, both, neither, either, enough, another

    

Examples of using quantifiers with other determiners All your students came. They welcomed both the boys. I travel every few weeks. I received a little less money. We get few enough treats.

    

How do we choose quantifier? Types of noun (countable or uncountable); formality (formal, informal); Meaning (instead of articles)

QUANTIFIERS

Examples with: all, both, eihter, enough, several All wine contains alcohol. They examined both sides. You can choose either option. You haven’t had enough lessons. There are several people waiting.

Write 1 typical difficulty for learners They confuse the quantifiers for countable and uncountable nouns. i.e. they say “I have many money”; I eat much apples every week”

What are quantifiers? They belong to the wider class of ‘determiners’ and tell us something about quantity. They come at the beginning of a noun phrase.

COMPARATIVES AND SUPERLATIVES

5E Lesson Plan Teacher: Marjorie Rivas

Date:

APRIL 2nd. 2016

Subject / grade level: COMPARATIVES AND SUPERLATIVES – 6TH. GRADE Materials / resources: Worksheet, school supplies, pieces of paper with titles of adjectives, markers Technology: Projector, Computer Essential Standards The students will be able to compare two or more things using the correct rules. Differentiation strategies to meet diverse learner needs: I will use a game online for the auditory and visual learners https://learnenglishkids.britishcouncil.org/en/grammar-games/comparatives-and-superlatives and I will make exercises using the bodies for the kinesthetic learners.

ENGAGEMENT  

Describe how the teacher will capture students’ interest. We will write on the board some adjectives but we will use applauses to discover if they are just one syllable or more than one. We will write them en two different lists. What kind of questions should the students ask themselves after the engagement? How can you use these adjectives to describe things?

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. I will show them some pictures on the computer and using the adjectives we wrote, they have to write on the board some descriptions of them List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. When they finish I will start my explanation. How can we compare things using their own sentences?

EXPLANATION  

Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? I will explain the rules using the adjectives and with pieces of paper the endings –er, -est- and the words more than and the most. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. I will ask them to make comparisons using the sentences written previously. Oral activity in groups.

ELABORATION Describe how students will develop a more sophisticated understanding of the concept. I will give them a worksheet to complete. The worksheet is included below.  What vocabulary will be introduced and how will it connect to students’ observations? Different objects.  How is this knowledge applied in our daily lives? They have to tell me about previous classmates, the most intelligent, the funniest, who was taller than them, etc.

EVALUATION 

How will students demonstrate that they have achieved the lesson objective? We will play the game online.



This should be embedded throughout the lesson as well as at the end of the lesson I

https://learnenglishkids.britishcouncil.org/en/grammar-games/comparatives-and-superlatives

Follow-up: Kathy’s class was really fun! She made a good game and gave a clear explanation. References: Game: https://learnenglishkids.britishcouncil.org/en/grammar-games/comparatives-andsuperlatives

COMPARISON WORKSHEET 1. A cheetah is

than a horse. (fast)

2. Susan’s hair is

than Betty’s. (short)

3. The Mt Blanc is

than the Großglockner, the Mt Everest is the

mountain. (high) 4. June is

than May, but July is the

. (hot)

5. Table tennis is

than tennis, but badminton is the

6. French is (difficult)

than English, but Chinese is the

7. "Airforce One" is the

10. This is the 11. Skiing is as

chocolate cake I have ever eaten. (good) as riding a bike. (easy) as Mary, but Cindy sings the than skiing, but football is the

14. Detective films are as

. (beautiful) sport. (popular)

as western films. (boring)

15. No, I don’t think so! Romantic films are films are the

than "Airforce One". (interesting)

than hamburgers. (good)

12. Carol sings as 13. Tennis is

language.

film I have ever seen. (interesting)

8. No, I don’t think so. "Contact" is 9. Hot dogs are

. (easy)

than western films, but nature

films I have ever seen. (boring)

Universidad Mariano Gálvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

COMPARATIVES AND SUPERLATIVES NO. 6

Learners’ English What would you tell the learner who made the following mistakes, so that she understood the mistake and could avoid making it again? 18. Thinest (when you have one syllable adjective that is composed by consonant sound, vowel and consonant, you must duplicate the last consonant. “th” is taken as a whole sound, so the “n” must be duplicated.) 19. More bigger (the word “more” is only necessary when we use long adjectives, this is, when the adjective has more than one syllable.) 20. Happyer (when you use a two-syllables adjectives that finishes in “y” you have to change the “y” for an “I” before adding the “er”. These adjectives are taken as they were one syllable adjectives.) 21. More good (the adjective “good” has its own comparative “better” and its own superlative “best”.) 22. Beautifulest (when you use long adjectives, that is, more than one syllable adjectives, you don’t have to add “er” or “est” to it; you must write the word “more” before the adjective for comparatives and the word “most” for superlatives.

Language in Context 2. Comparative and superlative forms have been indicated by numbers in the two passages that follow. Study each of these and answer the questions. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33.

Superlative / Adjective / It can’t be used in another form Superlative / Adjective / It can’t be used in another form Superlative / Adjective / It can’t be used in another form Superlative / Adjective / It can’t be used in another form Superlative / Adjective / It can’t be used in another form Comparative / Adverb / it can’t be used in another form Comparative / Adjective / It can’t be used in another form Comparative / Adverb / It can’t be used in another form Comparative / Adverb / It can’t be used in another form Comparative / Adjective / It can’t be used in another form Comparative / quantifier / It can’t be used in another form Comparative / Adjective / It can’t be used in another form Comparative / Adjective / It can’t be used in another form Comparative / Adjective / It can’t be used in another form

3. The following is an extract form a newspaper article, comparing Britain in the early 1950s with Britain in the early 1990s. Read the passage and then answer the questions a Explain what is implied but not made explicit in each of the phrases printed in italics 8. 9. 10. 11.

It is implied that the number of deaths is less but you don’t have the exact number. You know that seven years before, the ill people were less but they don’t give you the exact number. It is not explicit that the cheapest car cost £432 It is explicit that the accident weren’t caused by car crashes because there were fewer cars.

b In the last sentence further information could be left out without harming the meaning. Which two words could be left out? -

Though Far

4. Exercise a Identify and classify all examples of comparatives or superlative structures in the following 1. Better, richer, more, strongest. 2. More likely, better, fastest. 3. nastiest

b In each case comment on any features that distinguish these examples from the “basic” patterns on page 72 1. The first three words are Comparatives with this pattern: X + VERB + COMPARATIVE + THAN + Y. The last word is a superlative with the following pattern Z + VERB + THE + SUPERLATIVE + TYPE + SPECIFIC CLASS 2. The first two words are Comparatives with this pattern: X + VERB + COMPARATIVE + THAN + Y. The last word is a superlative with the following pattern Z + VERB + THE + SUPERLATIVE + TYPE + SPECIFIC CLASS 3. The last word is a superlative with the following pattern Z + VERB + THE + SUPERLATIVE + TYPE + SPECIFIC CLASS

Study guide 4 Profesorado de enseñanza media en inglés

Comparatives and Superlatives What are comparatives and superlatives? Write a definition and

give 2 examples. Comparatives are adjectives and adverbs that end in –er. We use them to compare two people, places, animals or things. EXAMPLE: bigger, richer, faster, happier, and more intelligent. Superlatives are adjectives and adverbs that end in –est. We use them to compare more than two people, places, animals or things, we make emphasis in one of them. EXAMPLE: biggest, richest, fastest, happiest, and the most intelligent.

