Portafolio grammar

Universidad Mariano Gálvez

Facultad de Humanidades

Gramática

Wendy Velásquez Yuman

Grammar portafolio

Katerinne Yahaira Escobar Muralles

ID: 076-13-13704

June 2nd, 2016

Introduction

Nouns

Adjectives

Adverbs

Articles

Quantifiers

Comparatives and superlatives

Prepositions

Verbs (Multiword verbs and multiword verbal

expression)

Modals Verbs

Infinitive and –ing forms of verbs

Present Form

The Future

The past

The past used to and would

Conclusion

The following work this fact with the objective to show different types of grammar themes these are the main themes that are used with students at the time to teach them the English language, this work will help teachers to be able to put into practice their knowledge in the English language, be able to see their strengths and weaknesses, to provide a good education for the students at the time to teach them the English language.

This is a fact with the aim that it can resolve doubts that are given with the time and be able to clarify in an effective manner to his good knowledge and good teaching that you as a teacher will give their students.

Universidad Mariano Galvez Facultad de Humanidades

Escuela de Idiomas

How to teach Grammar

Consolidation Exercises

Chapter tittle and No. Nouns-1

Pronunciation

a. /IZ/oranges, wishes , lunches , /z/ movies, knives

b. +/IZ/, +/Z/

c. /Z/ Pins, pits /s/ , baths, cloths, hearths, coughs, growths , mouths,

scruffs /s/ or /Z/ pillows, locks,

d. +/S/+/Z/,

Language in context

a. COUN: lamb UNCOUN: Exposure, unhappiness, dissatisfaction, society,

life, understanding, misunderstanding, soil UNCOUN OR COUN: fish,

breast, meat, steak

b.

b.1 I predicted that fish presents no such problems, since it is never tough.

B.2 I didn`t predict that the unhappiness over which patients come to therapy is

not socially caused

b.3 Food meat, juicy, steaks, lamb, fish, sardines , unhappiness, therapy, life,

understanding. Soil, crating.

b.4 meat, steaks, lamb, fish sardines

b.5, food, juicy, unhappiness, therapy, life, understanding, soil, rating.

Changing attitudes

a. Yes, I use this form for myself

b. sometimes the form a mistake I consider that it is true because an educated

native speaker don’t know the rules how it is.

c. Yes, because I will be the rules like it is for to teach the correct form.


Escuela de Idiomas


Teacher: Katerinne Escobar Date: February 13th, 2016

Subject / grade level: ( Nouns)Regular and Irregular plural form./ 7th, grade

Materials / resources: Worksheet, blackboard, markers , posters

Technology:

Essential Standards

Differentiation strategies to meet diverse learner needs: Don`t continuo the other step if some students don`t understand,

explain in an easy form.

ENGAGEMENT

Show some pictures about how is the regular and irregular plural form

What is it? If they know about it, and some students give me their suggestions about the topic.

EXPLORATION

Puzzle; guess some questions that the teacher gives the students.

The students will be put in practice all about learned in class everyday .

EXPLANATION

ELABORATION

The students will be write on backs their classmates some nouns then others students will write regular and irregular plural form then

the teacher will be write on the board nouns that students unknown

when the students will be practice with other person that helps this, in real life about regular and irregular plural forms

EVALUATION

How will students demonstrate that they have achieved the lesson objective? When the teacher will do some exercises and evaluate everyday about this topic for the will be continuo with others topics.

The teacher will evaluate do with oral exercises, then the students will do alone a worksheet

Follow-up:

References:


Escuela de Idiomas


Mariano Galvez university

English Language

7th grade

Teacher: Katerinne Escobar

Worksheet

NAME: ____________________________________ DATE: ___________________

SERIES l

INSTRUCTIONS: Listen the following irregular and irregular plural forms.

1. ______________

2. ______________

3. ______________

4. ______________

5. ______________

SERIES ll

INSTRUCTIONS: Match with a line the correct form of following irrregula and regular plural

form.

1. Calf Babies 2. Criterion Criteria 3. Man Calves 4. Baby Boxes

5. Box Men


Escuela de Idiomas


Puzzles:

http://www.google.com.gt/url?sa=i&rct=j&q=imagenes+para+colorear+de+un+ni%C3%B1o+gordo&source=images&cd=&docid=XnqdTlOjuKkpPM&tbnid=nBxHfxTjmQFXgM:&ved=0CAUQjRw&url=http://wchaverri.wordpress.com/2010/04/04/imagenes-y-formas-para-colorear-y-elaborar-materiales/&ei=Y7M3UbfVAZGk8QSp84D4CQ&bvm=bv.43429836,d.eWU&psig=AFQjCNH9gO0NSt40ERKqAddP0S-B_NOfVg&ust=1362691257100907


Escuela de Idiomas


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 What I Have Learned and Questions I Still Have

Identify the importance of

using nouns to modify other

nouns.

The importance of using nouns to

modify other nous is when a

sentence wants to tell us its

meaning, what kind of a thing is or

what noun describes.

Choose and construct

appropriate possessive forms.

Women´s house- Alice´s hand

Record thoughts and information

you have about the session

content. (notebook notes)

I have learned about how identify

countable and uncountable nous with

its rules, what is the importance of

nouns and what are the divisions of

nouns, and how identify the difficulties´

learners with this topic.


Escuela de Idiomas


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 implement in my classroom the rules about nouns and its divisions, how

we can combine nouns to modify it.

Essential Questions

Answer the following question:

1. What are nouns?

Nouns are forms to identify person, place, thing, fact, nouns, range, meanings,

concepts, qualities, organizations, communities, sensations, events.

2. What do they do?

They do descriptions about we want to inform other person.

3. Where do nouns come in sentences?

The nouns come as the subject of a verb, as a object of a verb and as the

complement of a verb.

4. Write 5 countable and 5 uncountable nouns

1. Pencil 1. Rice

2 .Notebook 2. Sugar

3. Cat 3. Furniture

4. Cup 4. Butter

5. Table 5. News

5. Write 5 collective nouns

1. Department

2. Society


Escuela de Idiomas


3. Faculty

4. Class

5. Audience

6. Write the plural form of the following nouns: tornado, calf, leaf, belief, deer,

crisis, formula.

1. tornado- tornados-tornadoes

2. calf- calves

3. leaf- leaves

4. belief- beliefs

5. deer- deer

6. crisis- crisis

7. formula- formulas

Reflection

After reviewing the content in this session,

mention 2 the typical difficulties for learners

using nouns.

Words endings many adjectives have related

nouns forms. Learners sometimes make

plausible and intelligent guesses about the

form of these nouns, but their guess may be

mistaken e.g. Jealousness, angriness.

Countable and uncountable nouns learners

sometimes use uncountable nouns as though

they were countable e.g. an information, how

many money?

Write down the steps or activities you can

include to make sure that content in your

classroom will engage student’s progress.

The first activity will be when I introduce the

topic abut nouns, I will be teach the

divisions, rules, the differences with nouns

where the learners will know it.

I will be do exercises with different ways

where I will evaluate them, what are their

mistakes or progress, and then I won´t

continuo with other sub-topic if my students

don´t understand some topics.


Escuela de Idiomas



Chapter tittle and No. Adjectives-2

Language in context

a. Foggy, drab, misty , huge, dim, red, rumbling, dingy, dark, ugly, broken-down, hissing, heavy,

thick, pale-blue, hopeless, loathsome, damp entire, wet, first enough, filled, glowing, reduced,

suspended, coin and gas

b. Without the adjectives this would be a characterless description, it is the adjectives which,

above all crate the pervasive feeling of drabness, dampness and cold, and this feeling is arguably

more important than the details.

c. Rumbling and hissing are also present participles, broken-down is a past participle.

d. Foggy, misty, Hopeless is derived from hope, which can be either a noun or a verb.

e. Loathsome

.f. Broken-down

g. Loathsome refers to the odour, the final part of this sentence is a relative clause and the verb in

this clause is and object complement verb.

h. Suffixes are misty, foggy and loathsome; none of the adjectives has a prefix.

