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TRAINEE
HANDBOOK NAYERE PALOS SÁNCHEZ
TOPIC: SIMPLE
PRESENT
UNIT 2
LEVEL : ENGLISH I
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Content 1.LANGUAGE AWARENESS .................................................................................... 2
2.LANGUAGE AND CULTURE ................................................................................. 5
3.LANGUAGE LEARNING PROCESSES ............................................................... 11
4.LANGUAGE TEACHING ...................................................................................... 30
5.PLANNING AND EVALUATION ........................................................................... 39
6.- SELF--‐ ASSESSMENT AND DEVELOPMENT. ................................................. 43
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1. LANGUAGE AWARENESS
DESCRIPTION OF THE AREA
Language Awareness can be defined as explicit knowledge about language,and conscious perception and sensitivity in language learning, languageteaching and language use.
Can we become better language users or learners or teachers if we e.g. inour relations with other people and/or cultures, and in our ability to seethrough language that manipulates or discriminates? Language Awareness
interests also include learning more about what sorts of ideas about languagepeople normally operate with, and what effects these have on how theyconduct their everyday affairs: e.g. their professional dealings.
DESCRIPTION OF THE CLASS AND COURSE
In this course student have to communicate feelings , arguments , thinking ,
knowledge , ideas , reflexions ,opinions in all public areas like personal,educational and occupational , resourcing and respectively in EnglishLanguage , the student has to be autonomous , the student has to understandhow to use daily expressions , greetings and interchange personalinformation about daily routine and habits.
TOPIC
SIMPLE PRESENTSpelling rules for 3rd person
Jobs and daily routine
What does your father do? (dialogue , comprehension reading
Grammar simple present (affirmative , negative and interrogative)
How often do you….? (speaking activity)
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AIMS OF THE LESSON
Make autonomous students
Know the simple present form (affirmative, negative and interrogative)
The student will be able to interchange personal information about himself andother person talking about daily routine and habits.
The student will be able to write a description from himself and other personabout daily routine and free-time activities.
PERSONAL AIMS
My purpose for this unit is make autonomous students where they can read ,speak , write and understand the use and form for the simple present. They
can resource whichever situation where they have to use simple present witha comprehension in all the forms.
PROCEDURE
WARM
- UPLEARN AND
PRACTICE
VOCABULARY
LISTENING
COMPRENHENSION
PRESENT THE
GRAMMAR
STRUCTURES
RULES
LEARNING
SPOKEN AND
WRITING
LANGUAGE
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CONCLUSION
On this unit it´s important that students get the information and show that theyuse this structure correctly .I believe that us a teachers have to teach tostudents how to use the language , let‟s remember that us are motivators as
well so we need to use all the tools as we can.
SELF-EVALUATION
When students answer something we can notice if the form that we wereusing was correct , just look their faces ,if they don‟t have all the correctinformation the look like a warriors in a hard road but in the other side if theylearn and understand everything they look like a fish in to water.LESSON PLAN
e.g. 2 hours class
Warm-up Let´s sing (numbers song) to go in adaily activity
Act. 1 The teacher will show a clock withsome daily routine activities.( Thestudents will understand the tellingtime and they will practice thevocabulary (listen and repeat)
Act. 2 Read a dialogue between two peoplewhere they are going to read , act outand understand the unknown words
Act. 3 From the dialogue take theexpressions which have simplepresent to introduce this tense, give toss the structure grammar inaffirmative , negative andinterrogative.
Act. 4 Explain to ss the rule for 3r person inverbs.
Act. 5 Practice with some verbs . Copy thelist of verbs and change in to 3rd
person .e.g. go-goes Act. 5 The teacher is going to bring some
envelopes with puzzle sentenceswhere the students are going to jointwo sentences .The first team who winis going to write the sentences on theboard.
Act. 6 The students will write examples fromsimple present in notebook
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2.LANGUAGE AND CULTURE
Sensitizing students to different cultural standards
Theme: DIFFERENT COUNTRIES/DIFFERENT CULTURES (using simplepresent and the verb be)
1. Description of class and course
This is the same group as for the Planning and Evaluation project. It is a A1
course. There are 18 students between the ages of 18 and 25, 10 female and
8 male. They meet for class 1 and a half hour every Friday from 7:00 pm to
8:30 pm.
This is a motivated group. Some of the students need the target language to
apply for good employments. The group meets on Friday evenings, and 5 of
them come from northern states.
The course book is Blockbuster US 1 student book and workbook
2. Aims of the lesson
- To learn and practice the verb to be.
- To talk about different states
- To ask and talk about personal experiences with people in different states.
- To consider cultural standards in different countries.
- To compare own cultural standards with cultural standards in other
countries.
3. Personal aims
- To provide an interesting lesson that students will enjoy.
- To explain the grammar structure of countable and non-countable nouns that
students can employ.
- To motivate students to become aware of different cultural standards.
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4. Procedure
1. The teacher writes the phrase: different countries, different cultures.
2. The teacher posts in the wall around the classroom the names of the
continents
3. The teacher welcomes students and explains that the topic will be
“experiences with people of different countries”.
4. Give the students a flashcard with countries or nationalities
5. Ask the students to circulate and find the partner with the correspondent
country/nationality.
6. Ask the students to form groups and sit in the area where their
country/nationality belongs to. Each student will play the role of a native born
in the country they picked.
7. Students will open their books (p. 4). They will read the title aloud. Teacher
says “I‟m (name) I‟m from France. Where am I from? Point to students and
ask: Where are you from? Why are you studying English?
8. Students will make a list with things that they relate to those countries. It
may include: clothing, food, physical appearance, etc.
9. With a PPT presentation, the teacher will show the different countries,
including physical location, photos of people, traditional customs, etc.
10. Teacher will ask the students; “have you been to any of this countries?”
Elicit things like landscapes, people, etc. Students will point out the
differences between these countries and their own country. Make the students
use the verb be in sentences like: “they are tall (or short)” “they are tall”. The
teacher will correct smoothly.