How are they formed? Write a definition and give 2 examples. COMPARATIVES Short adjectives: we generally add –er to the end if they have one syllable. Shorter / Brighter Long adjectives: we write the word MORE before the adjective More intelligent / More special SUPERLATIVES Short adjectives: we generally add –est to the end if they have one syllable Shertest / Brightest Long adjectives: we write the words THE MOST before the adjective The most intelligent / The most special Two-syllable adjectives ending with “y”: we change the “y” for an “I” and follow the rule of short adjectives: happier / the happiest

Profesorado de enseñanza media en Inglés

Page 2

Where do comparatives and superlatives come in sentences? Write a definition and give 2 examples. Comparatives present the following pattern: X

verb

Maths

was

Kevin

comparative than more difficult taller

than spelling. than

Michael.

Superlatives present the following pattern: Z

verb

the

Everest

the

Juanita

was

the

superlative type highest

specific class

mountain

most special

girl

in the world. I met in the party.

What do they do? Write a definition and give 2 examples.

We use comparatives to compare some common feature of two or more things and Superlatives to single out one thing or person as being special in relation to others on some kind of implied scale. Examples: -

The House is more expensive than the car.

This car is the most expensive in the store.

Rules of thumb (and their limitations) Write a definition and give 2 examples THE- don’t use “THE” before adjectives or adverbs when compare. -

He is the taller (incorrect) He is taller than Julio.

THE – use “THE” with superlatives. -

She is easily the most talented girl in the classroom.

IN and OF – we use “in” and “of” to relate superlatives -

The largest of all cities.

The largest city in the world.

RELATIVE CLAUSES – superlative expressions before relative clauses -

Tell us about the best meal you’ve ever eaten.

Profesorado de enseñanza media en Inglés

Page 3

Give an example of learners difficulties and a solution OVER USING MORE AND MOST -

He is more tall than me.

He is the most tallest boy in the class.

SOLUTION We can tell them that if they pronounce the adjectives or adverbs just using one applause, they don´t need to have the word MORE and MOST.

PREPOSITIONS

5E Lesson Plan Teacher: Marjorie Rivas

Date:

April 2nd. 2016

Subject / grade level: PREPOSITIONS OF PLACE – 3rd. GRADE Materials / resources: Flash Technology: Projector, Computer Essential Standards The students will be able to identify the right location of things using the appropriate prepositions of place. Differentiation strategies to meet diverse learner needs: I will use exercises online to apply the topic after the explanation in order to help visual and a game at the beginning for kinesthetic learners. These are the links of the exercises http://enjoyenglish.free.fr/english/primaire/concentration/where/where.htm and http://learningapps.org/447995

ENGAGEMENT  

Describe how the teacher will capture students’ interest. I will ask them to look for a partner and I will tell them some prepositions in Spanish, they have to represent each preposition with their bodies. What kind of questions should the students ask themselves after the engagement? Could you do this game in English?

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. I will play a memory game online with them after the explanation. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. I will show them a video to teach them the prepositions of place “Where is the Monkey” https://www.youtube.com/watch?v=idJYhjGyWTU.

EXPLANATION  

Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Using the “monkey” video I will explain them the prepositions using real things, different objects in the classroom. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. I will ask questions about the theme during my explanation. Where is the pencil? Where is the trash can? Etc.

ELABORATION Describe how students will develop a more sophisticated understanding of the concept. We will make an online exercise to reinforce the topic http://learningapps.org/447995  What vocabulary will be introduced and how will it connect to students’ observations? We will learn school supplies and animals.  How is this knowledge applied in our daily lives? I will explain ask them to say where things in their bedroom are.

EVALUATION  

How will students demonstrate that they have achieved the lesson objective? We will make the warm up game again but this time I will say the prepositions in English and they have to represent them with their partner. This should be embedded throughout the lesson as well as at the end of the lesson I will ask them to draw their bedroom and write 10 sentences about where things are, they have to use different prepositions of place.

Follow-up: Abby’s class was very complete, she used different kind of exercises. She showed a beautiful video and made us participate. References: Worksheets and video: Video: “where is the monkey” https://www.youtube.com/watch?v=idJYhjGyWTU. Woksheets: http://enjoyenglish.free.fr/english/primaire/concentration/where/where.htm and http://learningapps.org/447995

Universidad Mariano Gálvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

PREPOSITIONS NO. 7

Learners’ English 3. Look at the following text written by a learner of English. a Identify any problems with prepositions (other mistakes have been corrected) 23. 24. 25. 26. 27. 28. 29. 30.

From a bank’s branch must be “of a bank’s brand” Listening music must be “listening to music” Interested about sport must be “interested in sports” At many training weekends must be “in many training weekends In my holidays must be “on my holidays” I went in America must be “I went to America” To return in there must be “to return there” In the end of this year must be “at the end of this year”

b Speculate about the causes of these 3. Maybe the mistake is because in Spanish the word “from” and “of” have the same meaning but in English their function is different. 4. In Spanish we just say “escuchar música” but in English the expression has the preposition “to” before music. 5. In these expression the preposition “about” is not commonly used. And the word sport must be in plural. 6. The preposition “at” is used for location. The preposition “in” is used to indicate you are part of something. 7. The preposition “on” is used when you talk about days and holidays. “in” is used for months and dates. 8. The preposition “to” indicate a destiny 9. The preposition “in” is not necessary in this phrase 10. The preposition “at” indicates certain time

Language in Context 5. The following describes the character and (un) reliability of a workman. Six prepositions have been removed. a What words are missing? 1. With 2. Of 3. On 4. At 5. From 6. of

b What information enables you to identify the missing words? 1. The characteristic of the voice 2. The verb suffered (you suffer of something) 3. Depended (you depend on someone or not) 4. “At” is a preposition use to indicate time or location, and it says “certain day” 5. Indicates a place 6. Belonging to the house

c What generalizations does this exercise enable you to make about the importance of prepositions? Prepositions are really useful words to join phrases and sentences and give us a complete idea of what we are talking about. They show us time, place, ownership, and without them or using them in the wrong way, our speech is incorrect.

6. The text which follows is the beginning of an article about the Internet. Read the text and then answer the questions which follows: a) Of, in, for, like, into, of, to, on, of, to, from, on, of, with, of, on, of, with, thrown, in, on, into, for, to, of, of, to, to, into, of, of. b) Some of them could be conjunctions that join ideas, phrases or sentences, or maybe they give us and idea of time, place, ownership or context. Example: the, that, or, and, while, both, but, at least, which. c) On the Net, thrown in, on the Internet, for instance, at least, into a. d) Forgiven for, face into, realm of, of the scale, with horror, on the Internet e) These prepositions convey a complementary meaning for the verbs, adjectives or nouns next to them. f) With horror could be replace with “full of horror”. Into cyberspace could be replace with “within the cyberspace

Differences in word class 2. In the following sentences some words have been italicized, which can all function as prepositions. What is their word class here? i. ii. iii. iv. v. vi. vii. viii. ix. x. xi.

