DEFINICIÓN DE TÉRMINOS

Proceso de Enseñanza Aprendizaje: Es el proceso donde interactúan el

facilitador y el alumno, mediante la aplicación de una serie de métodos y

técnicas de enseñanza que permite que el receptor adquiera los conocimientos

esperados.

Proceso de enseñanza: Se le llama a la instrucción, a la acción de enseñar los

conocimientos humanos en una materia o campo del saber.

Proceso de aprendizaje: Proceso por el cual se adquiere la capacidad de

responder adecuadamente

Recursos didácticos: Son fuentes utilizadas por el docente en el desarrollo de

la clase, para un mejor aprendizaje.

Nivel académico: Título respaldado por una universidad o centro de

enseñanza superior, que normalmente significa la conclusión de un programa

de estudios establecido.

Habilidad: Adaptación dinámica a los estímulos consiguiendo velocidad y

precisión de realización.

Formación docente: La formación de educadores esta dirigida a su

profesionalización y especialización.

Capacitación docente: Se considera a los estudios de perfeccionamiento

docente aquellos que realiza el educador para mejorarse profesionalmente en

los campos técnicos, administrativos, manejo de programas metodológicos y

otras en su respectiva docencia.

Metodología: se refiere a conocimientos, pero no en cuanto operaciones o

contenidos mentales, sino en cuanto se generan, desarrollan, cuestionan o

se confirman siguiendo determinadas instrucciones o métodos.

Conocimiento: Representación de un contenido en el sujeto. En todo

conocimiento puede distinguirse un sujeto que conoce, un objeto conocido y

una relación a través de la cual el objeto aparece en el sujeto.

Nivel: Igualdad, equivalencia, grado de evolución intelectual.

Dominio: Poder que uno tiene de usar y disponer, habilidad de conocer.

Conocer perfectamente, dominio de un idioma.

Documento: Escrito donde se prueba o acredita una cosa.

Ministerio de Educación: Establece las normas y mecanismos necesarios

para que el sistema educativo coordine y armonice sus modalidades y de

acuerdo con la constitución vela por que se fomente, en todo el sistema

educativo el estudio de la Historia Nacional, la Constitución de la Republica y la

formación cívica y moral del educando; la comprensión y observaciones de los

derechos humanos; la utilización racional de los recursos naturales y la

conservación del patrimonio cultural.

UNIVERSIDAD FRANCISCO GAVIDIA FACULTAD DE JURISPRUDENCIA Y CIENCIAS

SOCIALES

Propuesta:

“GUÍAS DE TRABAJO PARA MEJORAR LA ENSEÑANZA DEL IDIOMA

INGLÉS EN TERCER CICLO DE EDUCACIÓN BÁSICA”.

PRESENTADO POR:

TOBAR BARAHONA, MARIA IVETTE

HERNANDEZ PINTO, ELSY GUADALUPE

ALVARENGA ALVARENGA, SANDRA YANIRA

SAN SALVADOR, FEBRERO, 2005.

OBJETIVOS:

GENERAL:

Desarrollar actitudes positivas para la enseñanza del idioma inglés siendo

conscientes de las ventajas y dificultades que conlleva.

ESPECIFICOS:

1- Emplear métodos y técnicas del idioma inglés más apropiados para un

mejor desenvolvimiento en el salón de clases.

2- Seleccionar una gama de recursos didácticos que facilite una variedad

más amplia de actividades de aprendizaje.

JUSTIFICACION

Esta propuesta fue diseñada para facilitarle a los docentes ciertas actividades

que pueden ser aplicadas en el aula para que las clases de inglés sean más

eficientes y dinámicas.

Se hace esta propuesta la cual no pretende sustituir un libro de texto pero si es

un buen recurso metodológico que los docentes de inglés pueden usar. La cual

ha sido diseñada en base a los temas que el Programa de Inglés del Ministerio

de Educación sugiere por cada grado del tercer ciclo.

“INTRODUCING YOURSELF”

OBJECTIVE: AT THE END OF THIS LESSON, MOST OF THE STS. WILL BE ABLE TO INTRODUCE THEMSELVES, PRACTICE SOME NUMBERS, THE ALPHABET, PERSONAL PRONOUNS, POSSESSIVE PRONOUNS, MONTHS OF THE YEAR AND THE DAYS OF THE WEEK. DEVELOPMENT:

• FIRST AT ALL, INTRODUCE MYSELF AND THEN ASK THE STS. TO INTRODUCE THEMSELVES TOO.

