AREA 1:

LANGUAGE AWARENESS

TOPIC:

SIMPLE PRESENT

- Verb “to be”

1st Level

DEVELOPED BY:

Ma. del Socorro Esquivel JuárezJulio César Sánchez Pérez

1. LANGUAGE AWARENESS.

This area involves a link between linguistic competence and communicative competence. In a simple form you will to have and apply a teaching and learning experience with the analysis of simple learning materials.

2. DESCRIPTION OF THE CLASS & COURSE.

This is an A1 level course according to the MCE (Common European Framework of Reference for Languages). The course is focused in the verb to be only in the simple present tense. It is useful to express occupations, teaching the right conjugation of this irregular verb but it is maybe the most important.

3. AIMS OF THE LESSON.

- To revise and practice the “to be” form for every pronoun- Vocabulary- Negative form- Check the right pronunciation- Situations

4. PERSONAL AIMS.

- To provide an interesting and funny lesson- To explain the structures of the topic adapting them to real situations- To motivate students to learn another language- To promote autonomy

5. PROCEDURE

First I explain the importance of the verb. The “To be” verb is one of the most important verbs because we can find it almost in all sentences we use every day when we refer to any person or thing.

It is very important because of its two meanings, the Spanish equivalent of “ser/estar”.

In Spanish when we conjugate the verb we can use only one word that involves the verb and the pronoun of the person referred. On the other hand in English we always need to specific the pronoun separately from the verb.

After the explanation of theory I want that students understand how important is this verb and I give a table with the conjugation of every pronoun.

When they learn the conjugation I give them some examples of application, one example for every pronoun and all this for the two meanings of the verb.

Something important is to consider the use of the negative expressions, so I explain them the correct form to make them and how we can use contractions as affirmative as negative.

I use the same affirmative examples to make the negative forms and to explain the contractions for both situations.

When they finish analyzing the examples we focus on the right pronunciation of the sentences specifically. They need to think on situations that happen commonly and to apply what they learn.

Here I consider a time for any doubt that could appear on the students. I have to be careful solving their doubts trying to explain clearly than before.

I need to make students understand that they don´t have to think in the way the always do in their original language; they need to think in the way it is in the new language they are studying now.

As a permanent homework I let them to think every situation they daily live on the streets, their homes, their works, etc., now apart of their normal lives, to make a simple structure of the sentences they normally use but in English.

6. CONCLUSIONS

I hope this course reached the aims in the students as I think it does. A simple explanation and the use of exercises and oral practice made the students understand better and then they just need to practice a lot to familiarize more and more with this new structure of the new language they are studying.

7. SELF – EVALUATION

I feel like students felt comfortable with the class making questions and doing the activities they had to do. The course is short but it goes directly to the theme and is a basic tool in the beginning of the study of this language. If I made the students understand the importance of this language they will have the possibility to continue by themselves.

8. LESSON PLAN

ACTIVITIES SOCIAL FORM MATERIALS AIM OF ACTIVITY TIME (min)

Introducing to the theme. Explain the importance for english the application of “to be”.

plenary The boardMake the students think

into the different structure of english.

10

To give the students vocabulary accord to the theme.

plenary sheet Students can relate and know some words they

need to use

5

Divide in peers and give them an image of a person to say how they are. They need to write.

peers flashcards Identify the conjugation and application of verb

“to be”

15

With the previous activity students need to make a role in groups of 4 and speak about the negative form of “to be”.

groups flashcardsTo identify and mention situations that are not in

pictures.10

Make them reflect and as a homework to think on their daily activities in their successive life in sentences in english

plenary --Practice the structure in real situations of real life 5

9. ATTACHMENTS

In simple present verbs have their simple form. Moreover the verb “to be” takes a different form from his original and for every pronoun.

Pronoun “To be” form ContractionI Am I´m

You Are You´reHe Is He´sShe Is She´s

It Is It´sWe Are We´reYou Are You´reThey Are They´re

Structure for sentences

Pronoun + to be + complement

Examples:

I am in the school I am the first one

You are in the park You are the best

He is on time He is strong

She is tired She is beautiful

We are together We are the champions

You are wrong You are the losers

They are sick They are classmates

The column of the left has examples with the “estar” meaning and the one of the right with the meaning “ser”.

Structure for negative sentences

Pronoun + to be + not + complement

Examples:

You are not in the park She is not beautiful.