Off – dependent of the verb walk. Down – dependent of the verb ran. Off – dependent of the verb step To – is just connecting to verbs. Up – it forms a new word with the verb made. To – dependent of the verb committed. Up – dependent of the verb look. On – preposition of place. On – it forms a new word with the verb switch. By – preposition of multiple meanings. To – dependent of the verb agree

ACTION AND LINKING VERBS

5E Lesson Plan Teacher: Marjorie Rivas

Date:

April 16th. 2016

Subject / grade level: ACTION AND LINKING VERBS – 6TH. GRADE Materials / resources: a flower, some candies, worksheet below Technology: Projector, Computer Essential Standards The students will be able to separate the verb from a sentences and identify whether they are action or linking Differentiation strategies to meet diverse learner needs: I will show them videos and experience with objects for the visual and kinesthetic learners, they will hear sounds for the auditory ones.

ENGAGEMENT  

Describe how the teacher will capture students’ interest. We will play “Simon says” using action and linking verbs What kind of questions should the students ask themselves after the engagement? Could you tell which of the previous commands required to do something o to move and which of them were just states

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. I will ask them to use their senses to experience different feelings, for example to smell a flower, to taste a candy and to hear sounds. They have to make a sentence about what they are doing. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. I will show them a video to teach them some action verbs and they have to write a sentence using each one. Watch this video Verb Rap and Chant Lesson for Kids - 24 Action Verbs with Lyrics for Children https://www.youtube.com/watch?v=GDb5LboBieY

EXPLANATION  

Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? I will explain the difference between action and linking verbs using a video Action verbs, linking verbs, main/helping verbs https://www.youtube.com/watch?v=1xBq52kGzMI and I will give them my own examples List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. I will ask questions about the theme while they complete the worksheet below.

ELABORATION

Describe how students will develop a more sophisticated understanding of the concept. Students will make the worksheet below.  What vocabulary will be introduced and how will it connect to students’ observations? We will learn different prior vocabulary.  How is this knowledge applied in our daily lives? Every sentence we say needs a verb to be complete and to have sense.

EVALUATION  

How will students demonstrate that they have achieved the lesson objective? We will correct the worksheet together This should be embedded throughout the lesson as well as at the end of the lesson they have to write a new sentence using the verbs on the worksheet. This is for homework.

Follow-up: Kelsi’s class was entertained, she used colorful material and real context to practice the topic. References: Worksheets and video: Video:

Verb Rap and Chant Lesson for Kids - 24 Action Verbs with Lyrics for Children

https://www.youtube.com/watch?v=GDb5LboBieY

Universidad Mariano Gálvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

VERBS NO. 8

Learners’ English 4. The following was written by an intermediate learner of English attending a language ‘phrasal verbs and idioms’ class. He used a dictionary a identify each instance where the student has used, tried to use or has neglected to use a multiword verb or multiword verbal expression. 31. 32. 33. 34. 35. 36. 37.

Went out Had to save Get on Make them up Have set them up Expect many Fabricate it

b in each case comment on the student’s use and speculate about the reasons for any non-standard use 1. 2. 3. 4. 5. 6. 7.

He wanted to express that they were dating in a more informal way of writing. It is a grammar rule, to separate verbs with the preposition “to”. He wanted to say that go well together He should use we “solve” them We have set them all up Look forward to many more years Made this up

Looking at examples 7. Look at this list: a Which of these sentences contain multiword verbs or multiword verbal expressions? i.

Passed away

ii.

Walked away

iii.

Had a look at it

iv.

Had a go at it

Reached out to it

vi.

Ran off

vii.

Made off

viii.

Ran off together

ix.

Dropped in

Put up with him

b Comment on each sentence, explaining why you have (or havenâ&#x20AC;&#x2122;t) classified it as containing a multiword verb or multiword verbal expression. i.

They complement their meaning

ii.

It needed an adverb

iii.

The complete expression shows the meaning

iv.

The complete expression shows the meaning

The preposition is needed to complete the expression

vi.

It needed an adverb

vii.

They complement their meaning

viii.

They complement their meaning

ix.

The preposition is needed to complete the expression

You canâ&#x20AC;&#x2122;t separate the expression

c Which types do the multiword verbs belong to? i. ii. iii. iv. v. vi. vii. viii. ix. x.

Type 1 No multiword verb Multiword verbal expression Multiword verbal expression Type 1 No multiword verb Type 1 Type 1 Type 1 Type 4

Language in context 1. The passage which follows is form a book about linguistics. It introduces three theories of how languages began. Read the passage and then answer the questions which follows: a Is the italicized item a multiword verb, a multiword verbal expression or simply a combination of words whose meaning is literal? g) h) i) j) k) l)

Multiword verb Multiword verb Multiword verb Multiword verb No multiword verb The same of the previous one

b If the item is a multiword verb, which type does it belong to? a) b) c) d) e) f)

Type 2 Passive form Type 3 We use an object between the verb and the particle No types The same of the previous one

c Could the item be replaced by a one-word verb? How might this influence the meaning or effect of that clause or sentence a) b) c) d) e) f)

I don’t know I wouldn’t use any Proposed I wouldn’t use any I don’t know The same of the previous one

Subtopic 1: MULTIWORD VERBAL EXPRESSIONS They are composed of a verb and at least one other word. This word is usually a noun, an article or an adjective. They contribute little or no meaning to the expression. Many of these expressions are generally thought of as idioms, and some of them are more fixed than others. In many multiword verbal expressions, it is the words following the verb that carry the meaning of the expression. Examples: - Have a â&#x20AC;Ś.time - Make an/the effort - Have a break - Give someone a hand - Set an example

Subtopic 2: MULTIWORD VERB They are made up of a verb and one or more particles. Particles are words that we use as adverbs and/or prepositions in other contexts. One verb may combine with different particles to give multiword verbs with different meanings, example: log on, nip off. One multiword verb may have more than one meaning, example, the man broke down under police interrogation or I broke the chapter down into smaller units. Examples: - Come to - Put up with

Subtopic 3: TYPES OF MULTIWORD VERBS There are four types of multiword verbs Type 1: No Object (intransitive) they don’t take a direct object - Got up - Took off Type 2: Object (transitive) inseparable, they need a direct object and this can’t go between the verb and the particle. - Look after Type 3: Object (transitive) separable, they need a direct object and this can go between the verb and the particle. - Put up - Bring up Type 4: Object (transitive) with two particles (the particles are inseparable) - Look up to

Subtopic 4: TYPICAL DIFFICULTIES FOR LEARNERS Comprehension: the students can’t work out the meaning of the item and they assume that the words each contribute meaning independently. Recognizing the verb but not the particle: this problem is found when the students don’t know if the multiword verb is separable and they only recognize the verb but not the particle and misunderstood the sentence.