• NEXT, EXPLAIN TO THE STS. HOW ARE WE GOING TO EVALUATE WITH ACTIVITIES IN CLASS, ATTENTION IN CLASS, HOMEWORKS, EXAMS, PARTICIPATION AND SO ON.

• TO START THE CLASS, LISTEN TO THE DIALOGUE THAT TEACHER HAVE TO PRESENT IN ORDER TO LEARN EASY THE NEW VOCABULARY.

• EXPLAIN THE GREETINGS AND DRAW SOME PICTURES IN YOUR NOTEBOOK.

• TEACH THE STUDENTS TO USE SOME EXPRESSIONS, LIKE: SORRY, HOW DO YOU SAY BORRADOR IN ENGLISH? WHAT DOES PENCIL MEAN?

• PRACTICE THE ALPHABET, ONE BY ONE AND ASK THE STS. TO PAY ATTENTION TO THE SOUNDS AND LEARN THEM. WORK IN SPELLING DOING A DICTATION.

A: Good morning. My name is Patty Strangford. I am from San Vicente. I am an English teacher. What is your name? B: Good morning. My name is Brittany López. I am from Chalatenango. I am an English student.

• TO SPELL THEIR NAMES TO SEE WHAT THEY KNOW, WITH THE QUESTION: COULD YOU SPELL YOUR LAST NAME, PLEASE? AND COULD YOU SPELL YOUR NAME? (REVIEW THE ALPHABET AND THIS IS ORAL QUIZ).

1. HOW DO YOU SPELL YOUR NAME? F-R-A-N-C-I-S-C-A

2. HOW DO YOU SPELL YOUR LAST NAME? B-A-R-A-H-O-N-A

3. HOW DO YOU SPELL YOUR NAME? M-I-N-E-R-V-A

4. HOW DO YOU SPELL YOUR LAST NAME? M-O-N-T-O-Y-A

THEME: VERB TO BE IN SIMPLE PRESENT OBJECTIVE: AT THE END OF THIS LESSON AT LEAST 80% OF THE STUDENTS WILL BE ABLE TO USE PRESENT OF VERB TO BE (AM, IS, ARE) IN ORAL AND WRITTEN SIMPLE SENTENCES. ACTIVITIES:

- FIRST OF ALL, TEACHER HAVE TO INTRODUCE HIMSELF/HERSELF, AND THEN ASK THE STUDENTS TO INTRODUCE THEMSELVES TOO.

- MAKE SOME DIALOGUES AND READ ALOUD TO STUDENTS LISTEN THE PRONUNCIATION, AFTER ASK FOR VOLUNTEERS TO PRACTICE THEN. (BY PAIRS).

- ASK SOME QUESTIONS TO THE STUDENTS, IN ORDER TO KNOW IF THEY UNDERSTOOD BETTER. ALSO ASK SOME QUESTIONS ABOUT THE DIALOGUE. FOR EXAMPLE: WHERE ARE YOU FROM?

- CHECK FOR NEW VOCABULARY IN THE LESSON.

- USING THE NEW VOCABULARY STUDENTS ARE GOING TO MADE A DIALOGUE WORKING BY PAIR AND AFTER ASK SOME VOLUNTEERS TO READ THE WORK THAT THEY DID.

- USING A CHART OR WRITTEN ON THE BOARD GIVE TO THE STUDENTS THE FOLLOWING INFORMATION. I AM JUAN YOU ARE MARTA HE IS PEDRO

SHE IS ROSA.

- WORK IN CONTRACTION WITH VERB TO BE. I + AM =I´M YOU +ARE = YOU’RE HE + IS = HE’S SHE + IS = SHE’S IT + IS = IT’S WE + ARE = WE’RE EVALUATION: ORAL QUESTIONS WRITTEN DIALOGUE HOME WORK PARTICIPATION

UNIT: 1 LESSON: 2 THEME: POSSESSIVE ADJECTIVES

OBJECTIVE: AFTER THIS LESSON AT LEAST 75% OF THE STUDENTS WILL BE ABLE TO USE SOME QUESTIONS AND SOME POSSESSIVE ADJECTIVES. ACTIVITIES:

- AT FIRST MAKE A FEED BACK, ABOUT THE LESSON BEFORE. - AFTER THAT, TEACHER HAS TO WRITE SOME SENTENCES USING THE

PERSONAL PRONOUNS.