Negative contraction

Is not = Isn´t Are not = Aren´t

AREA 2:

LANGUAGE AND CULTURE

TOPIC:

SIMPLE PRESENT

- Verb “to be”

1st Level

DEVELOPED BY:

Ma. del Socorro Esquivel JuárezJulio César Sánchez Pérez

1. Language and culture.

This area involves the knowledge of some aspects in different cultures to have the possibility of learn and use intercultural situations, their different backgrounds and even their works or lifestyles.

2. Description of the class & 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

3. 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.

4. 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.

5. 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 and the 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.

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 are the main differences they encounter between their

own culture and other cultures.

6. 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.

7. 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.

8. LESSON PLAN

Phases ofLearning Activities Social

FormMedia/ material

Aim ofactivity Time

Engage Students:Introduc1on to theme: “different countries/ different cultures“.(Reflecting on own culture)

--‐Before lessonbegins, T. writes theme differentcountries/different cultures on board. --- S. divided into Groups of 3 withcountry/nationalities cards.-Each group gets paperGroup make papers with things associated to other cultures

Groupplenary Board

PaperSet of cards with countries/nationalities

--‐engage students in topic.--‐ introduce theme.--‐S. reflectOn culture in own country.

15 min

Pre--‐teach grammar: (comparing cultures)

PPT presentation T. asks S. “have you been to any of these countries?

plenary Projectorcomputer

Use verb to be to make introductions and getting acquainted

15 min.

Verb to be grammatical structure

--‐T. shows OHT/S read OH together

plenary OH (p. 6) --‐T. explains grammar structure--‐S. revise structure and ask questions if required.

15 min

Grammar practice. Verb be affirmative form

s. Ask each other questions about themselves and the country they represents. circulate to find information.

Plenarypartner

Notebooksworkbook

--‐S. talk about personalexperiences.--‐S. reflect on and evaluate Their behavior and responseTo cultural situa1ons and encounters.

20 min

Grammar practice. Verb be affirmative form

s. practice grammar in a worksheet.s. practice grammar p. 6-7

group worksheets

--‐S. Practice verb to be affirmative--‐S. talk about personalexperiences using givenstructure--‐encourage awareness andevalua1on of own culture andother cultures.

10 min

Conclusion:(Reflectonculturaldifferencesandsimilarities

--‐In groupsS. discuss if there are situations that they find particularly interesting and how they are different from their own practices.

Groupplenary

--‐S. develop empathy withother cultures.--‐develop critical culturalawareness, evaluating ownand other cultures.

15 min

9. ATTACHMENTS

COUNTRIES AND NATIONALITIES

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!

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 ……………………………………………………..

AREA 3:

LANGUAGE LEARNING PROCESSES

TOPIC:

SIMPLE PRESENT

- Comparative adjectives- Superlative adjectives

1st Level

DEVELOPED BY:

Ma. del Socorro Esquivel JuárezJulio César Sánchez Pérez

1. LANGUAGE LEARNING PROCESSES

Second-language acquisition or second-language learning is the process by which people learn a second language. Second-language acquisition (often abbreviated to SLA) also refers to the scientific discipline devoted to studying that process. There are many different learning types and approaches to learning. 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 try something new.

2. 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 a motivated 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.

3. AIMS OF THE LESSON

-To present and practice the comparative form of adjectives.-To present and practice the superlative form of adjectives.-To identify the differences in use between comparative and superlative adjectives.

4. 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 superlative adjectives.-To incorporate the 4 skills.

5. 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

6. CONCLUSION

Throughout the development of this lesson, students acquired knowledge of the use of comparative and superlative adjectives by performing different activities. The whole group was certainly motivated to learn because all the material and activities applied on this lesson were focused on different learning styles. So we as teachers must always have in mind that all our students learn and processing information in different ways, If we are always aware of that when planning, we will have better learning results indeed.

7. 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 use comparative and superlative adjectives in context. What I liked the most was the opportunity I had to manage material for the different learning styles.

8. LESSON PLAN

e.g. 1 hour class

Warm-up The teacher shows students some images and elicits adjectives from them. (5min)

Act. 1 The teacher asks some students to pass infront and asks the rest of the class some questions about their physical appearance. Eg. Who is taller Pepe or Mario?Then she encourages ss to use the following structure. Eg. Pepe is taller than Mario.The teacher keeps doing the same with 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 board and asks ss to make comparisons among them.(15min)

Closing The teacher throws a ball or balloon to someone in the class by the time she says an adjective.The student who catches the ball will have to say a comparative statement that fits for 2 of her/his classmates. Then the student will have to throw the ball again and the classmate who catches it will do the same.(10min)

9. 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.

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 the consonant and add –est for the superlative form.