MODAL VERBS

5E Lesson Plan Teacher: Marjorie Rivas

Date:

April 30th. 2016

Subject / grade level: MODAL VERBS – 12th. GRADE Materials / resources: a Technology: P Essential Standards The students will be able to identify specific situation where modals fit to emphasize motives Differentiation strategies to meet diverse learner needs: I will show them color papers to catch the visual learner attention and we will make an online activity too.

ENGAGEMENT  

Describe how the teacher will capture students’ interest. I will tell them a problem I had yesterday and I´m going to pretend to be worried What kind of questions should the students ask themselves after the engagement? Could you tell and advice? Or could you tell what I did wrong?

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. I will ask them to make groups and recreate different situations as a play. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. I will ask the rest of the class to give advice, possibility of a new ending and requests for each character. Using the plays as examples

EXPLANATION  

Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? I will explain the different kinds of modals using color paper and real life examples, I will use the walls and not the board. List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. I will ask them to identify their advice, requests and possibilities given before, using the types of modals.

ELABORATION Describe how students will develop a more sophisticated understanding of the concept. Students will make the following online activity http://digitalcampus.free.fr/Level3/Unit33/SubUnit332/ModalQuiz01.jqz.htm  What vocabulary will be introduced and how will it connect to students’ observations? We will learn different prior vocabulary.  How is this knowledge applied in our daily lives? Modals are used in our lives to emphasize meaning and giving description to our thoughts

EVALUATION  

How will students demonstrate that they have achieved the lesson objective? We will correct the worksheet together This should be embedded throughout the lesson as well as at the end of the lesson they have to write a story where they use at least one model of each category.

Follow-up: This time was my turn giving the class. I hope It was good. References: Worksheets http://digitalcampus.free.fr/Level3/Unit33/SubUnit332/ModalQuiz01.jqz.htm

Universidad Mariano Gálvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

MODALS NO. 9

Forms and Meanings 5. Match each of the modal verbs in the utterances on the left to one of the meanings and functions listed on the right I. II. III. IV. V. VI. VII. VIII. IX.

a f h e j d g e j

Comparing Exercises 

The most appropriate is paragraph (ii)

Differences in meaning a Comment on the difference (if any) between the sentences in the following groups: I. II. III. IV. V. VI. VII. VIII.

You don’t have to bother It is not an obligation It is not necessary it wasn’t necessary She did it but it wasn’t necessary There is a little chance There is a possibility There is a strong possibility

b You might have visited him can mean I.

You didn’t visit him but I think you should have done

Language in Context 1. Read through these brief extracts form conversations, newspapers and books and then study them in more detail to answer the questions a Underline all the modal verbs (including any ‘semi-modal’ verbs) in the text I.

May, would be, could have, wouldn’t have, would, could have, can’t, must have, had to, have to, must, have to, can, might could, should, had to

b In each case specify the meaning or function they express I.

Possibility, idea, past possibility, negative idea, possibility, negative ability, obligation for a past action, obligation, ability, possibility, advice, obligation in a past action

c Consider what (if any) alternatives might have been used in the same context and how these might have affected the meanings expressed I.

Might, none, might, none, might but less possibility, none, would have been, not able to, none, didn’t need to, needed to or a possibility modal, must and have to, would, must

Modal Verbs

Functions 

Requesting – can and would

Marjorie Rivas

30/04/2016

Modal Verbs They belong to th larger category of auxiliary verbs. We have to use them in conjunction with another (main) verb and are sometimes called “modal auxiliaries”. WHAT DO THEY LOOK LIKE? We use them to make an assessment, judgement or interpretation of what we are speaking or writing about, or

modal verb. There are different kids of modas, for example for obligation but here we have degrees, being must the one that express more often obligation and less degree is have to. Another example of modals could be the ones that express hypothetical meaning like would, could, might, should, must and will for the future

STUDY Example: CanGUIDE you please give me a hand. STUDY GUIDE Offering – may and would Example: Would you like another biscuit?

Asking for or granting permission – can and can’t Example: Please can I take tomorrow off? - I’m afraid you can’t

It is important to notice that we have Pure modals and another are semi-modals like ought to and had better. to express our attitude to this. They are written before the main verb in a sentence. Examples: I can swim. We have to arrive there tomorrow. You should go to the doctor. Etc. One of the difficulties is that most modal verbs have more than one meaning or function, and that it is usually only the context which makes clear which of these is intended. Example: May we go now? (permission). I may get back late. (Possibility). Also we have to notice that there are different verbs with similar meaning. Example: Just as one modal verb may express several meanings, a particular meaning or function may be expressed by more than one

expressions. Also we have to be careful that when we speak in past tense, the modals has its own like can and its past could or the others that you have to add the word “have” to express the past. For example: I must have forgotten to lock the door.

Advising – ought to, should and had better Example: You should stay in bed. Suggesting – could Example: You could buy a smaller one. Inviting – would Example: Would you like to join us?

Difficulties for learners There are different kind of difficulties COMPREHENSION: In most contexts modal verbs are pronounced in a very weakened form and learners may fail to hear or identify them. A particular problem is sometimes posed by the use of should to give advice. SPEAKING AND WRITING: many learners find other ways of expressing what they want to say, even when they understand the meaning of modal verbs and can use them appropriately and accurately in controlled exercises.

PICTUR

INFINITIVES AND GERUNDS

5E Lesson Plan Teacher: Marjorie Rivas

Date:

May 7th. 2016

Subject / grade level: INFINITIVES AND GERUNDS – 6TH. GRADE Materials / resources: nothing Technology: projector and computer Essential Standards The students will be able to identify when to use infinitives and gerunds after main verbs Differentiation strategies to meet diverse learner needs: We will play a game online and to solve a quiz online to reinforce the topic. This will help for the auditory and visual learners.

ENGAGEMENT  

Describe how the teacher will capture students’ interest. I will make the mimic of some verbs and then each student will do it, we will write the verbs on the board. What kind of questions should the students ask themselves after the engagement? I will ask them to write sentences using the verbs written but it has to be followed by another verb. How is the correct form to write the second verb?

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. They have to discuss among them to discover which verb they will use List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. I will explain my lesson.

EXPLANATION  

Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? I will explain the difference between using a gerund and an infinitive after main verbs. I will give them a list of new verbs List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. I will ask them to work in pairs and decide if the verbs are followed by gerunds and infinitives and they have to write them.

ELABORATION Describe how students will develop a more sophisticated understanding of the concept. We will make the test online http://www.englishpage.com/gerunds/gerunds_infinitives_29.htm  What vocabulary will be introduced and how will it connect to students’ observations? We will learn different prior vocabularies.  How is this knowledge applied in our daily lives? We use this topic in our daily life.

EVALUATION  

How will students demonstrate that they have achieved the lesson objective? We will correct the test together This should be embedded throughout the lesson as well as at the end of the lesson we will play a game online to reinforce the topic. http://www.eslgamesplus.com/ing-gerunds-infinitive-spin/

Follow-up: Andrea’s class was well-presented, she used a lot of material, maybe she needs to be less shy References: Game and Test online

http://www.englishpage.com/gerunds/gerunds_infinitives_29.htm http://www.eslgamesplus.com/ing-gerunds-infinitive-spin/

Universidad Mariano Gálvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

INFINITES AND GERUNDS NO. 10

Difference in Meaning 6. Comment on any differences in meaning between the sentences in the following groups: I.