Learners’ English

The learner uses a number of a adverb forms in place of adjectives: seriously, brightly, smilingly,

passionately.

She attempts to make the following plural longs, blonds, blues, reds

She uses the following after rather than before the nouns They refer to: these forms are written in

a corrected version, very hard working and serious person, a little crooked nose bright red lips.

We need to use long, blond rather than blond, long.

We would say a little crooked nose rather than little and crooked, we might also choose small

rather than little to make it clear that this describes the nose rather than crooked. Form of hard

working.

In this paragraph she has mistakes than we can indentify when we read the structure and use of

adjectives

5E Lesson Plan

Teacher: Katerinne Escobar Date: February 20th,

2016

Subject / grade level: Adjectives ( After a noun or pronoun and verb)7th, grade

Materials / resources: blackboard, markers, posters

Technology:

Essential Standards: Identify and use the differences about adjectives when this refers after a noun

or pronoun and verb

Differentiation strategies to meet diverse learner needs: Use Posters with different sentences

using adjectives after a noun or pronoun and verb

ENGAGEMENT

What do you read on posters?

Do you know about this rule?

Can you identify a noun?

Do you know what is a noun or pronoun?

Can you identify the difference of a noun or verb?

EXPLORATION

Write in pairs on sheet of paper

EXPLANATION in pairs will write on sheet of paper write a sentence using noun or pronoun and

verb then everybody will check if structure is correct or not

ELABORATION

The students will be write on the notebook some sentences represent a topic.

EVALUATION

The teacher will be some question some students as how the student will do sentences or talk about this topic in real life knowing the rules.

Follow-up:

References: (Parrot, 200)

Posters

He is cold It is getting dark.

Session 2: Adjectives

Use the table below to keep track of the module elements as you go through the session

Session Elements

2. Adjectives

2.1 Key considerations

2.2 What are adjectives?

2.3 Where do adjectives come in sentences?

2.4 Gradeable and ungradeable adjectives

2.5 Exceptional sentence positions- when adjectives immediately follow nouns

2.6 Typical difficulties for learners

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

Word Definition

Adjectives

Adjectives describe words, They provide

information about the qualities of something

describe in a noun, a noun phrase, or clause

Adjectives related to nouns or verbs These adjectives often have one of the

following endings or suffice, sometimes as in

the case of impeccable, the adjective survives

long after the noun or verb it has been related

to is forgotten.

Participle forms Many adjectives have the same form as

participles and they are parts of the verb.

Multiword adjectives Many adjectives are made up of two parts,

usually connected by a hyphen, these two- part

adjectives are multiword adjectives.

The second part of multiword adjectives is

often a past participle form.

Adjectives before a noun They are usually the last but one item in the

noun phrase; we can usually leave adjectives

out of a noun phrase without making nonsense

of the sentence.

Adjectives after a noun or pronoun andverb

They are adjectives than we can use after

nouns, when we use adjectives predicatively

they usually express the main point of the

clause and we can’t leave them out.

Using more than one adjectives The following is a helpful rule of thumb to use

when two or more adjectives occur before a

noun.

Linking adjectives with and In theory any number of adjectives can be used

together, although most people avoid long

strings of descriptive words, particularly in

writing and particularly when they come before

the noun.

Gradeable and ungradeable adjectives Gradeable adjectives describe qualities that we

can measure or grade in some way. And

ungradeable adjectives some express extreme

qualities(e.g. terrified) and absolute qualities

( e.g. alive, correct)

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

SPEAKING AND WRITING

1. Plural forms learners may create a

plural adjective.

e.g. They are olds books.

This is particularly common among

people whose first language has a

plural form of adjectives.

1. I will be create different forms the activities with

flashcards, videos etc.

2. I will be teach the rules about plural forms

3. I will be explain that English language is different as

Spanish language

4. Because some students translate the language like their

language.

2. Comparative and superlative forms

learners may over-generalise the

rules which determine the

comparative and superlative forms of

adjectives

e.g. She is more old than me.

That was the reasonablest I`ve ever

seen her.

1. I will be explain the differences when we will use

comparative and superlative in sentences or real life.

2. I will be teach each rule.

3. I won’t continuo with other topic if one student don`t

understand.

4. I will be do different games, or activities to student will

be learn easy

5E Lesson Plan

Teacher: Katerinne Escobar Date: February 24th, 2016

Subject / grade level: (Adverbs) Special Adverbs: already, still and yet / 8 th, grade

Materials / resources: blackboard, markers Technology:

Essential Standards: Identify the importance about adverbs already, still and yet, for express to learners` first language. Differentiation strategies to meet diverse learner needs: The students will be learn this topic with differents exercises where they will be write, read and speaking using this topic. ENGAGEMENT

Do you know the importance it? Can we use already and still before the verb? When we use yet in a sentence?

EXPLORATION “Complete the sentence”

EXPLANATION: The students will complete some sentences on the board with yet, still or already ELABORATION

The students will be write 5 sentences on the notebook using the adverbs yet, already and still.

EVALUATION The students will answer the teacher if the sentences are correct or incorrect about adverbs.

Follow-up:

References: Grammar for English language teachers


Escuela de Idioma Consolidation Exercises

Chapter tittle and No. Adverbs-3

Language and Context

a. 1. Attitude marker 2. Manner 3. Focusing 4. Manner 5. Manner 6.frequency 7.time.8 and 9. Focusing 10.focusing

b.

B.1 The following don’t have so specific a meaning as traditionally but could be used in its place: usually; conventionally, normally.

B.2 on a personal basis and on a one- to- one basis are possible alternatives

B.3 particularly can`t be replaced

B.4 all together is a possible alternative.

B.5 one-by-one is a possible alternative

B.6 rarely or seldom are possible alternatives

B.7 at the moment and these days are possible alternatives

B.8 and B.9 to some extent is a possible alternative

B. 10 too could be used but would need to be placed after processing

c.

C.1 traditionally could precede / with little change to meaning

C.2 individually could precede to renew or separate to and renew.

C.3 the word order can`t be changed



C. 6the word order can`t be changed

C.7 nowadays could precede /hardly ever

C.8 and C.9 The adverb could follow I

C.10Also could follow want

2


Escuela de Idioma a, b. Effectively (manner), simply (manner), simply (focusing),

Completely (degree, absolute), still (relative time), boldly (manner), elegantly (manner) beautifully (manner), softly (manner) confidently (manner) outside (place)

c. The texts still made sense, but the adverbs provide a substantial amount of colouring-in detail. Without adverbs the texts would be more straightforwardly descriptive. We would lose much of the author`s opinion and attitude.

Changing attitudes

a, b i. Hopefully is used as an attitude marker. ii. This includes a split infinite e.g. the adverb further is placed between

to and the base form of the verb. Iii/iv. Adverbs of manner with the same form as adjectives are used in these sentences –ly forms also exist e.g. steeply, quickly.


Escuela de Idioma Session 3: Adverbs

Use the table below to keep track of the module elements as you go through the course.

Session Elements

3. Adverbs

3.1 Key Considerations

3.2 What are adverbs?

3.3 Where do adverbs come in sentences?

3.4 Types of adverbs

3.5 Typical difficulties for learners

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

Knowledge What I Have Learned and Questions I Still Have

1. Identify differents types of adverbs but I will be practice to know easily.

2. I know the meaning of adverbs how something is done to express adverbs.

3. It is better when we practice

information about the time of an action or event in relation to some other point of time.