11. Students will check the grammar (p. 6) and complete the questions andthe answers, using contractions. (p 6-7) (Positive form)
12. Working in pairs, students will practice asking each other questions and
write both the questions and the answers in their notebooks. The teacher will
check the work.
13. The teacher can use extra material for exercises like worksheets
downloaded from the internet.
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14. Have the students move around and ask other students some personal
information, like nationality. It´s a good time to know and practice greetings
and introductions.
15. Have students to complete exercises 1 and 2 on page W1.
16. Finally in groups discuss what the main differences they encounter
between their own culture and other cultures are.
5. Conclusions
This unit motivates students to know each other better, and it also encourages
students to get to know someone else. This lesson also let the students think
about their culture manners and the verbal and non-verbal communication
signs that may be very different from ours. They will also understand the
importance of intercultural dialogue.
6. Self Evaluation
The objective for this lesson is to get the students culturally aware. The
material provided should appeal the interest of students and made them
aware of the importance of developing the necessary skills for intercultural
communication. However, it is important to keep in mind that for most
students this may be the first contact with a new language, so the teacher has
to have the ability to adapt to the student‟s pace and yet keep the teaching
going.
7. Lesson Plan “Culture” T=teacher/S=students
Phases of Learning Activities
SocialForm
Media/ materials Aim of activity
Time(mins)
EngageStudents:Introduc1
on totheme:
--‐Before lessonbegins, T. writestheme different
countries/different cultures on
Groupplenar y
BoardPaper
Set of cards withcountries/nationali
--‐engagestudentsin topic.
--‐ introduce
15min
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“differentcountries/differentcultures“. (Reflectin
g on ownculture)
board. --- S. divided intoGroups of 3 withcountry/nationalities cards.
-Each groupgets paper Group makepapers withthingsassociated toother cultures
ties theme.--‐S.reflectOn culturein own
country.
Pre--‐teachgrammar:(comparin
gcultures)
PPTpresentation T.asks S. “have
you been to anyof thesecountries?
plenar y
Projector computer
Use verbto be tomake
introductions andgettingacquainted
15min.
Verb tobegrammaticalstructure
--‐T. shows OHT/S read OHtogether
plenar y
OH (p. 6) --‐T.explainsGrammar structure--‐S.
reviseStructureand askques1onsIf required.--‐S.
15min
Grammar practice.Verb be
affirmative form
s. Ask eachother questionsabout
themselves andthe country theyrepresents. circulate tofind information.
Plenarypartne
r
Notebooksworkbook
--‐S. talk Aboutpersonal
experiences.--‐S.reflect on AndevaluateTheir behavior AndresponseTo cultural
situa1onsand
20min
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encounter s.
Grammar practice.
Verb beaffirmative form
s. practicegrammar in a
worksheet.s. practicegrammar p. 6-7
group worksheets --‐S.Practice
verb to beaffirmative--‐S. talk AboutpersonalExperiences usinggivenstructure--‐encourage Awareness andevalua1onof owncultureandother cultures.
10min
Conclusion:(Reflectonculturaldifferencesandsimilarities
--‐
In groupsS. discuss if there aresituations thatthey findparticularlyinteresting andhow they aredifferent fromtheir ownpractices.
Groupplenar y
--‐
S.developEmpathywithOther cultures.--‐developCriticalculturalawareness,
evaluatingownand other cultures.
15min
8. ATTACHMENTS
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COUNTRY NATIONALITY COUNTRY NATIONALITYPortugal Portuguese Austria Austrian
Spain Spanish Greece GreekEngland English The USA AmericanFrance French Japan Japanese
Germany German Brazil BrazilianItaly Italian China Chinese
Hello there! We are from England. So we are English!
What about you? Where are you from? ………………………………………….
What nationality are you? ………………………………………………………..
A. Follow the example and complete the sentences with the correct
nationality. Don‟t forget to include the verb!
1. I am from Spain. I am…………………………………………..........................
2. You are from France. You…………………………………………………….
3. He is from the USA. He……………………………………………………….
4. She is from China. She………………………………………………………...
5. It is from Italy. It ……………………………………………………………... 6. We are from Brazil. We ……………………………………………………… 7. You are from Germany. You
………………………………………………… 8. They are from Greece. They
………………………………………………… 9. Leo is from Austria. ………………………………………………………… 10. Ann and Chun are from Japan.
………………………………………………
B. Now do the other way round and find out which country is missing! Don‟t
forget to include the verb!
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1. I am Austrian. I am from ………………………………………………....... 2. You are American. You ………………………………………………........ 3. He is Italian. He ………………………………………………………......... 4. She is Chinese. She ……………………………………………………….. 5. It is French. It ……………………………………………………………..
6. We are Japanese. We ……………………………………………………..7. You are English. You …………………………………………………….. 8. They are Spanish. They ………………………………………………….. 9. Johanna is Greek. ………………………………………………………...
Lewis and Gwen are German. …………………………………………..
3. LANGUAGE LEARNING PROCESSES
DESCRIPTION OF THE AREA
Second-language acquisition or second-language learning is the process bywhich people learn a second language. Second-language acquisition (oftenabbreviated to SLA) also refers to the scientific discipline devoted to studyingthat process. There are many different learning types and approaches tolearning. To learn effectively it is important to tailor your study habits to your own needs and approach, this often means choosing techniques that work for
you and evaluating them from time to time to determine if you need to trysomething new.
DESCRIPTION OF THE CLASS AND COURSE
This is an A2 course. There are 20 students between the ages of 18 and 25,12 women and 8 men. They meet for class 1 hour three times a week(Mondays, Wednesdays and Fridays) from 5:00 to 6:00pm. This is amotivated group, most of the students need the English language to apply for good employments. 5 of the students are married and have children so this is
a motivating factor for them too.
TOPICS
-Comparative Adjectives
-Superlative Adjectives
AIMS OF THE LESSON
-To present and practice the comparative form of adjectives.
-To present and practice the superlative form of adjectives.