She went out smoking She went out to smoke (she started to smoke outside and the first one, she started inside and went out) Being drunk at work isn’t a crime. To be drunk at work isn’t a crime. (No change in meaning) I like to have a run at the weekend. I like having a run at the weekend. (No change in meaning, it is a pleasure I like to take) I’d like to have a run at the weekend. I’d like having a run at the weekend. (No change in meaning, but this is something I don’t enjoy yet)

II. III.

Acceptability 8. Study the following sentences: a Which ones (if any) do you consider not to be examples of standard English? b What features make these ‘non-standard’?

xi.

Standard

xii.

Not Standard. (The verb ‘want’ has to be followed by an infinitive)

xiii.

Standard

xiv.

Not Standard. (After adjectives we must use a verb in infinitive)

Language in Context 1. The following extract is from an article about different conventions, attitudes and behaviors in different cultures. Read the text and answer the questions which follow it: a Identify all infinitive and –ing forms b In each instance account for the form that has been chosen.



Drinking (used as subject)



Engaging (used as subject)



to get down (used as subject but verb get is preceded by ‘to’ as purpose)



to developing (used as object)



getting down (after a preposition)



to suggest (used as subject but verb suggest is preceded by ‘to’ as purpose)



to acknowledge (after adjective)

2. The text which follows discusses Guy Fawkes Night, which is celebrated in Britain with fireworks and parties for children. Some of the verbs in the text have been modified and three possibilities are provided. Read the text and then answer the questions. a Choose the ‘best’ form of the verb 1. think (bare infinitive) 2. handling (after a preposition) 3. buying (after a preposition) 4. to cook (after a question word) 5. Accomodating (used as a subject) 6. Finding (used as a subject or object of verb ‘be’) 7. Cooking (used as subject or object of verb ‘be’) 8. Eating (used as subject) 9. Letting (used as subject) 10. Fend (bare infinitive) 11. Making (used as a subject or object of verb ‘be’)

Infinitives and GerundsStudy Guide

May 7 th. 2016 Gerund and infinitive form By Marjorie Rivas GERUNDS AND INFINITIVES

LESSON NO. 10

There are many different context where we have to make a choice between an infinitve or â&#x20AC;&#x201C;ing form of the verb, the rules which guide us may seem arbitrary to learners. We need to be wary of focusing on too many of these rules at once; learners usually prefer to have their attention drawn to these, rule by rule over a period of time.

INFINITIVES It is the simplest form of the verb. It is exactly the same as the base form that follows I, you, we and they in the present simple tense of all verbs other than be. We refer to these verbs as infinitives when they are not part of the tense of a verb. We use infinitives to explain a reason for something or its purpose or function, to add more information of certain verbs after adjectives, and after certain verbs like agree, appear, arrange, attempt, decide, expect, fail, hope, need, offer, promise, refuse, want, and wish. After direct objects, after question words or indirect questions. Subjects and complements.

GERUNDS -ing forms are words that end in â&#x20AC;&#x201C;ing like drinking, eating, laughing, etc. we use them to add information about what is expressed, as a subject or object of a sentence. After a preposition, to list activities, after certain verbs like avoid, bear, consider, deny, detest, dislike, endure, enjoy, imagine, involve, mention, mind, miss, practice, resent, risk, postpone, stand, etc. items in list of activities, continuous form.

BARE INFINITIVES They are one-word infinitive forms such as be, do, give, ask. We use them in some tenses forms, after certain verbs+object combination and in anumber of expressions for giving advice, making suggestions, requesting, inviting or giving orders. They can be used after verbs, after why and why not, after make and let and after try, come and go.

Difference in Meaning Some infinitives and gerunds can be used both and they donâ&#x20AC;&#x2122;t have difference in meaning.

Some have differences in use

PRESENT AND PRESENT CONTINUOUS

5E Lesson Plan Teacher: Marjorie Rivas

Date:

May 14th. 2016

Subject / grade level: SIMPLE PRESENT VS PRESENT CONTINUOUS – 9TH. GRADE Materials / resources: nothing Technology: projector, computer Essential Standards The students will be able to use present or present progressive in an appropriate way Differentiation strategies to meet diverse learner needs: We will play a game online and we will watch a video that will help the visual, auditory and kinesthetic learners.

ENGAGEMENT  

Describe how the teacher will capture students’ interest. I will draw a picture on the board and I will ask them to guess the action, they have to tell me who practice or does that action everyday What kind of questions should the students ask themselves after the engagement? I will ask them represent an action with mimic and I will say “he is running”, “she is reading”, etc. I will ask them “what are you doing now” and they have to tell me using present continuous.

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. They have to discover the rule and write it on the board using a sentence. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. I will explain my lesson.

EXPLANATION  

Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? I will explain my lesson using a video https://www.youtube.com/watch?v=dToboUPXdxE List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. After the explanation, they will work in pairs and they have to answer a worksheet after the video, it is a worksheet within the video.

ELABORATION Describe how students will develop a more sophisticated understanding of the concept. We will play a game online http://www.eslgamesworld.com/members/games/grammar/present%20tenses/present%20tenses%20snakes%20and%20ladders.html to reinforce the topic  What vocabulary will be introduced and how will it connect to students’ observations? We will learn different prior vocabularies.  How is this knowledge applied in our daily lives? We use this topic in our daily life.

EVALUATION  

How will students demonstrate that they have achieved the lesson objective? We will correct the test together This should be embedded throughout the lesson as well as at the end of the lesson

Follow-up: Aida’s class was good, I learnt a lot. References: Video https://www.youtube.com/watch?v=dToboUPXdxE Game online http://www.eslgamesworld.com/members/games/grammar/present%20tenses/present%20tenses%20snakes%20and%20ladders.html

Universidad Mariano Gálvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

PRESENT TENSE NO. 11

Difference in Meaning 7. Explain the differences in meaning between the sentences in each of the following groups, referring where appropriate to contexts in which one or other might be preferred: IV. V. VI. VII. VIII. IX. X.

In the second one it is understood that the action is being done at the moment. The first one is grammatically incorrect. The first one is grammatically incorrect. In the first one, the persona has just arrived, in the second one the person has been staying there for a while. It is the same meaning. It is the same and both sentences mean that she usually does it. The first one is in the past. The second one he usually does it. The third one he is doing it at the moment.

Language in Context 9. The following is part of an interview with Judy Bennett. She and her husband Charles both act in a popular soap opera called “The Archers”. Read the text and answer the questions that follow: a 1. Present 10. Present 11. Simple future 12. Present 13. Present 14. Present 15. Present progressive

b xv.

Always – present and present perfect

xvi.

Never- could be used in any tense

xvii.

From time to time - present

xviii.