- NEXT STUDENTS HAVE TO MAKE SENTENCES USING EACH PRONOUNS.

- ASK FOR VOLUNTEERS TO WRITE ON THE BOARD SOME SENTENCES. - EXPLAIN TO THE STUDENTS THE POSSESSIVES ADJECTIVES , MY, YOUR,

HIS, HER AND WRITE SOME EXAMPLES: MY NAME IS MARIA YOUR NAME IS JUAN HIS NAME IS PEDRO HER NAME IS CRISTINA

- USING THE EXAMPLES STUDENTS HAVE TO CREATE NEW SENTENCES. - EXPLAIN THEM THE NEW VOCABULARY AND PRONUNCIATION.

- EXPLAIN HOW TO USE THE QUESTION WORD “WHAT” FOR EXAMPLE: WHAT’S YOUR NAME? MY NAME IS CRISTINA. WHAT’S YOUR LAST NAME? MY LAST NAME IS TORRES.

- WORK IN GROUPS WRITE A SHORT DIALOGUE USING PRONOUN, POSSESSIVES AND QUESTIONS WORDS IN ORDER TO PRACTICE WHAT THE STUDENTS LEARN. FOR THE NEXT CLASS THEY HAVE TO PREPARE ONE PRESENTATION.

UNIT: 1 LESSON: 3 THEME: CARDINAL NUMBERS, DAYS OF THE WEEK, MONTH, AGES AND BIRTHDAY.

OBJECTIVE: AFTER THIS LESSON HAS BEEN STUDIED AT LEAST 75% WILL BE ABLE TO USE SOME NUMBERS, PRONOUNS, THE DAYS OF THE WEEK, MONTHS, AGES AND BIRTHDAYS. ALSO TO USE SOME QUESTIONS WORDS LIKE WHAT, WHEN AND HOW OLD ARE YOU? ACTIVITIES:

- FIRST OF ALL LET THE STUDENTS LISTEN TO YOU, READ THE NUMBERS FROM 1 TO 10 READ SEVERAL TIMES FOR THEM.

- REPEAT AFTER THE TEACHER, USING THE SPELLING AND THE NUMBERS. PRACTICE A LOT OF TIME IN ORDER TO BE CLEAR FOR THEM.

- EXPLAIN THE MONTH OF THE YEAR, AND THE DAYS OF THE WEEK.

- USING THE MONTH OF THE YEAR, THE STUDENTS WILL DECORATE THE CLASSROOM WITH SOME CALENDARS USING THE DAYS OF THE WEEK AND THE MONTH OF THE YEAR.

- GIVE TO THE STUDENTS SOME PAPERS WITH QUESTIONS TO ASK FOR

EXAMPLE: WHEN IS YOUR BIRTHDAY?

- TO IMPROVE ORAL SKILL, ASK SOME VOLUNTEERS TO ACT IN FRONT TO THE CLASS TO PRACTICE QUESTION LIKE WHAT DAY IS TODAY? HOW DO YOU WRITE SEVEN IN ENGLISH? EVALUATION: ORAL QUESTIONS

WRITTEN DIALOGUE PRESENTATION IN PAIRS PARTICIPATION

UNIT: 1 LESSON: 4 THEME: THE ARTICLES AND DEMONSTRATIVES PRONOUNS.

OBJECTIVES: AT THE END OF THIS LESSON MORE THAN 90% OF THE STUDENTS WILL BE ABLE TO USE THE ARTICLES, DEMONSTRATIVES PRONOUNS SINGULAR AND PLURAL NOUNS, ALSO USE SOME COMMANDS. ACTIVITIES:

- USE SOME EXAMPLES TO EXPLAIN THE ARTICLES: THE, A, AN, ALSO EXPLAIN WHAT THE DIFFERENCE BETWEEN THEM IS.

- USE SOME EXAMPLES TO EXPLAIN THE SINGULAR AND THE PLURAL OF

SOME NOUNS.