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-To identify the differences in use between comparative and superlativeadjectives.
PERSONAL AIMS
-To develop activities for different learning styles.
-To make students use comparative adjectives in context.
-To make students use superlative adjectives in context.
-To encourage students to keep on practicing comparative and superlativeadjectives.
-To incorporate the 4 skills.
PROCEDURE
WARM
- UP
PRESENTATION
OF
COMPARATIVE
ADJECTIVES
PRACTICE OF
COMPARATIVE
ADJECTIVES
PRODUCTION OF
COMPARATIVE
ADJECTIVES IN
CONTEXT
PRESENTATION
OF SUPERLATIVE
ADJECTIVES
PRACTICE OF
SUPERLATIVE
ADJECTIVES
PRODUCTION OF
SUPERLATIVE
ADJECTIVES IN
CONTEXT
CLOSING
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CONCLUSION
Throughout the development of this lesson, students acquired knowledge of the use of comparative and superlative adjectives by performing differentactivities. The whole group was certainly motivated to learn because all the
material and activities applied on this lesson were focused on differentlearning styles. So we as teachers must always have in mind that all our students learn and processing information in different ways, If we are alwaysaware of that when planning, we will have better learning results indeed.
SELF-EVALUATION
I think it was a successful lesson because the main objectives were achieved.
Students were able to perform different activities and they were able to usecomparative and superlative adjectives in context. What I liked the most wasthe opportunity I had to manage material for the different learning styles.
LESSON PLAN
e.g. 1 hour class
Warm-up The teacher shows students someimages and elicits adjectives fromthem. (5min)
Act. 1 The teacher asks some students topass infront and asks the rest of theclass some questions about their physical appearance. Eg. Who is taller Pepe or Mario?Then she encourages ss to use thefollowing structure. Eg. Pepe is taller than Mario.The teacher keeps doing the samewith different classmates.(15min)
Act. 2 The teacher explains the rules of the
formation of comparative adjectives.(15min)
Act. 3 The teacher pastes some posters of different famous people on the boardand asks ss to make comparisonsamong them.(15min)
Closing The teacher throws a ball or balloon tosomeone in the class by the time shesays an adjective.The student whocatches the ball will have to say a
comparative statement that fits for 2 of her/his classmates. Then the student
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will have to throw the ball again andthe classmate who catches it will dothe same.(10min)
ATTACHMENT
Forming Comparative and Superlative Adjectives
One-syllable adjectives.
Form the comparative and superlative forms of a one-syllable adjective by adding –er for the comparative form and –est for the superlative.
One-Syllable Adjective
Comparative Form Superlative Form
Tall Taller tallest
Old Older oldest
long Longer longest
Mary is taller than Max.
Mary is the tallest of all the students.
Max is older than John.
Of the three students, Max is the oldest.
My hair is longer than your hair.
Max's story is the longest story I've ever heard.
If the one-syllable adjective ends with an e, just add –r for the comparative form and –st for the superlative form.
Mary's car is larger than Max's car.
Mary's house is the tallest of all the houses on the block.
Max is wiser than his brother.
Max is the wisest person I know.
One-Syllable Adjective with Final
-e
Comparative Form Superlative Form
large Larger largest
wise Wiser wisest
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If the one-syllable adjective ends with a single consonant with a vowel before it,double the consonant and add –er for the comparative form; and double theconsonant and add –est for the superlative form.
One-Syllable Adjective Endingwith a SingleConsonant with aSingle Vowelbefore It
Comparative Form Superlative Form
Big Bigger biggest
thin thinner thinnest
Fat Fatter fattest
My dog is bigger than your dog.
My dog is the biggest of all the dogs in the neighborhood.
Max is thinner than John.
Of all the students in the class, Max is the thinnest.
My mother is fatter than your mother.
Mary is the fattest person I've ever seen.
Two-syllable adjectives.
With most two-syllable adjectives, you form the comparative with more and thesuperlative with most.
Two-Syllable Adjective
Comparative Form Superlative Form
peaceful more peaceful most peaceful
pleasant more pleasant most pleasant
careful more careful most careful
thoughtful more thoughtful most thoughtful
This morning is more peaceful than yesterday morning.Max's house in the mountains is the most peaceful in the world.
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Max is more careful than Mike.
Of all the taxi drivers, Jack is the most careful.
Jill is more thoughtful than your sister.
Mary is the most thoughtful person I've ever met.
If the two-syllable adjectives ends with –y, change the y to i and add –er for thecomparative form. For the superlative form change the y to i and add –est.
Two-Syllable Adjective Endingwith -y
ComparativeForm
Superlative Form
happy happier happiest
angry angrier angriest
busy busier busiest
John is happier today than he was yesterday.
John is the happiest boy in the world.
Max is angrier than Mary.
Of all of John's victims, Max is the angriest.
Mary is busier than Max.
Mary is the busiest person I've ever met.
Two-syllable adjectives ending in –er, -le, or –ow take –er and –est to form thecomparative and superlative forms.
Two-Syllable Adjective Endingwith -er, -le, or -ow
ComparativeForm
Superlative Form
narrow narrower narrowest
gentle gentler gentlest
The roads in this town are narrower than the roads in the city.
This road is the narrowest of all the roads in California.
Big dogs are gentler than small dogs.
Of all the dogs in the world, English Mastiffs are the gentlest.
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Adjectives with three or more syllables.
For adjectives with three syllables or more, you form the comparative withmore and the superlative with most.
Adjective withThree or MoreSyllables
ComparativeForm
Superlative Form
generous more generous most generous
important more important most important
intelligent more intelligent most intelligent
John is more generous than Jack.
John is the most generous of all the people I know.
Health is more important than money.
Of all the people I know, Max is the most important.
Women are more intelligent than men.
Mary is the most intelligent person I've ever met.
Exceptions.Irregular adjectives.
Irregular Adjective
ComparativeForm
Superlative Form
good Better best
bad worse worst
Far farther farthest
little Less least
many More most
Italian food is better than American food.