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

1. We use adverbs of frequency to indicate how often we do things or how often things happen.

2. We use adverbs of manner immediately before past participles.

3. When we use adverbs of time and place together, we usually specify the place before the time.


Escuela de Idioma

Practical Applications

Capture practical tips and ideas from the content, presentations or activities in this session that you can implement in your classroom.

1. Demonstrate all the class the differences about adverbs how we will use.

2. Use this topic in correct form when the students practice the language

Essential Questions

Answer the following question: 1. What are adverbs? An adverb is as words that modify a verb, and adjective or another adverb. 2.Write a sentence using an adverb before a who clause Nowadays, when families… complain.. 3. Write a sentence using an adverb before the verb She never speaks. 4. Write a sentence using an adverb before the main verb and after an auxiliary verb They could never find a way, a way of handling it successfully 5. Write a sentence using an adverb at the end of a clause You spoke convincingly. 6. Write a sentence using an adverb before adverbials I cut the cake equally with a ruler. 7.Write a sentence using an adverb before an adjective Properly jealous, very good. 8. Write a sentence using an adverb before an adverb Jealousy frightened and worried them so much.

Reflection

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

1. Learners sometimes use adjectives in place of adverbs of manner. e.g. She paints beautiful, She improved rapid.

2. Learners very often place adverbs after a verb and before a direct object. E.g. I like very much music.

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

progress. 1. Form two groups then give

them puzzles where I wrote sentences using adverbs , so the students will form the puzzles where they will recognize each step about adverbs using rules for it.

5E Lesson Plan

Teacher: Katerinne Escobar Date: March 4th, 2016

Subject / grade level: Articles / 7 th, grade

Materials / resources: blackboard, markers, Flashcards

Technology:

Essential Standards: Identify the difference of articles a/an or the

Differentiation strategies to meet diverse learner needs: The students will be learn this topic with differents exercises where they will be write, read and speaking using this topic.

ENGAGEMENT Do you know the importance it? Can you identify an article Do you know what is the use with article A/AN and THE? Can you identify the difference of it?


EXPLANATION: The students will complete some sentences on the board with A, AN or THE

ELABORATION The students will be write 5 sentences on the notebook using the Articles.

EVALUATION The students will answer the teacher if the sentences are correct or incorrect about adverbs

Articles.

Follow-up:



Chapter tittle and No. Articles-4


1. This is introducing new information. The noun (person) is singular. 2. The noun (voice) is singular. 3. The noun (eyebrows) is plural and so no article is needed. 4. The noun (mason) is singular. 5. The signals that this is not any defect, but a particular one. 6. We leave out articles in many expressions which include work

(begin/start/finish work) 7. On a certain day contains a fixed expression, we always use a certain

before singular nouns. And we always use no article when we use certain with this meaning before plural or uncountable nouns.

8. The signals that this is not any furniture, but a particular instance. 9. The far end of is a fixed expression. 10. The signals that this is not any house, but a particular instance.

Learners’ English

1. The learner is referring to the previous week and should have written last week. 2. This is not incorrect but it is unidiomatic. We normally talk of going to the cinema or theatre, thinking of the act of seeing a film or a play. 3. A teacher might be tempted to correct this to something like without any problems or with no problems. 4. This is not incorrect but it is unidiomatic. 5. The learner probably wants to say that the actors spoke Italian or that the firm was in Italian. 6. This is incorrect; at least if the learner intends to refer to life generally, in which case no articles should be used. 7. She wants to say that se saw a programme on TV about tuberculosis, but lacks the knowledge and command of appropriate set phrases. 8. This is general and needs no article. 9. Given that the learner applies the rule for using indefinite articles before TV, it is perhaps surprising to find a singular noun without any article here.

K-W-L Article Chart

What I Know

What I Wonder (or want to know)

What I have Learned

1. I know that the articles are not only 3 categories.

2. I know that the articles have differents rules to use it.

3. The article a/an we use

with expressions of time and quantity.

4. We do not use an

article before the name of certain kinds of institutions (hospital, church, school) when we want to show that someone is part of that institution.

1. I wonder to practice more this topic.

2. I wonder to memorize more each category’s articles.

3. I wonder do not confuse the rules about articles.

1. The use in lots of fixed expressions, where there is no obvious element of common ground at all.

2. How we choose articles to other determiners.

3. Articles are part of noun

phrases and come at the beginning of them.

5E Lesson Plan


Subject / grade level: Quantifiers / 7 th, grade


Technology:

Essential Standards: Identify the importance and use about quantifiers

Differentiation strategies to meet diverse learner needs: The students will be learn this topic putting in practice with exercises, where they will be write, read and speaking using quantifiers.

ENGAGEMENT Do you know the importance it? Can you identify quantifier? Do you know what is the use it? Can you identify the difference of it?


EXPLANATION: The students will complete some sentences in verbal form

ELABORATION The students will be write some sentences on the notebook using Quantifiers.

EVALUATION The students will answer the teacher, if the sentences are correct or incorrect about Quantifies

Follow-up:



Chapter tittle and No. Quantifiers-5


1. A) The quantifiers are: all, most, every, few, and some. B) All is a pre-determiner a large number of is similar in meaning to a lot of, and could be considered as a quantifier. C) Every teacher has her own implicit theory, would be similar in meaning, bun as a collective emphasizes the teachers as individuals rather than as collective body.

2. A) The following quantifiers were used in the original sentences: both, all, some, much and any. B) Both: this has to be a quantifier that can be followed by a plural noun. All: This has to be a quantifier that can be followed by a plural noun. Some: Given the amount of context provided, many or a lot of could also be used here. Much: This use of much has a formal ring to it, and a lot of might be predicted in its place. Any: Every could also be used. Anny adds the sense of “if any spiders appear”

Differences in meaning

A) 1. Both sentences are correct 2. All three sentences are correct 3. Both sentences are correct 4. Both sentences are correct 5. Both sentences are correct 6. Both sentences are correct 7. Both sentences are correct

B) 1. It would be that the first sentence is an enquiry and the second a request.

2. The first two sentences are very similar in meaning, although some people feel that the second puts more emphasis on the methodical. 3. They are identical in meaning. 4. They are identical in meaning. 5. Many people feel that the first sentence expresses an interest in his having scored a lot of goals. 6. The second sentence suggests that there are other photographs which she doesn`t have at the moment. 7. The second sentence is less common than the first in informal, spoken English. Learners `English

A) 1. It is difficult to imagine any context in which this would sound natural or correct.

2. This sounds very odd, but conceivably might appear in some kind of written report.

3. This use of many noun phrase functioning as the subject of the is more natural.

4. This is absolutely natural and correct.

5. The use of much in a noun phrase functioning as the subject of a sentence is quite natural.

6. Most teachers would correct this, encouraging the learner to use a singular form of the noun.

7. This sounds odd, but conceivably might occur in speech.

B) 1. Most teachers would encourage learners to use a lot of before uncountable nouns in noun phrases functioning objects.

2. Unless the learner was a very sophisticated user of English who had chosen this form for appropriate reasons.

3. We would probably mark this as correct.

4. We would probably mark this as correct subjects.

5. Not everyone, however, recognizes this as incorrect and plural form of the verb is sometimes used after neither.

6. Unless the learner was a very sophisticated user of English who had chosen this form for appropriate reasons,

Quantifiers Study Guide

How do we choose quantifier? Singular nouns: another book Plural nouns: a few drinks Uncountable nouns: a little interest

Quantifiers Examples of using quantifiers with other determiners

1. I travel every few months.

2. He needed a few more votes.

3. We get few enough treats.

Write 1 typical difficulty for learners Comprehension: When learners don`t know or don`t notice quantifiers, this rarely leads to significant misunderstanding.