Now – present progressive

c 12. RECORD (SIMPLEPRESENT) 13. HAS (SIMPLE PRESENT) – SWIM (SIMPLE PRESENT) 14. I’VE BEEN (PRESENT PERFECT)

Present Tense Study Guide

May 14th. 2016 Simple Present, Present Continuous and Present Perfect By Marjorie Rivas PRESENT TENSE

LESSON NO. 11

Many learners confused by the number of tense forms we use for expressing present itme in English – in choosing the appropriate form we are obligated to make distinctions that many learners find unfamiliar and unclear. Many learners find it difficult to think of the present perfect as a form that can refer to present ime in some contexts, and past time in others. This is a particular problem for speakers of many European languages whose first language has a similar form which is always used to refer to past time.

SIMPLE PRESENT In looking at the form of the present simple tense, we need to make a distinction between verbs used with a third person singular subject. We use the present simple to describe general actions, events and states when we have no reason to think of them as being in any way temporary or limited in time. For teaching purposes we sometimes break this use down into ‘repeated events’ and ‘general facts’ Example: I get up early.

PRESENT CONTINUOUS This tense is also called present progressive, we generally use the present continuous to refer to something temprary which has begun and has not finished. Something which is completable and is in the process of being completed. What is important is that th action or event is taking place for a limited period of time which includes the moment of speaking. Example: She is sleeping.

PRESENT PERFECT We form the present perfect simple with has or have followd by the main verb in a past participle form. Past participle may be regular or irregular. Like the present perfect continuous, we can use the present perfect simple when we specify the beginning of a present action or when we measure its duration so far. We often use the present perfect in conjunction with prepositions for and since or the quesition How Long.

Some words to use

FUTURE

5E Lesson Plan Teacher: Marjorie Rivas

Date:

May 24th. 2016

Subject / grade level: FUTURE TENSE – 9TH. GRADE Materials / resources: nothing Technology: projector, computer Essential Standards The students will be able to talk about their future plans and projects Differentiation strategies to meet diverse learner needs: we will see some pictures and play games online for the visual learners and we will create a dialogue for the kinesthetic ones

ENGAGEMENT  

Describe how the teacher will capture students’ interest. I will show them some pictures about future plans and I will ask them “what do you want to be when you grow up? Where do you want to travel? Where would you like to work?” What kind of questions should the students ask themselves after the engagement? I will ask them to think about those questions and answer them.

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. I will show them the rules for the future and they will pass to the board to write some examples List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. I will explain my lesson.

EXPLANATION 

ELABORATION Describe how students will develop a more sophisticated understanding of the concept. We will play a game to reinforce the topic, it will be the practice. The game is using a chart on my Prezi presentation and a dice  What vocabulary will be introduced and how will it connect to students’ observations? We will learn different prior vocabularies.  How is this knowledge applied in our daily lives? We use this topic in our daily life to make plans and predictions.

EVALUATION 

How will students demonstrate that they have achieved the lesson objective? They will work in pairs and they will create a dialogue using the chart about future plans on my Prezi

References: Prezi Presentation

Universidad Mariano Gรกlvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

FUTURE TENSE NO. 12

Form and meaning 8. Match each of the future forms used in the texts with an appropriate rule of thumb form the list below 1-e

2-e

3-f

4-b

5-d

6-c

7-c

8-c

9-a

Language in Context 1. A

Present continuous

Plans

Using tag questions with will

Present continuous

Arrange future

Will

Prediction

Present simple

Conjunction

Continuous of will

Explain the future

Going to

6-7

Will

Prediction

Going to

Present continuous

Arranged future

Future continuous

Continuous form of will

Explain the future

Will and going to

Present simple

Fixed itinerary

Present continuous

Present simple

Fixed itinerary

Will and going to

12-13

Will

Planned events

Going to

2. A

1-2

´re going

´re going to go

Arrangements

Will be

Is going to be

Planned activity

Are going

Will go, present simple

Arranged event

Will be

Going to

Planned event

Will have

Going to

Planned event

´ll do

Going to

Planned event

Are going to talk

Will

9-10-11-12

Going to get, live, be, be

Will

Study Guide Most learners want rules of thumb to help them choose appropriate form of future:

• Some of these rules depend of apparently fuzzy distinctions between arrangement and a plan or prediction.

THE FUTURE TENSE Happy holidays our family Some languages have from a single them.to In yours! the early stages of

The rules of thumb

future tense, whereas English uses

learning, teachers and materials

are base don the

a lot of different verb forms to refer

often concentrate on one future

to future time. Learners often find

form.

meaning we want to express.

it bewildering to have to choose an appropriate form from so many, and in general, choosing forms is more problematic than constructing

GOING TO We generally refer to this form as the’going to’ future, and teach it as be+going to+ base infinitive. It is also logiacal to think of this as the present continuous form of go + the full infinitive. Going to has to main uses:  Planned future events. Example: we are going to spend a few days with my mother.  Predictions based on

present or past evidence. Example: it is going to rain. We often teach these two uses quite separately. In fact they are closely related since both of them have a basis in present or past evidence.

Present Continuous We use present continuous to

Nobody’s working on Monday

refer to the future when

the 5th.

arrangements have been made. For example, we have made a

Some people don’t like to say or

booking, bought tickets, or

write going to go and going to

someone is expecting us to do

come, and they use going and

something or be somewhere at

coming instead. In this case the

a particular time), and we often

events may only be planned and

refer to this use as the arranged

not necessarily arranged.

future. We usually specify a future time such as next week,

Example:

at Christmas, etc. unless it is

I’m coming (going) home early

already clear that we are

on Friday.

referring to the future rather than the present. Example:

WILL (‘ll, won’t) We form questions by inverting the position of will and the subject, example Will you wait? We tend to choose the full form will when we are writing or speaking formally, and often in informal speaking and writing we use ‘ll after pronouns. If students choose the full form will when they are speaking, we need to be careful that they don’t stress it as this can suggest a degree of obstinate insistence. ‘ll not rather than won’t is the standard negative form in some regions of the United Kingdom. We often teach predictions that aren’t based on present or past evidence as guesses or assertions of faith about the future.

PAST PERFECT

5E Lesson Plan Teacher: Marjorie Rivas

Date:

May 28th. 2016

Subject / grade level: PAST PERFECT – 9TH. GRADE Materials / resources: sentences on papers, worksheet, school supplies, board, markers Technology: projector, computer Essential Standards The students will be able to talk about past events identifying different periods of time. Differentiation strategies to meet diverse learner needs: we will hear a story for the auditory learners, we will make a worksheet for the visual and we will play a game for the kinesthetic ones.

ENGAGEMENT  

Describe how the teacher will capture students’ interest. I will tell them a story about an accident I had and what had happened before that. What kind of questions should the students ask themselves after the engagement? Had you have a similar experience?

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. They have to share their experiences using past perfect. List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. I will explain my lesson.

EXPLANATION 

Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? I will explain my lesson using pictures to see situations and create stories, I will explain them the rules of Past Perfect using sentences pasted on the wall around the classroom.