My dog is the best dog in the world.
My mother's cooking is worse than your mother's cooking.
Of all the students in the class, Max is the worst.
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Two-syllable adjectives that follow two rules. These adjectives can be usedwith -er and -est and with more and most.
Two-Syllable Adjective
ComparativeForm
Superlative Form
clever cleverer cleverest
clever more clever most clever
gentle gentler gentlest
Gente more gentle most gentle
friendly friendlier friendliest
friendly more friendly most friendly
Quiet quieter quietest
Quiet more quiet most quiet
Simple simpler simplest
Simple more simple most simple
Big dogs are gentler than small dogs.
Of all the dogs in the world, English Mastiffs are the gentlest.
Big dogs are more gentle than small dogs.
Of all the dogs in the world, English Mastiffs are the most gentle.
Adjetivo Comparativo Superlativo Español
Angry angrier angriest enfadado, enojado
Bad worse worst malo
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Big bigger biggest grande
Bitter bitterer bitterestamargo,resentido, agrio
Black blacker blackest negro
Bland blander blandest soso
Bloody bloodier bloodiest sanguinolento
Blue bluer bluest deprimido
Bold bolder boldest audaz
Bossy bossier bossiest mandón
Brave braver bravest valiente
Brief briefer briefest breve
Bright brighter brightest brillante, luminoso
Broad broader broadest ancho, amplio
Busy busier busiestocupado,ajetreado
Calm calmer calmest tranquilo
Cheap cheap cheaper barato
Chewy chewier chewiest correoso, gomoso
Chubby chubbier chubbiest rechoncho
Classy classier classiest elegante
Clean cleaner cleanest limpio, sano
Clear clear clearest claro, despejado
Clever cleverer cleverest listo, ingenioso
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Close closer closest cerca
Cloudy cloudier cloudiest nubiado
Clumsy clumsier clumsiest torpe
Coarse coarser coarsest áspero, grosero
Cold colder coldest frío
Cool cooler coolest fresco
Crazy crazier craziest loco
Creamy creamier creamiest cremoso
Creepy creepier creepiestespeluznante,repugnante
Crispy crispier crispiest crujiente
Cruel crueler cruelest cruel
Crunchy crunchier crunchiest crujiente
Curly curly curliestrizado, crespo,quebrado
Curvy curvier curviest curvo
Cute cuter cutest mono
Damp damper dampest húmedo
Dark darker darkest oscuro, moreno
Deadly deadlier deadliest mortal, mortífero
Deep deeper deepest profundo
Dense denser densest denso
Dirty dirtier dirtiest sucio
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Dry drier driest seco
Dull duller dullestaburrido, soso,tonto, romo
Dumb dumber dumbest estúpido
Dusty dustier dustiest polvoriento
Early earlier earliest pronto, temprano
Easy easier easiest facíl
Faint fainter faintest
leve, tenue, vago,
ligero
Fair fairer fairestclaro, sereno,recto, justo
Fancy fancier fanciest lujoso
Far further/farther furthest/farthest lejos, distante
Fast faster fastest rápido
Fat fatter fattest gordo
Few fewer fewest pocos
Fierce fiercer fiercest fiero, encarnizado
Filthy filthier filthiestaaqueroso,obsceno
Fine finer finest fino
Firm firmer firmest firme, estricto
Fit fitter fittest apto, en forma
Flaky flakier flakiest desconchado
Flat flatter flattest llano, liso, plano
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Fresh fresher freshestfresco, nuevo,original
Friendly friendlier friendliestagradable,
amable, amistoso
Full fuller fullest lleno, completo
Funny funnier funniestgracioso, curioso,raro
Gentle gentler gentlesttierno, afectuoso,suave
Gloomy gloomier gloomiest oscuro, abatido,decaído
Good better best bueno
Grand grander grandestgrandioso,ambicioso,impotente
Grave graver gravest grave
Greasy greasier greasiest grasiento
Great greater greatest grande, genial
Greedy greedier greediestgoloso, codicioso,ávido
Gross grosser grossest
asqueroso,
grosero, craso
Guilty guilter guiltiest culpable
Hairy hairier hairiest velludo, peludo
Handy handier handiestpráctivo, útil,habilidoso,mañoso
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Happy happier happiestfeliz, contento,alegre
Hard harder hardest duro, difícil
Harsh harsher harshest áspero, duro
healthy healthier healthiest sano, saludable
Heavy heavier heaviestpesado, grueso,fuerte, duro
High higher highestalto, elevado,agudo
Hip hipper hippest moderno
Hot hotter hottestcaliente, caluroso,picante
humble humbler humblest humilde
Hungry hungrier hungriest hambriento
Icy icier iciest helado, frío
Itchy itchier itchiest pica
Juicy juicier juiciest jugoso, zumoso,suculento
Kind kinder kindestamable, benévolo,cariñoso
Large larger largest grande
Late later latesttarde, restrasado,reciente
Lazy lazier laziest perezoso
Light lighter lightest ligero, claro
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Likely likelier likeliest probable
Little littler littlest pequeño, poco
Lively livelier liveliest animado, vivo
Lonely lonlier lonliest solitario
Long longer longest largo
Loud louder loudest fuerte, alto
Lovely lovelier loveliestprecioso, bello,lindo
Low lower lowest bajo
Mad madder maddestenfadado,enojado, loco
Mean meaner meanestmalo, mezquino,tacaño
Messy messier messiest sucio,desordenado,desastroso
Mild milder mildestafable, suave,leve
Moist moister moistest húmedo
Narrow narrower narrowest estrecho, escaso
Nasty nastier nastiestasqueroso,desagradable
naughty naughtier naughtiestmalo, travieso,picante
Near nearer nearest cercano, próximo
Neat neater neatest ordenado,
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aseado, pulcro
Needy needier neediest necesitado
New newer newest nuevo, fresco,reciente, moderno
Nice nicer nicestsimpatico,agradable, bueno
Noisy noisier noisiestruidoso,clamaroso