Examples of quantifiers: 1. I taught them some

vocabulary. 2. He is got some money.

Examples with: all, both, eihter, enough, several

1. We`ve considered all opinions. 2. They examined both sides. 3. They made no attempt to rescue

either dog. 4. You haven`t had enough lessons. 5. I`ve sent out several cards but I`ve

only received a few confirmations.

What are quantifiers? Quantifiers are Words or phrases that come at the beginning of a noun phrase and signal whether the information is new or familiar , or which tell us something about quantity

5E Lesso Plan


Subject / grade level: Comparatives and Superlatives / 8 th, grade

Materials / resources: blackboard, markers, posters with words representing comparative a superlative.

Technology:

Essential Standards: Use the correct form for comparative and superlative.

Differentiation strategies to meet diverse learner needs: The students will be practice using their skills, which the teacher will put in practice with differents exercises.

ENGAGEMENT

Do you know the importance it? Can you comparative and superlative some words? Can you identify the difference of it?

EXPLORATION

“ Find around the class” EXPLANATION: The students will find papers of sheet with differents words that it will represent the differences about comparative and superlative words.

ELABORATION

The students will do a chapter with some words where they will separate the comparative and superlative words.

EVALUATION

The students will answer the teacher how are comparative and superlative formed in sentences

Follow-up:


de ense2Consolidation Exercises

Chapter tittle and No. Comparative and Superlative-6

Learners’ English

We might tell the learner:

1. Double the final consonant before EST when the adjective has one syllable and ends in a single vowel+consonant.

2. We don`t use more and most in addition to ER and EST. 3. We change Y to I before ER an EST when Y follows a consonant. 4. Good has completely irregular comparative a superlative forms. 5. Whit adjectives of three or more syllables we have to use more or most to make the

comparative or superlative form.


1.

Answers to A Answers to B Answers to C

1 , 5 S UP ERL AT IV E

ADJ ECT I VE S IT WO UL D B E UNU SU AL T O USE CO RR ECT ES L O Y AL I ST AN D ARD ENT EST I N ANY C IRC U MST ANC E S

6 , 7 C O M P A R A T I V E

6 A D V E R B S , 7 A D J E C T I V E ?

I N T H I S C O N T E X T F A S T E R I S A N D A D V E R B D E S C R I B I N G T H E M A N N E R O F S H O P . T W O M E A N I N G S A R E P O S S I B L E F O R M O R E E X P E N S I V E W I N E .

8 , 9 C O M P A R A T I V E A D V E R B S S O M E P E O P L E W O U L D U S E Q U I C K E R I N T H E S E C O N T E X T S , B U T T H E A D V E R B I A L F O R M M O R E Q U I C K L Y I S M O R E G E N E R A L L Y A C C E P T E D .

1 0 C O M P A R A T I V E A D J E C T I V E O N L Y T H E A D J E C T I V E F O R M I S P O S S I B L E A F T E R W A S . M O R E Q U I C K I S N O T U S E D .

1 1 C O M P A R A T I V E Q U A N T I F I E R T H I S I S T H E O N L Y P O S S I B L E F O R M .

1 2 C O M P A R A T I V E A D J E C T I V E ?

1 3 C O M P A R A T I V E A D J E C T I V E T H I S I S T H E O N L Y P O S S I B L E F O R M .

1 4 C O M P A R A T I V E A D J E C T I V E T H I S I S T H E O N L Y P O S S I B L E F O R M .

2.

a. 1. 30 per cent lower than today in the 1990s

2. Seven years earlier (i.e. younger) than on average today

3. The cheapest car that was available at that time

4. Far fewer cars than there are on the roads today

b. They did could be left out

3.

Answers to A Answers to B

( I ) B E T T E R E D U C A T E D C O M P A R A T I V E / A D J .

W E L L E D U C A T E D I S E F F E C T I V E L Y A T W O – W O R D A D J E C T I V E , A N D B E T T E R E D U C A T E D T H E C O M P A R A T I V E F O R M O F T H I S .

( S L I G H T L Y ) R I C H E R C O M P A R A T I V E / A D J .

T H A N T H E R O B E R T S E S I S O N L Y I M P L I E D

M O R E C O M P A R A T I V E / Q U A N T I .

T H R O B E R T S E S I S O N L Y I M P L I E D

( H O L I D A Y S ) T H E Q U A N T I , S U P E R / A D J . S T R O N G E S T

( I I ) ( T H R E E T I M E S ) C O M P A / A D J M O R E L I K E L Y

B E T T E R A B L E C O M P A / A D J T H E M E N A R E O N L Y I M P L I E D . B E T T E R A B L E I S A N I D I O M A T I C E X P R E S S I O N , S I M I L A R T O M O R E A B L E , B U T S U G G E S T I N G T H A T T H E A B I L I T Y I S M O R E I N T R I N S I C .

F A S T E S T S U P E R / A D V E R B

T H I S I S A N A D V E R B O F M A N N E R , A N D T H E I S N ` T N E E D E D . W E U N D E R S T A N D T H A T M E N O F T H I S A G E L O S E C E L L S F A S T I N A L L P A R T S O F T H E I R B R A I N S - T H E F R O N T A L L O B E A R E A I S S I N G L E D O U T F O R T H E P R I Z E !

( I I I ) B E N A S T I E S T S U P E R / A D J E C T I V E

T H I S I S P A R T O F A R E L A T I V E C L A U S E A N D T H E I S N O T N E C E S S A R Y . S I N C E T H I S R E F E R S T O R E L A T I O N S H I P S W H I T T W O P A R T I C I P A N T S , S O M E P E O P L E W O U L D P R E F E R T O U S E N A S T I E R .

Profesorado de enseñanza media en inglés

Comparative are adjectives and adverbs that end in ER, and superlative are adjectives and adverbs that en in EST.

e.g. Richer, Richest. This story can fit 175-225 words.

The purpose of a newsletter is to provide specialized information to a targeted audience. Newsletters can be a great way to market your product or service, and also create credibility and build your organization’s identity among peers, members, employees, or vendors.

First, determine the audience of the newsletter. This could be

anyone who might benefit from the information it contains, for example, employees or people interested in purchasing a product or requesting your service.

You can compile a mailing list from business reply cards, customer information membership lists. You might consider purchasing a mailing list from a company.

If you explore the Publisher catalog, you will find many publications that match the style of your newsletter.

Next, establish how much time and money you can spend on your newsletter. These factors will help determine how frequently you publish the newsletter and its length

It’s recommended that you publish your newsletter at least quarterly so that it’s considered a consistent source of information. Your customers or employees will look forward to its arrival.

What are comparatives and superlatives? Write a definition and give 2 examples.

S E S S I O N E L E M E N T S

Comparatives and Superlatives

How are they formed? Write a definition and

give 2 examples.

Long adjectives and adverbs, Short adjectives and adverbs, two – syllable adjectives and adverbs, less and the least etc.

e.g. 1. He drove faster this morning.

2. It was the most expensive wine in the shop.

This story can fit 75-125 words.

Your headline is an important part of the newsletter and should be considered carefully. In a few words, it should accurately represent the contents of the story and draw readers into the story. Develop the

Inside First Story 2

Inside Second Story 2

Special Interest Story 2

Inside Fourth Story 3

Inside Fifth Story 3

Special Interest Story 3

Back Page Story 4

Study guide 6

Comparative come in sentences after of the verb, and superlatives come in sentences after of verb and after an article e.g.