ELABORATION Describe how students will develop a more sophisticated understanding of the concept. We will complete a worksheet (enclosed below)  What vocabulary will be introduced and how will it connect to students’ observations? We will learn different prior vocabularies, irregular verbs  How is this knowledge applied in our daily lives? We use this topic in our daily life to talk about experiences in the past.

EVALUATION 

How will students demonstrate that they have achieved the lesson objective? They will prepare a role play activity where they use the topic seen.

FEEDBACK

They have to write a story about their lives using Past Perfect.

References: Worksheet: http://esl.about.com/od/Find-the-Mistake/a/Past-Perfect-Worksheets.htm

Past Perfect Worksheet Conjugate the verb in parentheses in the past perfect tense. In the case of questions, use the indicated subject as well. 1. 2. 3. 4. 5.

They ____ (eat) before he arrived. ____ (you finish) the report before he asked for it? Jennifer _____ (buy) the house before the market crashed. What _____ (she do) that upset him so much? Our boss _____ (not make) the decision yet when management changed their mind. 6. The students _____ (write) the report, but the teacher made them do it again. 7. Mark _____ (want) to go to New York, but his wife changed his mind. 8. _____ (they invest) in that stock before the market improved? 9. Alex _____ (not do) the gardening before it started raining. 10. Their decision _____ (make - passive voice) before conditions changed. 11. We _____ (eat already) so we weren't hungry. 12. _____ (Tom choose) the color for his room before he was asked to paint it black? 13. Sarah _____ (drive) three hundred miles by the time she arrived in Tacoma. 14. Few people _____ (understand) the news when the consequences began to appear. 15. The reporter _____ (not tell) the cameraman to get ready when the president walked into the room. 16. Bob _____ (purchase) the first generation iPad two weeks before the second generation was introduced. 17. I _____ (print) the report before he gave me the updates. 18. _____ (Henry come) home before the called the police? 19. She _____ (not complete) the article when the news changed everything. 20. The coach _____ (reserve) rooms for everybody so there weren't any problems. 83

Universidad Mariano Gálvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

PAST PERFECT-PAST CONTINUOUS NO. 13

Difference in Meaning 1. (i) something happened until another thing occurred. (ii) I wasn’t in the house when he arrived (iii) He arrived exactly in the moment when I was leaving. 2. (iv) she pointed something that she knew (v) she pointed something that she saw (vi) she pointed something that she was seeing in a specific moment, something in process 3. (vii) she had been doing something but another thing stopped this action that was in progress (viii) she had finished the previous activity when another thing occurred. (ix) she was actually doing the activity when something occurred.

Learners’ English a) (i) that he traveled in a coach (ii) they had to use past simple instead of past perfect (iii) the first sentence needed to be in past perfect b) They must be beginners and don’t understand the rules of tenses uses c) I would explain them that the period of time is the one that tells us the tense we need to use.

Language in Context 3. Read the following extracts, in which some of the verbs have been printed in italics. Answer the questions about the verbs a) 1. Past Perfect 2. Simple Past 3. Past Perfect 4. Past Continuous 84

5. Simple Past 6. Past Perfect Continuous 7. Past Perfect 8. Past Perfect 9. Past Perfect Continuous 10. Past Perfect (negative form) 11. Past Continuous b) The period of time showed c) 1. Simple Past 2. Past Perfect 3. Simple Past 4. Simple Past 5. Past Continuous 6. No other can be used 7. Simple Past 8. No other can be used 9. Past Perfect Simple 10. No other can be used 11. Past Perfect Continuous

4. Read the following extracts, in which some of the verbs are provided only in their

infinitive form. Study these and consider the question below a) 1. Past Continuous 2. Simple past 3. Past Perfect 4. Past Perfect 5. Past Perfect Continuous 6. Past Continuous 85

7. Past Perfect 8. Past Perfect 9. Past Perfect

b) 1. The activity began before Christmas and continue after it. 2. An event within a finished period of time. 3. The snowing had finished before the key time reference. 4. This shows that this happened before the moment of discovering it. 5. This describes something that occupied a period of time continuing in a point in the past. 6. The appearance of apologizing was in progress at the moment of death. 7. This verb takes us back to an earlier part of her life. 8. This is part of an earlier period in the narrative. 9. This is part of an earlier period in the narrative.

Study Guide Choosing between past continuous or past perfect continuous forms can make a particularly crucial difference to the meaning we express.

Sometimes it is

PAST PERFECT Happy holidays from our family tosimple yours! We generally teach past tenses perfect and the past

possible to choose more than one

initially form the point of view of a

continuous according to their

tense, and this

sequence of events, i.e. we choose

narrative function, and some

choice makes no

between different tenses according

learners find easier to understand

perceptible

to when the events take place in

and use as a rule of thumb.

difference to meaning.

relation to some fixed time or event in the past. We also sometimes show how we can choose the past

PAST PERFECT SIMPLE We form the past perfect simple with had followed by the main verb in a past participle form. We use the past perfect simple when we want to draw attention to the fact that something took place and finished before something else in the past. We also use it instead of the past perfect continuous if the verbs belong to the group that we avoid using in continuous forms. Another way is when we tell a story or describe a sequence of events

we generally use the past simple to establish the main facts and to move the story forward if we describe events in the order then happened. The past perfect is used in the first sentence to set the scene to establish something which happened before the key event, and which had some bearing on the key event.

Past Continuous We form the past continuous

past to describe the action. We

with was or were followed by the

sometimes use the past

main verb in an –ing form: when

continuous to describe events

use the past continuous to

that extend across. In narrative,

describe something which

the past continuous is often

began before a particular point

used to set the scene for events

in the past and is still in

which are taking place. In the

progress at that point. The

following extracts form a novel

action may continue after that

the author uses the past

point. We can also use the past

continuous to establish the

continuous when the action

background against which the

stopped at the key point in the

key events happen.

past. This use is sometimes called the ‘interrupted past continuous’ we use the simple

Past Perfect Continuous We form the past perfect continuous with had followd by been and the main verb in an –ing form. We use it when we are concerned with an extended or repeated event or activity which took place before a particular pint in the past. Sometimes this event or activity continues beyond the specified point of time. Sometimes this event or activity has recently finished before the specified point of time. Sometimes this event or activity stops at the specified point of time. Examples:  He’d been driving without a break for several hours when the accident happened.  The family had been living in the house for years before they noticed the bulge in the wall.

 His eyes were red. I could tell he’d been crying.

USED TO AND WOULD

5E Lesson Plan Teacher: Marjorie Rivas

Date:

June 4th. 2016

Subject / grade level: PAST USED TO – 9TH. GRADE Materials / resources: worksheet (below), school supplies, board, markers Technology: projector, computer Essential Standards The students will be able to talk about past habits they had. Differentiation strategies to meet diverse learner needs: we read a story with images for the visual learners, we will work with worksheets to reinforce topic.

ENGAGEMENT  

Describe how the teacher will capture students’ interest. I will tell them about my own past habits What kind of questions should the students ask themselves after the engagement? Do you do the same things you used to do before?