- GIVE THE STUDENTS SOME EXAMPLES ABOUT SOME NEGATIVES OR AFFIRMATIVE COMMAND.

- EXPLAIN HOW TO USE THEM AND WHAT IS THE DIFFERENT BETWEEN

THEM.

- EXPLAIN THE DEMONSTRATIVE PRONOUNS.

HIS--------- THESE THAT -----------THOSE SINGULAR PLURAL SINGULAR PLURAL

- POINT SOME THINGS TO ASK STUDENTS TO IDENTIFY THEM USING THE S SINGULAR AND PLURAL NOUNS FOR EXAMPLE: WHAT´S THIS? - ASK THE STUDENTS SOME QUESTION USING THIS, THAT, THOSE, THESE.

SINGULAR (NEAR) WHAT IS THIS? THIS IS A

PLURAL (FAR) WHAT IS THAT? THIS IS A

WHAT ARE THESE? THESE ARE

WHAT ARE THOSE? THOSE ARE

HOMEWORK: RIGHT SOME EXAMPLES USING DEMONSTRATIVE ADJECTIVES AND USE SOME PICTURES. EVALUATION: ORAL WRITTEN PARTICIPATION HOMEWORK

UNIT: 1 LESSON: 5 THEME: IMPERATIVES PRONOUNS.

OBJECTIVE: AT THE END OF THIS LESSON STUDENT WILL BE LEARN HOW TO USE THE IMPERATIVE VERBS OR COMMANDS AND THE QUESTION WORDS “WHERE” ACTIVITIES:

- TO WORK ABOUT THE IMPERATIVE, VERBS USING PICTURES, THE STUDENTS WILL PRACTICE AND THEY ARE GOING TO SEE HOW TO USE THEM. EXAMPLE:

SING A SONG BE QUIET

WRITE YOUR HOMEWORK

- STUDENTS HAVE TO CREATE OTHER EXAMPLES AND AFTER - ASK FOR VOLUNTEERS TO PRACTICE THEM.

WHERE ARE YOU FROM?

- USE SOME FLAGS TO ASK SOME QUESTIONS

EXAMPLE: WHERE ARE YOU FROM? I´M FROM EL SALVADOR.

ALSO WRITE SOME QUESTIONS ABOUT NATIONALITIES USING PICTURES ABOUT PEOPLE:

WHAT´S YOUR NATIONALITY? *I AM SALVADORIAN.

UNITED STATES

CANADA

ALASKA

MEXICO

BRASIL

CHILE

ARGENTINA

EL SALVADOR

- EXPLAIN SOME EXAMPLES ABOUT AFFIRMATIVE AND NEGATIVE STATEMENTS YES, NO QUESTIONS, SHORT AFFIRMATIVE ANSWERS AND SHORT NEGATIVE ANSWERS

AFFIRMATIVE AND NEGATIVE STATEMENTS

AFFIRMATIVE AND NEGATIVE SHORT ANSWERS

YES-NO QUESTIONS

AFFIRMATIVE SENTENCES I’M I AM YOU’RE YOU ARE A STUDENT THEY’RE THEY ARE

NEGATIVE SENTENCES I’M YOU’RE NOT A STUDENT THE’RE

SHORT ANSWERS (+) YES, I AM YES, YOU ARE THEY YES, HE IS SHE

SHORT ANSWERS (-) NO, I AM NO, YOU ARE THEY NOT NO, HE IS SHE

QUESTIONS (?) ARE YOU IS SHE FROM EL SALVADOR? ARE THEY

WH- QUESTIONS

PREPOSITIONS:

IVETTE AND RENÉ ARE FROM EL SALVADOR (NATIONALITY)

ELSY AND TANESI ARE IN EL SALVADOR (PLACE)

THE NUMBERS

TEN TWENTY THIRTY FORTY FIFTY

SIXTY SEVENTY EIGHTY NINETY ONE HUNDRED

ACTIVITIES.

WH- QUESTIONS (?)

WHO ARE YOU?

WHAT’S YOUR NAME?

WHERE ARE YOU FROM?

WHEN IS YOUR BIRTHDAY?

10

60 90

20

70

30 40

80

50

100

USING COLOR PAPERS

GLUE

SCISSORS

CUT A LITTLE SQUARE AND WRITE ON THE NUMBERS.