1.Maths was more difficult than spelling.

2. Everest is the highest mountain in the world.

One benefit of using your newsletter as a

Where do comparatives and superlatives come in sentences? Write a definition and give 2 examples.

promotional tool is that you can reuse content from other marketing materials, such as press releases, market studies and reports.

While your main goal of distributing a newsletter might be to sell your product or service, the key to a successful newsletter is making it useful to your readers.

A great way to add useful content to this newsletter is to develop and write your own articles, or include a calendar of upcoming events or a special offer that promotes a new product.

You can also research articles or find “filler” articles by accessing the World Wide Web. You can write about a variety of topics but try to keep your articles short.

Much of the content you put in your newsletter can also be used for your Web site. Microsoft Word offers a simple way to convert your newsletter to a Web publication. So, when you’re finished writing your newsletter, convert it to a Web site and post it.

We use comparatives to compare some common feature of two or more things or people in terms of degree or quantity.

We use superlatives single out one thing or person as being special in relation to others on some kind of implied scale.

e.g.

1. The porsche is more

What do they do? Write a definition and give 2

examples.

expensive than the Toyota.

2. The porsche is more expensive than the Toyota and the Rover.

One benefit of using your newsletter as a promotional tool is that you can reuse content from other marketing materials, such as press releases, market studies

and reports.





Comparatives don`t use the before the adjective or adverb in comparisons is a good rule of thumb for elementary learners.

Superlatives Elementary course books usually teach Use the with

Rules of thumb (and their limitations) Write a definition and give 2 examples

superlatives.

e.g.

1. The more you eat

2. She is easily the most talented of this year’s graduates.


Much of the content you put in your newsletter can also be used for your Web site. Microsoft Word offers a simple way to convert your newsletter to a Web publication. So, when you’re finished writing

“To catch the reader's attention, place an interesting sentence or quote from the lesson here.”

Profesorado de enseñanza media en Inglés Page 2

“To catch the reader's attention, place an interesting sentence or quote from the lesson here.”

Profesorado de enseñanza media en Inglés Page 3

1. Leaners often use more or most when it would be more normal to add- er or -est to word.

1.1.We can practice and practice with differents activities where the student can be learn in a step where they can identify their technique and ability to learn this topic example we can use videos , puzzles, reading, writing with differents worksheets.

Give an example of learners difficulties and a solution One benefit of using your newsletter as a promotional tool is that you can reuse content from other marketing materials, such as press releases, market studies and reports.





One benefit of using your newsletter as a promotional tool is that you can reuse content from other marketing materials, such as press releases, market studies and reports.



You can also research articles or find “filler” articles by accessing the World Wide Web. You can write about a variety of topics but try to keep your

articles short.



Much of the content you put in your newsletter can

Summary

also be used for your Web site. Microsoft Word offers a simple way to convert your newsletter to a Web publication. So, when you’re finished writing your newsletter, convert it to a Web site and post it.

A great way to add useful

content to this newsletter is to develop and write your own articles, or include a calendar of upcoming events or a special offer that promotes a new product.

5E Lesson Plan

Teacher: Katerinne Escobar Date: April 5th, 2016

Subject / grade level: Prepositions / 7 th, grade


Technology:

Essential Standards: Differentiate each preposition and use it.

Differentiation strategies to meet diverse learner needs: The students will be learn and identify the importance of each preposition, the students will be use it in their real life.

ENGAGEMENT Do you know the importance it? Can you identify each preposition? Do you know what is the use it?

EXPLORATION Follow the mimics’ teacher

EXPLANATION: The students will follow the mimics about prepositions, that the teacher say them.

ELABORATION The students will do some exercises represent prepositions.

EVALUATION The students will create a history about prepositions where the students will put in practice prepositions.

Follow-up:



Chapter tittle and No. Prepositions-7

Learners `English

Dependent prepositions and fixed expressions – wrong choice of preposition Mistake Correction Interested about sport Interest + in I have taken part at Take part + in I went in America Go + to in the end of this year At + the end of Knowledge in grammar Knowledge + of Possesive form Mistake Correction Comment The manager from of This mistake is typical of learners

whose first language uses one preposition to cover the meanings roughly expressed in English by of and from.

Training weekends of these sports

for The learner doesn t́ seem sure of how to use for.

a bank´s branch political relevant´s issues

the branch of a bank issues of political relevance

In both these cases the learner appears to have overgeneralised the use of the possessive’s (see p.5)

Leaving out dependent prepositions and putting in extras Mistake Correction Comment

Listening music Listening + to

I want to return in Return there(no preposition)

The usual dependent preposition after return is to. However, no preposition is needed before there.

After/by the end of Mistake Correction After the next two weeks By the end of

Around Mistake Correction

Traveling around the world All over Language and Context

1. a. With, from, on, on, to, of b. The words either side of the gap generally help us to decide what is missing- this decision is particularly easy in the case of the dependent prepositions associated with the verbs SUFFER and DEPEND. In the case of 5 however, we need to look at the whole text in order to decide whether the missing word is TO or FROM. C. Although prepositions generally don’t convey much meaning, correct choice can also be crucial on occasions.

2. a. given, of, in, for, like, into, of, on, of, from, on, of, with, of, on, of, with, of, on, before, into, for, of, at , of, to, into, of, to, of b. To is part of the infinitive in the following: has tended to focus, how to do, but to run, allows it to access. c. The following are part of fixed idiomatic expressions: on the net, for instance, at least. d. The following prepositions are dependent: forgive for, fade into, focus on, connect to, transform into, capable of. e. These prepositions convey very little meaning, and can almost be considered as part of the verb. f. Most of these prepositions couldn’t be replaced.

Differences in word class

1. In ii, iii, vi, vii, viii, x, xi the words in italics are prepositions. 2. In I the word in italics is an adverb. 3. In iv the word in italics is part of the infinitive form. 4. In v and ix the words in italics form part of multiword verbs 5. In vii the word in italics is a straightforward preposition if the

meaning of the sentence is literal.

Divide and Conquer

Group Summarizing

Directions: Choose 4 of the subtopics or subheadings of material you

have just read. Reread that section only. Take notes that summarize the

main ideas of that section. Be prepared to teach the rest of the class

what you found. As another classmate summarizes his or her section,

take notes from their presentation.

Study guide 8 (9) “Multiword verbs and multiword verbal expressions”

Directions: Choose 4 subtopics or subheadings of material on pages 108-

117. Reread that section only. Take notes that summarize the main

ideas of that section and write them in the spaces provided.

Subtopic 1: What are

multiword verbs? : Multiword

verbs are made up of a verb, are

words that we use as adverbs

and /or prepositions in other

contexts.___________________

__________________________

__________________________

__________________________

__

Subtopic 2: Main types of

multiword verb: Type 1 No

object (intransitive), Type 2

Object (transitive) inseparable,

Type 3 Object (transitive)_____

separable, Type 4 Object_____

(transitive) with two particles_

(the particles are____________

inseparable)________________

Subtopic 3: Other types of

multiword verbs: Not all

multiword verbs fit neatly into

one of these four categories ,

some verbs and particles have

to be separated by and object,

even if this is not a_________

pronoun.__________________

__________________________

Subtopic 4: Clauses which end

in a particle: In fact most

people do end clauses with

particles in written as well as in

spoken English, this is practically

unavoidable in the case of type

1 and type 3________________

verbs._____________________

__________________________

5E Lesson Plan

Teacher: Katerinne Escobar Date: April 11th, 2016

Subject / grade level: Multiword verbs and multiword verbal expressions / 8 th, grade


Technology:

Essential Standards: Identify multiword verbs as one of the most important features of English in students’ second

language.