EXPLORATION  

Describe what hands-on/minds-on activities students will be doing. They have to share with us their past habits List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. I will show them the story of the butterfly on the video and we will work with it later https://www.youtube.com/watch?v=qJMhHSTBwwY

EXPLANATION 

https://www.youtube.com/watch?v=EvjdYDhyfv4

ELABORATION Describe how students will develop a more sophisticated understanding of the concept. We will complete a worksheet (enclosed below)  What vocabulary will be introduced and how will it connect to students’ observations? We will learn different prior vocabularies, infinitives  How is this knowledge applied in our daily lives? We will check the worksheet together

EVALUATION 

How will students demonstrate that they have achieved the lesson objective? They will prepare a story similar to the butterfly’s story, they have to choose another character. They will work in pairs.

FEEDBACK

They have to write 10 sentences about past habits they had before but now they stop doing.

References: Video for story https://www.youtube.com/watch?v=qJMhHSTBwwY Video for explanation https://www.youtube.com/watch?v=EvjdYDhyfv4 Worksheet BELOW

WORKSHEET 1. Read the Paragraph (Complete with the verb forms for past and past habits) In the 1950s, women (wash) dishes in the kitchen sink. A woman (wash) the dishes immediately after everyone finished a meal. Her husband (rarelyâ&#x20AC;&#x201C;wash) dishes because it was not considered to be his job. A wife (oftenâ&#x20AC;&#x201C;do) the dishes by hand. She (do) the dishes three times a day. I remember that my mother (have) a special towel just for dishes not for hands. She (get) angry if we dried our hands with it. She (be) a very strict mother. Did your mother (have) the same rule? She would use a separate towel for dishes, (use) she? My grandmother (do) the dishes for thirty years. Then she bought a dishwasher. Last year, she (use) a dishwasher for the first time and will never go back to hand-washing the dishes!

Read for Errors

When we were young, we use to love watching cartoons on Saturday mornings. We would watched "The Road Runner", "Scooby-Doo", and Disney cartoons. Then, as we grew older we would like "The Simpsons" every afternoon. We used to imitate the voices of Bart and Homer Simpson all the time. Our mom would getting angry at us for acting stupid. Later, we became Anime fans. We used to trade copies of different films. Sometimes, we would had Anime parties and dress up as our favorite characters. Now, we have kids of our own, and they ask us, "Did you used to watch this when you were young?"

Universidad Mariano Gálvez Facultad de Humanidades Escuela de Idiomas MARJORIE RIVAS How to teach Grammar

Consolidation Exercises Chapter tittle and No.

PAST USED TO AND WOULD NO. 14

Learners’ English 4. We used to live in a small house on a modern housing estate, but we had a garden. I would grow anemones and a yellow flower but I don’t remember its name. My mom used to pick the yellow flowers and she put them in vases in the house but I didn’t like it, so I didn’t let her do it. I used to bring her flowers form the florist’s so that she didn’t ask me to let her pick my flowers. 5. I used to have long hair and wear glasses. I would ride my bicycle to school. I use to like watching television and play basketball in the park.

Language in Context 1. Analyze the verbs and answer: d) What form is used? 

Past simple



Past simple



Past simple



Would (past routines)



Used to (past habits)



Used to (past habits)

e) Could an alternative form be used? What? How might this alter the meaning expressed or the effect created?  Don’t use another form.  Used to (telling that it was before but now is not anymore)  Would (to express that it was a routine)  Used to (to express it was a habit we had in that moment)  Would (to express a routine) 92

ď&#x201A;ˇ Would (to express a routine)

2. Analyze the verbs and answer: a) Try to work out what verb form would have been used in the original. 1. Used to see 2. Used to go 3. Simple past 4. Used to look 5. Would see 6. Simple past was 7. Simple past had 8. Would be 9. Would come 10. Would see b) Give reasons for this or explain what alternatives would be possible. How might these alter the meaning expressed or the effect created? 1, 3, 5, 6, 7 = we could use frequency expressions, but any form can be used, past tense, would or used to. 2 = used to is also possible. Would is not used for state verbs. 4 = Used to and would are possible but past tense is used most after when. 8, 9, 10 = Simple past canâ&#x20AC;&#x2122;t be used. Used to is a good choice to make the meaning clear.

Study Guide Most learners find it relatively easy to understand the meaning of used to and to use it in affirmative sentences. They may have more difficulty in constructing questions and

PAST WITH USED TO AND WOULD Happy holidays from yours! between the form Although we refer to this form our as family are noto difference

negative statements. Many learners avoid to

used to, it makes sense to analyze

of would when it refers to the past

use them to refer

the grammar as used to + infinitive.

and its form as modal verb. Some

past, they only

Although question and negative

people avoid using it to refer to the

describe past habits

forms are given in the table, some

past tense.

and routines.

people avoid using them. As the table shows, never used to is an alternative to didnâ&#x20AC;&#x2122;t use to. There

Common Features We use used to and would as alternatives to the simple past in describing habits and repeated actions which took place over a period of time (and which often then ceased). Used to and would emphasize both remoteness and duration. Once we have used one of these auxiliary verbs to establish this, or f the context makes this clear, we often then vary our choice and also use the simple past. There are no context in

which we absolutely have to use used to or would but it appears odd both to over-use and, conversely, to completely neglect these forms in any extended description.

Differences Repeated actions and states-

topic have been established.

we used both forms to describe

There is quite a lot of individual

repeated actions but we use

variation in how we use these

only used to to describe

forms, some people prefer one

extended past states. We can

or the other, some people tend

used would to described

to use one or both of them a lot,

repeated states which are

and other people seem to use

temporary and related to a

them less. Some choose would

particular context, even if they

to convey psychological

continue over an extended

remoteness, suggesting a

period of time. We also use

feeling of nostalgia or longing.

used to to describe past states.

Other people use used to more

We also can introduce a topic

when they want to emphasize

using used to and usually use

the repetitive aspect of a regular

would only when a time and

activity.

Typically Difficulties for Learners Comprehension. Many learners understand this form to refer to habitual activity in the present and often use would as a modal verb. They may also simply fail to hear would, for example understanding I go when someone has said Iâ&#x20AC;&#x2122;d go. Speaking and Writing. These forms present little difficulty to learners in terms either of meaning or form. However, what learners often do find difficult is knowing when to use them. Avoidance. Many learners avoid using them in past time. They may also neglect opportunities to use used to. Present habitual activity. Learners may assume that use to is a present form of used to. Learner sometimes make mistakes in the spelling of used to and say things like. I use to like chocolate. Did you used to eat meat? This mistakes are also common among native speakers.

CONCLUSIONS Learning grammar will help you to convey your knowledge to your students in a correct and accurate way. It is important for teachers to develop their skills in grammar and application of it in the studentsâ&#x20AC;&#x2122; daily lives. You need to research about exercises and technological tools that help you to transmit grammar in a fun and interesting way, you have many different programs that you can use to do it, you have voki, prezi, weeble, etc. Explore and interact with your students and prepare all your materials with anticipation. Plan your lessons in order to cover all your studentsâ&#x20AC;&#x2122; needs, take into consideration their different learning styles, visual, auditory and kinesthetic. Make grammar teaching a good experience for your students in order to lead them to continue practicing and to become autonomous learners.