Odd odder oddest raro, extraño
Oily oilier oiliestgrasiento,aceitoso
Old older/elder oldest/eldestviejo, anciano,antiguo
Plain plainer plainest claro, sencillo
Polite politer politest educado, cortés
Por poorer poorest pobre
Pretty prettier prettiestbonito, lindo,hermoso
Proud prouder proudestorgulloso,soberbio, digno
Pure purer purest puro
Quick quicker quickest rápido
Quiet quieter quietesttranquillo,silencioso
Rare rarer rarest raro
Raw rawer rawest crudo, agrietado
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Rich richer richest rico, abundante
Ripe riper ripest maduro, curado
Risky riskier riskiest arriesgado,peligroso
Roomy roomier roomiest espacioso
Rough rougher roughestáspero, tosco,bruto, ronco
Rude ruder rudestmaleducado,grosero, tosco
Rusty rustier rustiest oxidado
Sad sadder saddesttriste, lamentable,penoso
Safe safer safest seguro
Salty saltier saltiest salado
Sane saner sanest cuerdo, sensato
Scary scarier scariestespantoso,asustadizo
shallow shallower shallowestsuperficial, pocoprofundo
Sharp sharper sharpest
afilado, cerrado,
agudo
Shiny shinier shiniestbrillante,reluciente
Short shorter shortestcorto, bajo,chaparro
Shy shyer shyest tímido
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Silly sillier silliest tonto
Simple simpler simplestsencillo, simple,facíl
sincere sincerer sincerest sincero, genuino
Skinny skinnier skinniest flaco
Sleepy sleepier sleepiestadormilado,soñoliento
Slim slimmer slimmest delgado, fino
Slimy slimier slimiest viscoso, pegajoso,empalagoso
Slow slower slowest lento
Small smaller smallest pequeño
Smart smarter smartestlisto, inteligente,agudo
Smelly smellier smelliest apestoso
Smoky smokier smokiesthumeante,ahumado
Smooth smoother smoothestliso, suave, llano,fluido
Soft softer softest blando, suave
Son sooner soonest pronto
Sore sorer sorest dolorido
Sorry sorrier sorriest lamentable
Sour sourer sourest agrio, ácido
Spicy spicier spiciest picante,especiado,
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sazonado
Steep steeper steepestempinado,pronunciado
Stingy stingier stingiesttacaño, rácano,raquítico
strange stranger strangestraro, extraño,desconocido
Strict stricter strictest estricto, rígido
Strong stronger strongest
fuerte, sólido,
intenso, marcado
Sunny sunnier sunniest soleado, radiante
Sweaty sweatier sweatiest sudoroso
Sweet sweeter sweetest dulce
Tall taller tallest alto
Tan tanner tannestbronceado,moreno
Tasty tastier tastiestrico, sabroso,apetitoso
Thick thicker thickestgrueso, denso,espeso, poblado
Thin thinner thinnest delgado, fino
Thirsty thirstier thirstiest sediento
Tiny tinier tiniestdiminuto,minúsculo
Tough tougher toughestfuerte, resistente,duro, difícil
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True truer truestcierto, verdadero,leal, fiel
Ugly uglier ugliest feo
Warm warmer warmestcaliente,templado, cálido
Weak weaker weakest débil, flojo
wealthy wealthier wealthiest rico, pudiente
Weird weirder weirdest raro, extraño
Wet wetter wettest mojado, húmedo,lluvioso
Wide wider widestancho, amplio,extenso
Wild wilder wildestsalvaje, silvestre,descontrolado
Windy windier windiest ventoso
Wise wiser wisestsabio, sensato,prudente
Worldly worldlier worldliest mundano, terreno
Worthy worthier worthiest virtuoso, digno
Young younger younges joven
1. Paul is (tall) than Jack .taller Paul is * (tall) tha
2. Your ring is(expensive) than mine .
more expensive Your ring is * (ex3. It's the (difficult)
exercise I've ever seen .most dif f icult It's the * (dif f icult)
4. It's the (small) houseI've ever seen .
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smallest It's the * (small) h5. Mark is the (fat) of
his family .fattest Mark is the * (fat)
6. He is (+ rich) than hisbrother.
as rich as He is * (= rich) hi7. My sister is (-
intelligent) than you.less intelligent My sister is * (- i
8. She is the (beautiful)girl in her class.
1. My brother is (tall) than me.taller My brother is * (t
2. Nancy is (intelligent) girlin the classroom.
the most intellige Nancy is * (intelli3. Your father is (old) than
you.older Your father is * (
4. This dress is (expensive)than those shoes.
more expensive This dress is * (e5. Is Italian food (good)
than American food?
better Is Italian food * (g 6. My dog is (big) than your cat.
bigger My dog is * (big)7. Your cat is (small) than
my dog.smaller Your cat is * (sm
8. Mary is (young) of all thestudents in the classroom,
the youngest Mary is * (young)9. Marrackech is (hot) city
in Morocco.the hottest Marrackech is * (
10. A diamond is (solid)than wood.
more solid
4. LANGUAGE TEACHING
DESCRIPTION OF THE AREA
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Language teaching is the practice and theory of learning and teaching alanguage, it is also important to mention that Language Teaching process isthe facilitation of learning, in which you can "teach" a foreign languagesuccessfully if, among other things, you know something about learns or fails
to learn a second language. There are many methods and approaches for teaching a second language but the use of them depends on our students‟
needs and objectives.
DESCRIPTION OF THE CLASS AND COURSE:
This is an A2 course. There are 20 students between the ages of 18 and 25.They meet for class 1 hour three times a week (Mondays, Wednesdays andFridays) from 5:00 to 7:00pm. This is a motivated group; most of the students
need the English language to apply for good employments. 5 of the studentsare married and have children so this is a motivating factor for them too.
TOPICS:
-The verb should (for giving advice)
-Ailments
AIMS OF THE LESSON:
-To present and practice the verb “should” “shouldn‟t to ask for and giveadvice.