AND PASTE THEN IN THE NOTEBOOK

EXAMPLE:

- STUDENTS HAVE TO WRITE SOME SENTENCES USING THE POSSESSIVE ADJECTIVES.

- EVALUATE STUDENTS CREATIVITY TO PRESENT THE SENTENCES IN THEIR NOTEBOOKS.

EVALUATION:

ITS NOSE IS BLACK

POSSESSIVE ADJECTIVES I MY MY BOOK IS RED YOU YOUR YOUR HOUSE IS BIG HE HIS THIS IS HIS CAR SHE HER HER SISTER IS BEAUTIFUL WE OUR YOU HAVE OUR PENCIL THEY THEIR THEIR HOMEWORK IS RIGHT YOU YOUR YOUR TELEVISION IS NEW IT ITS ITS NOSE IS BLACK (DOG)

PARTICIPATION

WRITTEN

CREATIVITY

UNIT: 2 LESSON: 1

THEME: POSSESSIVES, DEMONSTRATIVES ADJECTIVES.

OBJECTIVE: AT THE END OF THIS LESSON, THE STUDENTS WILL BE ABLE TO

RECOGNIZE THE MEMBERS OF THEIR FAMILIES, NEW VOCABULARY, HOW TO USE

POSSESSIVES, DEMONSTRATIVE ADJECTIVES, PREPOSITIONS AND THE

DIFFERENCE BETWEEN THE POSSESSIVES AND THE CONTRACTIONS.

ACTIVITIES:

- FIRST OF ALL GIVE TO STUDENTS AN EXAMPLE ABOUT FAMILY.

DAVID’S FAMILY

HUSBAND

WIFE

GRANDFATHER

AUNT UNCLE MOTHER FATHER

GRANDMOTHER

DAUGHTER SONS

- STUDENTS HAVE TO DRAW THE FAMILY TREE IN THEIR NOTEBOOK.

- NOW STUDENTS HAVE TO DRAW THEIR OWN FAMILY TREE EACH OF THEM HAVE TO BE INCLUDE.

- CHECK THE ACTIVITY AND TAKE A COUNT THEIR CREATIVITY. - EXPLAIN THE DIFFERENCES BETWEEN POSSESSIVE AND CONTRACTION. EXAMPLE:

POSSSESSIVES THE NAME OF MY BROTHER IS CARLOS. MY BROTHER’S NAME IS CARLOS

CONTRACTIONS CARLOS IS MY BROTHER CARLOS’S MY BROTHER

SISTER BROTHER BROTHER

GRANDMA ROSALIA

FATHER ROBERTO MOTHER

PATRICIA

SON RIGEL

DAUGHTER KIARA

GRANDPAPABLO

- REMEMBER TO EXPLAIN EACH PART AND WRITE SOME EXERCISES ON THE

BOARD.

- EXPLAIN THE USE OF VERB HAS IN AFFIRMATIVE AND NEGATIVE FORM.

VERB: HAVE (AFFIRMATIVE)

I HAVE A SISTER YOU HAVE A BROTHER SHE/ HE HAS A SISTER WE HAVE A BROTHER

THEY HAVE A SISTER

- STUDENTS HAVE TO WRITE SOME SENTENCES IN THEIR NOTEBOOK.

CONTRACTIONS I’M I AM SHE’S SHE IS A GOOD STUDENT HE’S HE IS YOU’RE YOU ARE GOOD STUDENTS THEY’RE THEY ARE

NEGATIVE

I

YOU

THEY DON’T HAVE SISTER

WE

SHE

- EXPLAIN THE DIFFERENCES AND ASK TO THE STUDENTS SOME EXAMPLES.

QUESTIONS

- EXPLAIN HOW TO USE DO AND DOES

DO YOU HAVE A SISTER?

DO WE HAVE A SISTER?

DO THEY HAVE A SISTER?

DOES SHE HAVE A SISTER?

DOES HE HAVE A SISTER?

- USING THE EXAMPLES BEFORE STUDENTS HAVE TO ASK TO SOME CLASSMATES IN ORDER TO IMPROVE ORAL SKILL.

- ASK STUDENTS SOME QUESTIONS IN ORDER TO PRACTICE SHORT ANSWERS.