One-Syllable Adjective with Final -e

Comparative Form

Superlative Form

large larger largest

wise wiser wisest

AREA 4:

LANGUAGE TEACHING

TOPIC:

SIMPLE PRESENT

- Verb should (for giving advices)- Ailments

1st Level

DEVELOPED BY:

Ma. del Socorro Esquivel JuárezJulio César Sánchez Pérez

1. LANGUAGE TEACHING.

Language teaching is the practice and theory of learning and teaching a language, it is also important to mention that Language Teaching process is the facilitation of learning, in which you can "teach" a foreign language successfully 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.

2. DESCRIPTION OF THE CLASS & 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 and Fridays) 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 students are married and have children so this is a motivating factor for them too.

3. AIMS OF THE LESSON.

-To present and practice the verb “should” “shouldn’t to ask for and give advices.-To present and practice vocabulary related to ailments.-To recognize the correct use of should or shouldn’t according to the situation.

4. PERSONAL AIMS.

-To plan activities which can provide students the opportunity to apply what they learn in the classroom to real life experiences. -To create a positive learning environment by the use of different methods and approaches.-To enhance students participation through simulation and role-play.- To integrate the four skills (listening, reading, writing and speaking) in the lesson.-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.

5. PROCEDURE

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

6. CONCLUSIONS

By selecting and adapting different teaching methods and approaches it was easier to fulfill the lesson’s objectives. Through role-play and other activities students 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 I consider it necessary to keep on track of new methods and teaching strategies in order to provide students with the necessary tools for a second language learning environment.

7. SELF EVALUATION

It was a bit hard to choose the appropriate methods because I first had to check 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 everything surrounding my class as for example, materials, instructions, error correction, etc.

8. LESSON PLAN (1 hour class)

Warm-up The teacher will share a personal experience with students by telling them what ailment she/he once had. Then she/he will advice students by using 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 with different ailments and then she/he will mention an advice for them using should or shouldn’t. Eg. The girl in the picture has a toothache, she should go to the dentist. At the end, the teacher will show the flashcards again but this time, she/he will elicit the ailments and advices from students.(15min)

Act. 2 The teacher will ask some students to mime different ailments infront of the class and the rest of it will have to guess what the ailment is, afterwards they will have to say the corresponding advice to that ailment using should or shouldn’t. (15min)

Act. 3 Students will be given papers with different situations they will have to role-play. Eg. STUDENT A: You have a problem with your health. Tell student B what’s wrong with you and ask him/her for advice.STUDENT B: Student A has a problem with his/her health. Listen to him/her and then tell him/her what he/she should or shouldn’t do. Once students have the activity ready, they will present it to their classmates and then the teacher is going to ask them questions about what happened in each situation encouraging them to use vocabulary related to ailments and should/shouldn’t.(20 min)

Closing The teacher will review the class by miming his/herself some of the ailments and students will have to say an advice. Eg. T- What’s wrong with me?( by the time she/he touches her/his head) SS- You have a headache. T- What shoud I do? SS- You should take a pain reliever.

(5 min)

9. ATTACHMENTS

The use of should and shouldn’t We use should and shouldn't to give advice or to talk about what we think 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 I think

or I don't think.

Examples: You look tired. I think you should take a few days off. 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.

to have a temperature tener fiebreto have a cough tener tos

to have diarrhoea tener diarreato have a rash tener erupciones, sarpullidoto have spots tener granitos

to have a black eye tener un ojo moradoto get a bruise magullarse

to get burnt quemarseto lose one's appetite perder el apetito

to lose one's voice quedarse afónicoto break one's arm quebrarse el brazo

to sprain one's ankle tener un esguince en el tobilloto twist one's ankle torcerse el tobilloto be constipated estar estreñido

to have constipation tener estreñimientoto be allergic to ser alérgico ato suffer from sufrir de

to vomit vomitarto throw up vomitar

to hurt dolerto swell hincharse

AREA 5:

PLANNING AND EVALUATION

TOPIC:

SIMPLE PRESENT

- Spelling rules for 3rd person- Jobs and daily routine

1st Level

DEVELOPED BY:

Ma. del Socorro Esquivel JuárezJulio César Sánchez Pérez

1. PLANNING AND EVALUATION

Planning an educational evaluation refers to a systematic and ongoing process which includes researching and collecting information, from different sources, about the learning process, the content, the methods, the context, the outcomes of an 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.

2. DESCRIPTION OF CLASS & 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 English Language, the student has to be autonomous, the student has to understand how to use daily expressions, greetings and interchange personal information about daily routine and habits.

3. 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

and other person talking about daily routine and habits. The student will be able to write a description from himself and other person

about daily routine and free-time activities.