-To present and practice vocabulary related to ailments.
-To recognize the correct use of should or shouldn‟t according to the situation.
PERSONAL AIMS:
-To plan activities which can provide students the opportunity to apply whatthey learn in the classroom to real life experiences.
-To create a positive learning environment by the use of different methods andapproaches.
-To enhance students participation through simulation and role-play.
- To integrate the four skills (listening, reading, writing and speaking) in thelesson.
-To make students learn and use the verb should (or shouldn‟t) to ask for and
give advice.
-To make students learn and use vocabulary related to ailments in context.
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PROCEDURE:
CONCLUSION:
By selecting and adapting different teaching methods and approaches it waseasier to fulfill the lesson‟s objectives. Through role-play and other activitiesstudents had the opportunity to practice should and shouldn‟t and they were
able to use vocabulary related to ailments in context. Due to this experience Iconsider it necessary to keep on track of new methods and teachingstrategies in order to provide students with the necessary tools for a secondlanguage learning environment.
SELF-EVALUATION
WARM
- UP
PRESENTATION
OF
VOCABULARY
RELATED TO
AILMENTS PRACTICE OF
VOCABULARY
RELATED TO
AILMENTS PRODUCTION OF
VOCABULARY
RELATED TO
AILMENTS PRESENTATION
OF SHOULD AND
SHOULDN’T
PRACTICE OF
SHOULD AND
SHOULDN’T
PRODUCTION OF
SHOULD AND
SHOULDN’T
CLOSING
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It was a bit hard to choose the appropriate methods because I first had tocheck students‟ background, however I was able to achieve my goals and I
think the lesson finally was a big succeeds because I was aware of everythingsurrounding my class as for example, materials, instructions, error correction,
etc.
LESSON PLAN (1 hour class)
Warm-up The teacher will share a personalexperience with students by tellingthem what ailment she/he once had.Then she/he will advice students byusing should or shouldn‟t in case they
suffer the same ailment than her/him.(5 min) Act. 1 The teacher will present students
some flashcards or images withdifferent ailments and then she/he willmention an advice for them usingshould or shouldn‟t. Eg. The girl in the picture has a toothache, she shouldgo to the dentist. At the end, theteacher will show the flashcards againbut this time, she/he will elicit the
ailments and advices from students.(15min)
Act. 2 The teacher will ask some students tomime different ailments infront of theclass and the rest of it will have toguess what the ailment is, afterwardsthey will have to say thecorresponding advice to that ailmentusing should or shouldn‟t. (15min)
Act. 3 Students will be given papers withdifferent situations they will have torole-play. Eg. STUDENT A: You have
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a problem with your health. Tellstudent B what‟s wrong with you andask him/her for advice.STUDENT B: Student A has aproblem with his/her health. Listen to
him/her and then tell him/her whathe/she should or shouldn‟t do. Oncestudents have the activity ready, theywill present it to their classmates andthen the teacher is going to ask themquestions about what happened ineach situation encouraging them touse vocabulary related to ailmentsand should/shouldn‟t. (20 min)
Closing The teacher will review the class by
miming his/herself some of theailments and students will have to sayan advice. Eg. T- What‟s wrong withme?( by the time she/he touchesher/his head) SS- You have aheadache. T- What shoud I do? SS-You should take a pain reliever. (5min)
ATTACHMENT:
health salud
illness enfermedad (en general)
disease enfermedad (específica)
asthma asma
chickenpox varicela
smallpox viruela
heart attack infarto
heart disease cardiopatía
hepatitis hepatitis
ulcer úlcera
flu gripe
mumps paperas
wound herida (por un arma)
injury herida
blood sangre
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hospital hospital
doctor médico
family doctor médico de cabecera
nurse enfermera
injection inyecciónmedicine medicina
pill pastilla, píldora
prescription receta médica
vaccine vacuna
painful doloroso
painless indoloro
bandage venda
band aid tirita, curitacrutch muleta
plaster yeso
wheelchair silla de ruedas
to feel good sentirse bien
to catch a cold atrapar un resfrío
to have a cold tener un resfrío
to sneeze estornudar
to cough toser
to blow one's nose sonarse la nariz
to feel sick tener náuseas
to feel dizzy estar mareado
to faint desmayarse
to pass out desmayarse
to be tired estar cansado
to be exhausted estar agotado
to have backache tener dolor de espalda
to have earache tener dolor de oídos
to have a headache tener dolor de cabeza
to have a sore throat tener dolor de garganta
to have a stomach-ache tener dolor de estómago
to have toothache tener dolor de dientes
to have a temperature tener fiebre
to have a cough tener tos
to have diarrhoea tener diarrea
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THE USE OF SHOULD AND SHOULDN‟T
We use should and shouldn't to give advice or to talk about what wethink is right or wrong.
You should means something like I think it is a good idea for you to do
it. You shouldn't means something like I think it is a bad idea for you to do
it.
Should is used to express the opinion of a speaker and often follows Ithink or I don't think.
Examples
You look tired. I think you should take a few days off.
to have a rash tener erupciones, sarpullido
to have spots tener granitos
to have a black eye tener un ojo morado
to get a bruise magullarse
to get burnt quemarseto lose one's appetite perder el apetito
to lose one's voice quedarse afónico
to break one's arm quebrarse el brazo
to sprain one's ankle tener un esguince en el tobillo
to twist one's ankle torcerse el tobillo
to be constipated estar estreñido
to have constipation tener estreñimiento
to be allergic to ser alérgico ato suffer from sufrir de
to vomit vomitar
to throw up vomitar
to hurt doler
to swell hincharse
to take an aspirin tomar una aspirina
to take a medicine tomar un medicamento
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Alice works very long hours. She should to talk to her boss.
- I have an English test tomorrow.- I shouldn't worry if I were you. You have worked really hard.
- I never have enough money.- I don't think you should go out so much.
Should - Quick Grammar Note
To give advice to someone you can also say:
I should do it if I were you. I shouldn't be so rude, if I were you.