- EXPLAIN STUDENTS THE QUESTIONS WORDS.

WHO ARE THESE CHILDREN?

HOW MANY BROTHERS DO YOU HAVE?

HOW MANY CHILDREN DOES SHE HAVE?

SHORT ANSWERS (+) I WE YES, YOU DO

THEY

YES, HE DOES SHE

SHORT ANSWERS (-) I WE NO, YOU DON’T THEY NO, HE DOESN’T SHE

- STUDENTS HAVE TO WRITE SOME SENTENCES FOLLOWING THE EXAMPLES BEFORE.

- EXPLAIN STUDENTS THE DEMONSTRATIVES ADJECTIVES. EXAMPLES:

SINGULAR PLURAL

THIS BOY IS MY FRIEND THESE BOYS ARE MY FRIENDS

THAT BOY IS MY FRIEND THOSE BOYS ARE MY FRIENDS

- ASK STUDENTS SOME EXAMPLES USING THE CLASSROOM ENVIRONMENT IN ORDER THEY LEARN MORE VOCABULARY AND PRACTICE USING THE

DEMONSTRATIVE ADJECTIVES.

EVALUATION:

ORAL PRACTICE

WRITTEN

PARTICIPATION

UNIT: 2 LESSON: 2 THEME: PART OF THE HOUSE AND PREPOSITION OF PLACE.

OBJECTIVE: AT THE END OF THIS LESSON THE STUDENTS WILL BE ABLE TO

DESCRIBE THEIR HOUSE, THEIR PERSONAL BELONGING, NEW VOCABULARY, THE

PARTS OF THE HOUSE

PREPOSITION, CONJUNCTIONS AND HOW TO USE THERE IS AND THERE ARE IN

SOME QUESTIONS.

ACTIVITIES:

- TEACHER HAS TO BRING THE NEW VOCABULARY THAT THEY ARE GOING TO USE ABOUT THE PARTS OF THE HOUSE.

- THEN THEY ARE GOING TO TRY TO DRAW SOME PICTURES ABOUT IT.

(KEY)

EXAMPLE:

(BED)

(CLOCK)

- AFTER, ASK THE STUDENTS THEIR FAVORITE PART OF THE HOUSE IN ORDER THAT THEY CAN LEARN THE PARTS OF THE HOUSE VERY WELL.

- EXPLAIN TO THE STUDENTS THERE IS THERE ARE WITH SOME EXAMPLES LIKE THIS:

THERE ARE TWO PEOPLE IN THE LIVING ROOM

THERE IS A CURTAIN IN THE DINING ROOM

THERE ARE THREE PEOPLE IN THE YARD.

- ASK QUESTIONS TO THE STUDENTS USING CLASSROOM ENVIRONMENT FOR PRACTICE AND LEARN EASILY.

EXAMPLE:

IS THERE A PENCIL IN THE TABLE?

YES, THERE IS OR NO, THERE ISN’T

ARE THERE THREE BOOKS ON THE DESK?

YES, THERE ARE OR NO, THERE AREN’T.

- EXPLAIN TO THE STUDENTS THE PREPOSITION OF PLACE USING SOME PICTURES.

EXAMPLES:

THE GIRL IS BEHIND THE DOG

THE TELEPHONE IS ON THE TABLE

THE BOY IS IN FRONT OF THE GIRL

THE GIRL IS NEXT TO THE BOY.

- USING SOME PICTURES ASK TO THE STUDENTS TO DESCRIBE USING PREPOSITION OF PLACE, FOLLOWING THE EXAMPLES BEFORE AS TEACHER YOU CAN USE THE CLASSROOM ENVIRONMENT.

EVALUATION

ORAL

WRITTEN

PARTICIPATION

VOCABULARY.

UNIT: 2 LESSON: 3

THEME: PREPOSITION OF PLACE.

OBJECTIVE: AT THE END OF THE LESSON STUDENTS WILL BE ABLE TO LEARN IN

85% THE PREPOSITION OF PLACE AND SOME IMPERATIVES FOR DIRECTIONS.

ACTIVITIES:

- BRING SOME PICTURES TO THE CLASS TO EXPLAIN THE PREPOSITIONS OF PLACE. EXAMPLE:

ACROSS, FROM, BETWEEN, FAR, NEAR, NEXT TO, IN FRONT.