Differentiation strategies to meet diverse learner needs: The students will learn and identify the importance of each multiword verbs and verbal expressions.

ENGAGEMENT

Do you know the importance of it? Can you identify multiword verbs? Do you know how we can use verbal expressions?

EXPLORATION

Find around the class

EXPLANATION: The students will find sheets of paper with differents multiword and the students will form on the board each word correctly.

ELABORATION

The students will do some exercises than the teacher will give them then they will write on the notebook.

EVALUATION

The students will write a conversation using multiword verbs and verbal expressions and the students will use real scenarios.

Follow-up:



Chapter tittle and No. Multiword verbs and multiword verbal expressions 9 (8)

Learners `English

Dependent prepositions and fixed expressions – wrong choice of preposition


I went out my wife We can say My wife and I went out but need to add with before and object

We had to save our

money

This is correct, but the Type one multiword verb save up would be more

idiomatic

Set our new home The type 3 multiword verb set up would be appropriate here

We get on happily

together

The learner has chosen the appropriate multiword verb but this multiword

verb is normally used with adverbs such multiword h as well, badly etc.

We seldom have

argument

Argument exists as an uncountable noun but in the multiword verbal

expression with have it is always countable.

We make them up

rapidly

The learner has chosen the appropriate multiword verb but we always use it

as the object.

Have set them up all Set them up is the appropriate multiword verb, but we don`t normally follow

this with an adverbial.

We compensate the

lost time

Compensate is possible here but needs to be followed by the preposition for

We expect many

more happy years

This is perfectly correct but the learner may want to say that they look

forward to many more happy years.

I did not fabricate Fabricate is an object verb and so needs a direct object

Looking at examples

Answers to A and C Answers to B

(i), (vii) and (viii) are type 1 multiword

verbs.

None of their meanings are literally the sum of

the constituent verbs and particles

(iii) and (iv) are both multiword verbal

expressions.

(iii) is clearly more literal in its meaning than (iv)

(ii) and (vi) are not multiword verbs. (ii) and (vi) are superficially similar to (i), (vii) and

(viii). However, in these sentences the verbs and

accompanying adverbs are used completely

literally

Put up with (x) is a type 4 multiword verb. It makes no sense to separate with from put up.

(v) and (ix) are type 1 multiword verbs. Although they are superficially similar to put up

with (x) reach out and drop in belong to type 1 no

type 4.


Answers to A and B Answers to C

(1)we can classify this as a type 2 multiword verb come into

Alternative ways of expressing this how languages are born the origin of languages.

(2) This is often classified as a multiword verb lead to

It is difficult to think of any alternative word or expression which would convey the same meaning.

(3)This type 3 multiword verb put+object+forward is used here in a reduced passive form

We could also use advanced or proposed as an alternative to put forward with little change to meaning or tone but these might also seem inappropriately formal.

(4) Multiword verb this expression is very frequently used in the passive form to describe this particular kind of

It is difficult to think of any alternative word or expression which would convey the same meaning.

causality dependence.

(5) It could be argued that this is not a multiword form here, but simply the verb look and the preposition which normally follows it.

Consider could be used her, but conveys less sense of conscious attention.

(6) see (1) above.

5E Lesson Plan

Teacher: Katerinne Escobar Date: May 14th, 2016

Subject / grade level: Modal Verbs/ 7 th, grade

Materials / resources: blackboard, internet

Technology: English Modal Verbs (https://www.youtube.com/watch?v=j_cPX1SREmE) Grammar English Modals(http://www.myenglishpages.com/site_php_files/grammar-exercise-modals.php)

https://goanimate4schools.com/movie/0_KG4nzqIfgM/0/1

Essential Standards: Identify Modals verbs, putting in practice when the students will talk with other person.

Differentiation strategies to meet diverse learner needs: The students will learn and identify the importance of each Modal Verbs.

ENGAGEMENT

Do you know the importance of it? Can you identify Modal verbs? Do you know how we can use Modal Verbs?

EXPLORATION

Watch a video

EXPLANATION: The students will listen a conversation about Modals Verbs.

ELABORATION

The students will do a exercise than the teacher will give them on the platform.

EVALUATION

The students will do a worksheet about Modal verbs they will resolve alone each exercise

Follow-up:


https://www.youtube.com/watch?v=j_cPX1SREmE

http://www.myenglishpages.com/site_php_files/grammar-exercise-modals.php

https://goanimate4schools.com/movie/0_KG4nzqIfgM/0/1


Chapter tittle and No. Modal Verbs 10

Forms and Meanings

(i)a, (ii)f, (iii)h, (iv)d, (v)h, (vi)e, (vii)g, (viii)e, (ix)i

Comparing exercises

The standard explanation of the difference between must and have to is that must is used when the authority is imposed by the speaker and that have to refers to some external authority.

According to this explanation, passage i) is the more natural and therefore the more useful and appropriate as teaching material. All the same, some people use must to express external authority and they mightn´t find the second passage unnatural.


a) Most people would use (i) if they are personally responsible for imposing the obligation, whereas (ii) and (iii) are appeals to external authority.

b) (i) is likely to be pronounced: You might have visited him. (ii) is likely to be pronounced: You MIGHT have visited him.


Answers to A Answers to B Answers to C

(i)however interesting it MAY be This use of may after words like however, wherever etc.

Might

It WOULD be even more interesting

Hypothetical statement None

(ii) You COULD have asked me Past possibility Might

It WOULDN´T HAVE hurt you Hypothetical speculation about the past

None

I WOULD disgrace you This can be explained both as future in the past and as a hypothetical statement

Might is possible but

suggests less

probability

Your rejection… Would still Have

been unfair Hypothetical speculation about the past

None

I COULD have said

hypothetical speculation about possibility in the past

Would have been able to

I CAN´T even reach

Ability/possibility

Not (even) able to

(iii) the snake MUST HAVE been an

inspiration

Logical deduction about the past None

He NEED waste no time Necessity Didn´t need to would

be a more likely form

All he HAD TO do Necessity Needed to do, also

possible here, isn´t

usually considered a

modal verb

(iv) Do I HAVE to come in? Must and have to are more or less

interchangeable in this context,

although some people might feel

that must is chosen here because

the speaker is imposing her own

authority.

I´ve already told you must

The fact that the story SHOULD be

on the news

This use of should in certain kinds of

subordinate clause following that

doesn´t express any modal meaning

It HAD TO mean something Logical deduction of necessity must

STUDY GUIDE

5E Lesson Plan

Teacher: Katerinne Escobar Date: May 3rd , 2016

Subject / grade level: Infinitive and -ing forms of verbs/ 8 th, grade

Materials / resources: blackboard, internet

Technology:

Essential Standards: Identify and differentiate Infinitive and -ing forms of verbs.

Differentiation strategies to meet diverse learner needs: The students will learn and identify the importance of each structure of Infinitive and -ing forms of verbs.

ENGAGEMENT

Do you know the importance of it? Can you identify Infinitive verbs? Do you know how we can use –ing forms of verbs?

EXPLORATION

Complete the sentences.

EXPLANATION: The students will listen some sentences then students will complete depending what they know.

ELABORATION

The students will do a exercise than the teacher will write on the board.

EVALUATION

The students will do a worksheet

Follow-up:



Chapter tittle and No. Infinitive and –ing forms of verbs


(i) The –ing from in the first sentence suggests that she was smoking at the same time as she went out.

(ii) There is very little difference in meaning between these two sentences. (iii) The first and second sentences both describe a routine.

Acceptability

(i) In this sentence to is a preposition, and would normally be followed by and –ing form .