When you regret not doing something in the past, you can say:
I shouldn't have spoken to him like that. I should have apologized earlier
Chose should or shouldn't.
1. You---
be so selfish.
2. I don't think you---
smoke so much.
3. You---
exercise more.
4. I think you---
try to speak to her.
5. You are overweight. You---
go on a diet.
6. Where---
we park our car?
7. You---
never speak to your mother like this.
8. The kids---
spend so much time in front of the TV.
9. --- I tell her the truth or should I say nothing?
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10. I think we---
reserve our holiday in advance.
Read the sentences. Write should or shouldn´t
1)If it´s rainy you take an umbrella.
2)Tom eat so many lollipops. It´s bad for his teeth.
3) a) I drink hot tea if I have a sore throat?
b) Yes, you .
4) They have a test tomorrow. They go to the cinema . They
stay at home and study!5) Children eat lots of vegetables but they eat lots of sweets.
6) I have a party tonight. What I wear? A dress or a pair of trousers?
7) The doctor said: "_ You eat healthy food. You eat fast food.
You watch so much TV. You walk 1 hour a day. You
drink fruit juice and water. You drink wine or beer
1. Listen to that music! Our neighbors play music that loud at thishour.
2. If your tooth is still hurting you tomorrow, you go to the dentist's.
3. Cathy keep ringing her ex-boyfriend. I think he is with another girl now.
4. Before going to Madrid for your holidays, you try and learnsomething of the language. You will enjoy things a lot more.
5. You always knock on the door before entering. This is a privateoffice.
6. We bring something to Kate's party. I'll feel really embarrassedotherwise.
7. That model on the TV is too skinny. She eat more, I think!
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8. Lizzie ask Bryan to help her with her studies. He did the samecourse last year.
9. Pregnant women smoke as it can damage the baby.
5. PLANNING AND EVALUATION
DESCRIPTION OF THE AREA
Planning an educational evaluation refers to a systematic and ongoing
process which includes:
-Researching and collecting information, from different sources, about thelearning process, the content, the methods, the context, the outcomes of aneducational activity.
-The establishment of certain criteria (evaluation criteria)
-The discernment and judgment of the analyzed information (according to theset evaluation criteria and at the light of the educational objectives).
-Drawing conclusions and recommendations which allow the re-orientationand eventual improvement of the educational activity”
Educational evaluation can help to change things and to plan “different
things”, but it can also help us to plan things better, in order to prevent
negative consequences and to compensate for possible shortcomings.
DESCRIPTION OF THE CLASS AND COURSE
In this course student have to communicate feelings , arguments , thinking ,
knowledge , ideas , reflections ,opinions in all public areas like personal,educational and occupational , resourcing and respectively in EnglishLanguage , the student has to be autonomous , the student has to understandhow to use daily expressions , greetings and interchange personalinformation about daily routine and habits.
TOPIC
SIMPLE PRESENT
Spelling rules for 3rd person
Jobs and daily routineWhat does your father do? (dialogue , comprehension reading
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Grammar simple present (affirmative , negative and interrogative)
How often do you….? (speaking activity)
AIMS OF THE LESSON
Make autonomous students
Know the simple present form (affirmative, negative and interrogative)
The student will be able to interchange personal information about himself andother person talking about daily routine and habits.
The student will be able to write a description from himself and other personabout daily routine and free-time activities.
PERSONAL AIMS
The main aim in this area is to evaluate students, with different types of strategies, in all language skills using the CEFR as a reference to check howwell they can read, speak, write and understand the use and form for thesimple present; evaluate if they have achieved and acquired competences.
PROCEDURE
With the different evaluations methods this area evaluates the competencies:knowledge, skills, attitudes, abilities and values gained, developed or achieved during the educational activity.
1- In the warm –up activity previous knowledge and students needs canbe evaluated by asking or let them express orally.
2- Vocabulary will be evaluated with a memory game.
3- To evaluate listening, a short quiz with video will be used.
4- In grammar structure, students have to create a presentation wherethey include and apply grammar to describe pictures and daily lifeactivities.
5- To evaluate speaking they will present their projects in class wherethey have to explain it.
6- A final written exam will be used to evaluate grammar and writing skills.
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7- Students answer a short test to evaluate their performance andparticipation in the course.
CONCLUSIONS
On this unit it´s important that students get the information and show that theyuse this structure correctly. We know that there are not golden rules” for the
development of a perfect educational evaluation.
We have to be creative to choose the correct strategies to use formative andsummative evaluations which can provide us real results about our students.
SELF EVAUATION
These questions can help to evaluate ourselves as teachers to realize if weare doing a good job at the planning and evaluation moment.
Do I define the aims of my lesson?
Do I plan my lessons including different evaluation techniques?
Do I use various ways of conducting a course evaluation?Do I do needs analysis and assess my student‟s languagecompetence according to the CEFR?
Do I inform my students on language examinations available tothem and advise them on the appropriate options for them?
Do I help my students to plan further learning to suit their needs?
LESSON PLAN
Evaluation Lesson PlanTopic: Simple Present
Activity Materials Type of evaluation
1- In the warm –up activityprevious knowledge andstudents needs can beevaluated by asking or let
them express orally.
FlashcardsMemory gameComputer Projector
Exams
-Personal And Group-Formative-Summative
-Quantitative-Qualitative
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2- Vocabulary will be evaluatedwith a memory game.
3- To evaluate listening, a shortquiz with video will be used.
4- In grammar structure,students have to create apresentation where theyinclude and apply grammar todescribe pictures and dailylife activities.
5- To evaluate speaking theywill present their projects inclass where they have to
explain it.
6- A final written exam will beused to evaluate grammar and writing skills.
7- Students answer a short testto evaluate their performanceand participation in thecourse.
ATTACHEMENTS
FINAL EXAMName ________________________________________________Date __________ Group ___________ Score ____________ I. Select the correct answer to complete the sentences.