4. 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 how well they can read, speak, write and understand the use and form for the simple present; evaluate if they have achieved and acquired competences.

5. 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 can be 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 where they include and apply grammar to describe pictures and daily life activities.

5- To evaluate speaking they will present their projects in class where they have to explain it.

6- A final written exam will be used to evaluate grammar and writing skills.

7- Students answer a short test to evaluate their performance and participation in the course.

6. CONCLUSIONS

On this unit it´s important that students get the information and show that they use 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 and summative evaluations which can provide us real results about our students.

7. SELF EVAUATION

These questions can help to evaluate ourselves as teachers to realize if we are 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 conducing a course evaluation?

Do I do needs analysis and assess my student’s language competence according to the CEFR?

Do I inform my students on language examinations available to them and advise them on the appropriate options for them?

Do I help my students to plan further learning to suit their needs?

8. LESSON PLAN

Evaluation Lesson PlanTopic: Simple Present

Activity Materials Type of evaluation

1- In the warm –up activity previous knowledge and students needs can be 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 where they include and apply grammar to describe pictures and daily life activities.

5- To evaluate speaking they will present their projects in class where they have to explain it.

6- A final written exam will be used to evaluate grammar and writing skills.

7- Students answer a short test to evaluate their performance and participation in the course.

FlashcardsMemory gameComputerProjectorExams

-Personaland Group-Formative-Summative-Quantitative-Qualitative

9. 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

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. Choose the best response.

1. Good morning!a. Nice to meet you. c. Good morning

b. You’re welcome d. Good night

2. How are you?a. Nice to meet you. c. Good morningb. I’m fine, thanks d. Good night

3. Bye. See you tomorrow.a. Nice to meet you. c. Good morningb. You’re welcome d. Ok. See you later

AREA 6:

SELF – ASSESSMENT AND DEVELOPMENT

TOPIC:

SIMPLE PRESENT

- Daily life

1st Level

DEVELOPED BY:

Ma. del Socorro Esquivel JuárezJulio César Sánchez Pérez

1. SELF – ASSESSMENT AND DEVELOPMENT

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 and sources of help.

2. DESCRIPTION OF CLASS AND COURSE

In this course the students will be able to understand and use the simple present, frequency adverbs and prepositions of time to talk about activities. In this lesson students will talk about when things happen, they will learn to describe weekday and weekend routines, also the habitual actions.

3. 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

4. PERSONAL AIMS

- To promote learner autonomy.- Know the simple present form. - The students will be able to use prepositions of time correctly.- To receive feedback on my teaching performance- To share ideas with colleagues to promote best practice- The student will be able to interchange personal information about himself

and other person talking about daily activities.

5. 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 will understand the prepositions of time, frequency adverbs and they will practice the vocabulary (listen and repeat)

5-Students walk around the classroom and ask each person to tell them two interesting things 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 they learned about their classmates.

8-The students will write examples from some interesting or unusual activities to help them stimulate and increase their vocabulary.

6. CONCLUSIONS

I think this lesson encouraged students to experiment with the language, to use the previous vocabulary and grammar they learned. I consider that this lesson was useful for them because it made them realize that there is a purpose, 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 can use the activities practiced in the classroom to interact outside the class.

7. 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 learn and use the language and I also incorporate listening task and activities which encourage and facilitate learner autonomy and interaction between the integrant of the class. These activities take into account learners’ learning styles and cultural expectations. I also shared ideas with colleagues to promote the improvement in our classrooms and students.

8. 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 to look at a picture.- Ask what a routine is.- Share their ideas.

Act. 1 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.

Act. 2 Explain the frequency adverbs and prepositions of time.

Act. 3 The teacher will show a pictures with some daily routine activities.( The students will understand the prepositions of time, frequency adverbs and they will practice the vocabulary (listen and repeat).

Act. 4 Students walk around the classroom and ask each person to tell them two interesting things or unusual things they do each week.

Act. 5 The students have to ask and answer questions about their activities with all their classmates.

Act. 5 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 they learned about their classmates.

Act. 6 The students will write examples from some interesting or unusual activities to help them stimulate and increase their vocabulary.

9. ATTACHEMENTS

PREPOSITIONS OF TIME

in

centuries years seasons months during parts of the

day

in 20th century in 2012 / in that year in summer in September in the morning / in the afternoon/ in

the eveningon dates

days special days

on 4th March on Saturday / on Monday morning on Christmas Eve

at

weekends nighr time great annual

festivals meals

at the weekend at night at 6 o’clock at Easter at dinner

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.