(ii) We usually use a full infinitive after want. (iii) Normally we would say I`d appreciate it if you knocked, although it would also

be correct to say I `d appreciate your knocking. (iv) After too + adjective we usually use the full infinitive.


1


Be line 2 Bare infinitive: follows a modal verb

To get (down) line 3 Infinitive: we have to use an infinitive after the adjective unusual.

Be line 3 Bare infinitive: follows a modal verb

Drinking line 5 -ing form: part of the subject of a clause

engaging line 6 -ing form: part of the subject of a clause

Developing line 6 -ing form: follows a preposition (to)

Getting (down) line 7

-ing form: follows a preposition (before)

Exist line 9

Bare infinitive: part of simple present tense

To suggest line 12 Full infinitive: subject of a sentence, conveying an element of speculation

To acknowledge line 14 Infinitive: after the adjective important.

Exist line 15 Bare infinitive : part of simple present tense.

2

Form in th original texts Answers to B

1 think 2 handing 3buying 4 to cook 5 accommodating 6 to find 7to cook 8 eating 9 let 10fend 11 to make

We have to use the bare infinitive in the bare make + object + verb construction We have to use an –ing form after a preposition (of) As above We use infinites after question words This is part of a clause complement referring to an activity We need to use an –ing form after the expression feel like The subject of this clause is the second the complement divides into two to cook and to let We have to use the bare infinitive in this let + object + verb construction. This is an example of the clause complement referring to an activity

STUDY GUIDE

When do se use the

present simple?

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:

REPEATED EVENTS eg.I get up early

Study Guide 12

Present simple:

Form 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 and verbs with other subjects.

The Present, including uses of the

present perfect

Happy holidays from our family to yours!

Key Considerations

Many learners

are confused by the number of tense forms we use for expressing present time in English.

Most learners find the forms of the present simple that we use to ask questions and make negative statements particularly complex.

Senses: feel, smell, taste Appearance: appear, look, seem

Perception verbs

Other uses: State verbs We use the present simple with certain verbs to refer to states, even when we think of them as being temporary. These include verbs grouped under the following topics: Existence: Be Exist Mental states: believe , doubt, know, realize, recognize, suppose, think, understand. Wants and likes: want, like, love, hate, need, prefer Possession: belong, have, posses, own

We sometimes find perception verbs listed with state verbs, however, we tend to use can and can´t with these perception verbs more often than the present simple. Can you hear anything? Running commentary Sports commentators use the present simple, in running commentaries, on broadcast sports events. The present simple saves time when the action is fast. Past Narrative In exceptional circumstances we can also use the present simple to refer to past time.

Present perfect simple Form

We form the present perfect simple with has or have followed by the main verb in a past participle form Eg: She has known about it for weeks.

We also use the present simple in making pronouncements which actually change something. This involves a restricted number of verbs known as performative verbs. Eg. I pronounce you man and wife. I declare the fete open.

Verbs which change things

Form We form the present perfect continuous with has or have followed by been and an –ing verb form We do we use the present perfect continuous? We use the present perfect continuous when we measure the duration so far of a present action

Present Perfect Continuous

Present Continuous This tense is also called the present progressive. Form We form the present continuous with a present tense form of to be and –ing verb form. Eg. People are beginning to leave.

or to specify when it began Eg. We´ve been driving for hours.

Main use: temporary events and actions We generally use the

present continuous to

refer to something

temporary

5E Lesson Plan


Subject / grade level: Present Simple / 7 th, grade


Technology:

Essential Standards: Identify the different rules to use present simple

Differentiation strategies to meet diverse learner needs: The students will learn this topic with differents exercises because they will identify when we talk or write sentences with She, He or It.

ENGAGEMENT Do you know the importance of it?

Can you identify sentences with She He or It?

Do you know what is the use with other subjects (I, you, we they)?

Can you identify the difference of it?

EXPLORATION Form the sentences

EXPLANATION: The students will form some paper of sheets adding or not letter “s” of the

verb if is necessary or not.

ELABORATION The students will say 1 sentence

EVALUATION The students will answer the teacher if the sentences are correct or incorrect when

the teacher shows some flashcards.

Follow-up:



Chapter tittle and No. The present, including uses of the present perfect -12


(i) The first sentence describes a fact about the person.

(ii), (iii) we generally teach the second of these uses as being correct, and may provide the rule of thumb that want and like are state verbs.

(iv) The first sentence refers to a period of time which began in the past and continues into the future .

(v) Both sentences are correct and in most contexts probably interchangeable.

(vi) The second of these sentences stresses the regularity or frequency of the action.

(vii) The first sentence tells us something about the person´s possessions depending on the context, the second sentence could mean the same as the first o it could refer to the regular action of taking a bath.

Language in context

A 1. Present continuous: This use implies “at any particular point in time” within a temporary

period. 2. Present simple: This describes routine behavior, a fact about the person. 3. Will (`ll) +infinitive: superficially this sentence resembles a conditional type 1 sentence. 4. Present simple: This is a permanent state, a fact about the person. 5. Present simple: This describes routine behaviour 6. Present simple: This a general fact about their lives. 7. Present continuous This refers to events which are temporary and which are occurring at

specific points of time.

B We tend to introduce adverbs of frequency with the present simple, and learners sometimes get into the habit of using them only with this tense. C (i) Are recording: The continuous form suggests that recording is a temporary process (ii) Has and swim: Both these verbs describe general facts- a feature of the house and a habit

respectively. (iii) I´ve been: The present perfect expresses the idea of “until now”.

“Going to”

FORM: We generally refer to this form as the going to future and teach it as be+ Going to+ bare infinitive. It is also logical to think of this as the present continuous form of go + the full infinitive. Eg I`m going to have a wash.

The Future 13

Some languages have a single future tense, whereas English uses a lot of different verb forms to refer to future time. Learners Often find it bewildering to have to choose an appropriate form from so many , and in general, choosing forms is more problematic than constructing them.

Key Considerations


Most learners want rules of thumb to help them choose appropriate forms, but these rules of thumb are also sometimes problematic

´ll see, amm going to have , will have finished going to be working,

When do we use

going to?

• Planned future events.

• Predictions based on

present or past

evidence It`s going to

rain.

• We often teach these

two uses quite

separately.

only be planned and not necessarily arranged.

Present Continuous

Will (`ll, won`t)

U

Nuestra familia

Línea de dirección 1

Línea de dirección 2

Ciudad, código postal

Teléfono:

(242) 555-0167

Fax:

(242) 555-0168

Form: WHEN DO WE USE THE PRESENT CONTINUOUS? Arrangements: We use present continuous to refer to the future when arrangements have been made, and we often refer to this use as the arranged future. We usually specify a future time such as next week, at Christmas etc. GO and Come: Some people don`t like to say or write going to go and going to come, and they use going and coming instead. In this case the events may

Form: We use these form with the bare infinitive of the main verb. Eg. I `ll go soon. I won´t let the children bother you. We form questions by inverting the position Of will and the subject. Will you wait? We tend to choose the full form will hen we are writing or speaking formally and often in informal speech after nouns and noun phrases. In informal speaking and writing we use `ll after; Pronouns in affirmative sentences. Question words.

Present Simple

Form:

When do we use the present

simple?

We use the present simple to

anticipate things on the basis of a

timetable or programme, often

when we are referring to

itineraries and travel

arrangements, or entertainments

and planned public events.

If students choose the full form will when They`re speaking, we need to be careful that they don`t stress it as this can suggest a degree of obstinate insistence.

Form: After I and We, we can u e between will and shall, and won`t and shan`t. We use shall and shan`t with the base infinitive in exactly the same way as we use will. Eg. I shall go soon.