1. Hi! My name _____ John.a. is b. are c. am d. was
2. Nice to meet _____!a. now b. he c. you d. too
3. What___ your e-mail address?a. „s b. are c. am d. you
4. My telephone ________ is 555 667 890a. address b. name c. color d. number
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5. ______ you Michael?
a. Is b. Are c. Am d. „s
6. Yes, I ____.
a. „m b. not c. too d. am
7. No, I‟m _____. a. am b. are c. not d. is
8. A. What‟s your _______ name? B. It‟s Gonzalez. a. first b. last c. middle d. nickname
9. David Smith is single.a. Mrs. Smith b. Ms. Smith c. Miss Smith d. Mr. Smith
10. Liz Silva is married.a. Mrs. Silva b. Mr. Silva c. Miss Silva d. Sra. Silva
II. Chose the best response.
1. Good morning!a. Nice to meet you. b. You‟re welcome c. Good morning
d. Good night
2. How are you?a. Nice to meet you. b. I‟m fine, thanks c. Good morning
d. Good night
3. Bye. See you tomorrow.a. Nice to meet you. b. You‟re welcome c. Good morning
d. Ok. See you later
4. Good-bye. Have a nice day.
6. SELF-ASSESSMENT AND DEVELOPMENT
Description of the area:
This area includes Development of observation skills, dealing with feedback,awareness of one's own strengths and weaknesses, awareness of possibilities for further professional development and the resources andsources of help.
Description of class and course
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In this course the students will be able to understand and use the simplepresent, frequency adverbs and prepositions of time to talk about activities. Inthis lesson students will talk about when things happen, they will learn todescribe weekday and weekend routines, also the habitual actions .
Topic: Daily life.
To motivate students, we need the students to realize that they can applywhat they practice in class, in a real life situation. If We can make this, wecan say that it is a successful lesson because the students will be moreinterested in their activities and also they will show interest in their classmates‟activities. Students will feel motivated when they share their interest with other students.
Aims of the lesson
- Use prepositions of time correctly.- Talk about the frequency they do their activities- Students describe weekdays and weekend routines.- Talk about interesting activities
Personal aims
I. To promote learner autonomy.II. Know the simple present form.III. The students will be able to use prepositions of time correctly.IV. To receive feedback on my teaching performanceV. To share ideas with colleagues to promote best practiceVI. The student will be able to interchange personal information abouthimself and other person talking about daily activities.
Procedure
1-Before lesson begins, ask students to look at a picture.- Ask what a routine is.- Share their ideas.
2-Explain that students will hear a conversation.Read the questions at the end of the conversation.Play the recording again and check the answers with the class
3-Explain the frequency adverbs and prepositions of time
4-The teacher will show a pictures with some daily routine activities.( The students willunderstand the prepositions of time, frequency adverbs and they will practice the
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vocabulary (listen and repeat).
5-Students walk around the classroom and ask each person to tell them two interestingthings or unusual things they do each week.
6-The students have to ask and answer questions about their activities with all their classmates.
7-when students finish asking and answering questions around the classroom, ask for the first volunteers out of several to share some interesting or unusual things theylearned about their classmates
8-The students will write examples from some interesting or unusual activities to helpthem stimulate and increase their vocabulary.
5- ConclusionsI think this lesson encouraged students to experiment with the language, touse the previous vocabulary and grammar they learned. I consider that thislesson was useful for them because it made them realize that there is apurpose, that they can use it in a real life situation. The objective in general of this course is that students realize that they can apply the language, the canuse the activities practiced in the classroom to interact outside the class.
6.- Self Evaluation
I try to do this lesson attractive, using slide in a language classroom, giving
students real life situations, encouraging and motivating the students to learnand use the language and I also incorporate listening task and activities whichencourage and facilitate learner autonomy and interaction between theintegrant of the class. These activities take into account learners‟ learningstyles and cultural expectations. I also shared ideas with colleagues topromote the improvement in our classrooms and students.
7.- Lesson plan.
Icebreaker Before lesson begins, ask students to look at a picture.- Ask what a routine is.
- Share their ideas.
Icebreaker Before lesson begins, ask students tolook at a picture.- Ask what a routine is.- Share their ideas.
Act. 1Explain that students will hear aconversation.Read the questions at the end of the
conversation.Play the recording again and check
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the answers with the class Act. 2 Explain the frequency adverbs and
prepositions of time
Act. 3 The teacher will show a pictures with
some daily routine activities.( Thestudents will understand theprepositions of time, frequencyadverbs and they will practice thevocabulary (listen and repeat)
Act. 4 Students walk around the classroomand ask each person to tell them twointeresting things or unusual thingsthey do each week
Act. 5 The students have to ask and answer questions about their activities with alltheir classmates.
Act. 5 when students finish asking andanswering questions around theclassroom, ask for the first volunteersout of several to share someinteresting or unusual things theylearned about their classmates
Act. 6 The students will write examples fromsome interesting or unusual activities
to help them stimulate and increasetheir vocabulary.
ATTACHEMENTS
PREPOSITIONS OF TIME
In
centuries
years
seasons
months
during parts of theday
in 20th century
in 2012 / in that year
in summer
in September
in the morning / in the afternoon/ in theevening
on dates days
special days
on 4th March on Saturday / on Monday morning
on Christmas Eve weekends at the weekend
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A) Write at, in or on.
1. Classes start................. September.
2. My birthday is ................. 15 July.
3. They like meeting ................. lunchtime.
4. The film starts ................. 9 o‟clock.
5. All the family meets ................. Christmas day.
6. I usually stay at home ................. the weekend.
7. They have Karate lessons ................. the evening.
8. The bank closes .................3:00 pm.
9. We are going skiing ................. Easter.
10. I don‟t like getting up early ................. the morning.
11. We usually go to the pub ................. Saturday night.
12. Justin Bieber was born ................. 1994.
13. He doesn‟t drive ................. night.
14. ................. winter we go to school by bus.
15. They don‟t watch TV.................dinner.
at
nighr time great annual festivals meals
at night at 6 o‟clock at Easter at dinner