Shall (shan`t)

I shan`t let the children bother you. The question form places shall/ shan`t before the subject.

AM/IS/ARE+INFINITIVE We use these forms for

events, we see as

being in some sense

inervitable.

5E Lesson Plan

Teacher: Katerinne Escobar Date: May 20h, 2016

Subject / grade level: The Future / 7 th, grade

Materials / resources: blackboard, markers

Technology:

Essential Standards: Identify the different rules to use The future

Differentiation strategies to meet diverse learner needs: The students will learn this topic with differents exercises because they will identify when we talk or write sentences with the future and its differents forms for express the future.


Can you identify sentences with future?

Do you know what is the use with other form to express future?



EXPLANATION: The students will form some paper of sheets with future sentences


EVALUATION The students will answer the teacher a sentence using one form to express the future.

Follow-up:



Chapter tittle and No. The Future -13

Form and Meaning 1-e 2-e 3-f 4-b 5-d 6-c 7-c 8-c 9-a

Language in context

Answers to questions: A B C

1 Present Continuous This is an enquiry

about arrangements

or plans.

Other tenses could

be used- for

example, if the

questioner thought of

the holiday as

determined by

someone else he

might ask.

2 Present Continuous This is an arranged

futures.

3 Will This might be a

prediction not base

on present past

evidence.

He could also use

going to

4 Present Continuous The expression on the

time that functions

like a time

conjunction.

5 Continuous form and

will

The rule of thumb

we`d use to explain

this would be future

He might have used

the present

continuous or going

to

6 y 7 Will These predictions

appear to be based

on present or past

evidence.

He could also use

going to – although

we generally avoid

repeating this so

frequently.

8 Present Continuous This is an arranged

future

The future continuous

could also be used

without making

perceptible

difference overall

Past perfect simple

Form: We form the past perfect simple with had followed by the main verb in a past participle form. Eg: Everyone had spoken with the teacher.

The past 15

We generally teach past tenses initially from the point o view of sequence of events. We choose between different tenses according to when the events take place in relation to some fixed time or event in the past. We also sometimes show how

Key Considerations

!

we can choose the past perfect simple and the past continuous according to their narrative function.

When do 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.

.

Past continuous

PAST PERFECT CONTINUOUS

Form: We form the past Continuous with was or were followed by the main verb in an – ing form Eg: They were dancing all the night. When do we use the past continuous? Sequence of events We use the past continuous to describe something which began before a particular point in the past and is still in progress at that point.

FORM We form the past perfect Continuous with had followed by been and the main verb in an ing Fromm Eg They had been losing a lot of money. When do we use the past perfect continuous? When we are concerned with an extended or repeated event or activity which took place before a particular point in the past.

5E Lesson Plan

Teacher: Katerinne Escobar Date: May 23rd, 2016

Subject / grade level: The past / 7 th, grade


Technology:

Essential Standards: Identify the different rules to use The past

Differentiation strategies to meet diverse learner needs: The students will learn this topic with differents exercises because they will identify when we talk or write sentences with the past and its differents forms for express the past.


Can you identify sentences with past perfect?

Do you know what the use with other form to express past is?



EXPLANATION: The students will form some paper of sheets with past and past perfect

sentences


EVALUATION The students will answer the teacher a sentence using one form to express the past.

Follow-up:



Chapter tittle and No. The past - 15

Language in context

1. A, B 1 Past simple: is used because this event took place within a clearly identified, finished period of time. 2 Present perfect simple is used because no past time is specified 3 Present perfect continuous is used because this is a repeated activity which has only recently stopped. 4 past simple is used because this event occurred within a clearly identified, finished period of time.

2.

Answers A B

1 Past simple (met)

2 Past simple (came)

3 Present perfect continuous

(has been happening)

The person who asks this

question is interested in a

string of recent events

4 Past simple (met)

5 Present perfect continuous

(have been eating)

In choosing this tense, the

speaker focuses on the

recentness and duration of

the event.

6 y 7 Present perfect simple

(have heard/ have talked)

The finished time yesterday

leads us to expect the past

simple.

Learne

Form

Used to Although we refer to this form as used to it makes sense to analyse the grammar as used + infinitive. Eg. They used to live locally. Although question and negative forms are given in the table, some people avoid using them.

The Past used to and would 16

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 negative statements. Many learners are confused that we use would to refer to the

Key Considerations


past. They are usually familiar with other uses of would. Many learners avoid using would and used to to refer to the past even when they are confident about how to do this. We may need to prompt and encourage them to use these forms.

.

Would

Meaning

There is no difference between the form of would when it refers to the past and its form as a model verb. Some people avoid using the negative and question forms of would to refer to the past.

Common features We use USED TO and WOULD as alternatives to the simple past in Describing habits and repeat actions which took place over a period of time. EG. When WE were children we USED TO EPEND our dinner money on pasties and cakes. We WOULD feel sick in the afternoons. USED TO and WOULD emphasize both remoteness and duration. Once we have used one of these auxiliary verbs to establish this.

Repeated actions and states We use both forms to describe repeated actions but we use only used to to describe extended past states. In the following examples we could not use would: We USED TO LIVE in town centre. There USED TO BE three cinemas in the High Street.

Differences

5E Lesson Plan


Subject / grade level: The past USED TO and WOULD / 7 th, grade


Technology:

Essential Standards: Identify the different rules to use The past with USED TO and WOULD

Differentiation strategies to meet diverse learner needs: The students will learn this topic with differents exercises because they will identify when we talk or write sentences with the past With USED TO and Would and its differents forms for express the past.


Can you identify sentences with past using USED TO?

Do you know what the use with other form to express past with WOULD?



EXPLANATION: The students will form some sentences with paper of sheets with past using

USED TO and WOULD

ELABORATION The students will say 1 sentence with Used to or WOULD

EVALUATION The students will answer the teacher a sentence using one form to express the past

using USED TO and WOULD.

Follow-up:



Chapter tittle and No. The past with USED TO and WOULD- 16

Learners´ English

The following is one person`s way of re-writing the texts.

We used to live in a small house on a modern housing estate, but we had a garden . I grew anemones and a yellow flower- I don´t remember the name. My mother often used to want to pick

the yellow flowers and she would want to put them in vases in the house but I didn´t permit her

to do this. Sometimes I would buy her flowers from the florist´s so that she didn´t ask me to let

her pick my flowers.

I used to have long hair and I wore glasses and I would ride my bicycle to school. I liked watching

television and I used to play basketball in the park.

Language in context

1.

Answers A B

1 simple Past Used to have, would also be possible here

without affecting meaning.

2 simple Past As above

3 simple Past Both used to and would are also possible

here

4 Would The simple past is also possible here, and

would make little difference to meaning or

effect.

5 Used to Would I also be possible her. The simple past

would not be appropriate her as the context

does not make it clear that this was on

repeated occasions.

6 Used to Both the simple past and would are also

possible here without significantly altering

meaning or effect.

2.

A Original from used B

1 Used to see

3 used to go

5 Simple past stood

6used to look

7 ´d (would) see

Any of the three forms is possible in each of

these cases.

2 simple Past was Used to be is also possible but would

probably be avoided after its use in the

previous line.

4 simple Past had After when we tend to choose the simple

past. Used to and would are possible but less

likely.

8 would be

9 would come

10 would see

Despite the expression night after night in the

previous sentence, context is insufficient to

make the habitual meaning clear and so the

simple past could not be used.

This work is a tool for every teacher, for the reason that explains the grammatical terms, examples of schedules, and exercises to test your knowledge of the grammar of the English.

It is with a lot of help on the topics that are displayed, and for being one of the main that are used at the time to teach the students.

Portafolio grammar

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