- THE PARK IS ACROSS THE SCHOOL.

- THE GIRL IS IN FRONT HER FRIENDS

- STUDENTS HAVE TO CREATE SOME EXAMPLES USING THE NEW

VOCABULARY ABOUT PREPOSITIONS AND THEY

HAVE TO ADD SOME PICTURES FOR EACH SENTENCE.

- EXPLAIN TO THE STUDENTS THE IMPERATIVE OF DIRECTION. EXAMPLES

TURN RIGHT

TURN LEFT

GO STRAIGHT

- STUDENTS HAVE TO BRING SOME SENTENCES WITH IMPERATIVE OF DIRECTIONS.

EVALUATION:

WRITTEN

ORAL

PARTICIPATION

UNIT: 2 LESSON: 4 THEME: PRESENT PROGRESSIVE

OBJECTIVE: AT THE END OF THE LESSON STUDENTS WILL BE ABLE TO LEARN IN A

85% THE PRESENT PROGRESSIVE, THE QUESTION WORD “WHAT”, PREPOSITION

OF PLACE, IRREGULAR PLURAL, OCCUPATION AND JOBS.

ACTIVITIES:

- EXPLAIN TO THE STUDENTS THE PRESENT PROGRESSIVE.

SHORT AFFIRMATIVE ANSWER SHORT NEGATIVE ANSWER

YES, I AM

YES, YOU ARE

YES, SHE IS

YES, HE IS

NO, I ´M NOT

NO, YOU ´RE NOT

NO , SHE ´S NOT

NO, HE ´S NOT

AFFIRMATIVE NEGATIVE

I´M WORKING NOW

YOU´RE WORKING NOW

SHE´S WORKING NOW

HE´S WORKING NOW

WE´RE WORKING NOW

THEY´RE WORKING NOW

I AM NOT WORKING NOW

YOU AREN´T WORKING NOW

SHE ISN´T WORKING NOW

HE ISN´T WORKING NOW

WE AREN´T WORKING NOW

THEY AREN´T WORKING NOW

QUESTION AM I WORKING NOW? ARE YOU WORKING NOW? IS HE/SHE WORKING NOW? ARE THEY WORKING NOW? ARE WE WORKING NOW?

YES, WE ARE

YES, THEY ARE

NO, WE ´RE NOT

NO, THEY ´RE NOT

- AS TEACHER YOU CAN USE CHARTS OR CARDS TO FACILITATE THE

EXPLANATION.

- EXPLAIN QUESTIONS WITH “WHAT”. EXPLAIN WHAT ARE YOU DOING?

I’M STUDYING NOW.

WHAT T IS HE/SHE DOING? SHE/ HE IS STUDYING NOW.

WHAT ARE YOU /THEY DOING? WE/THEY ARE STUDYING NOW.

- ASK THIS QUESTION TO STUDENTS, THEY HAVE TO ANSWER USING THEIR

OWN INFORMATION AND THE CLASS ENVIRONMENT.

- USE A PICTURE TO EXPLAIN THE PREPOSITION OF PLACE. EXAMPLE:

PEDRO IS IN THE HOTEL.

THE BUS IS ON THE STREET.

- STUDENTS HAVE TO WRITE SOME EXAMPLES ABOUT PREPOSITION OF

PLACE.

- EXPLAIN TO STUDENTS THE IRREGULAR PLURAL OF NOUNS. EXAMPLE.

SINGULAR PLURAL

- GIVE SOME SENTENCES USING THE NOUNS IN SINGULAR AND PLURAL.

UNIT: 2 LESSON: 5 THEME: SIMPLE PRESENT, THE QUESTIONS WORDS, WHAT AND SOME OCCUPATIONS AND JOBS. OBJECTIVE: AT THE END OF THIS LESSON STUDENTS WILL BE ABLE TO KNOW HOW TO USE THE SIMPLE PRESENT, THE QUESTIONS WORDS, WHAT AND SOME OCCUPATIONS AND JOBS. ACTIVITIES: GIVE TO THE STUDENTS NEW VOCABULARY ABOUT OCCUPATIONS AND JOBS. EXAMPLE: ACTOR, DOCTOR, HAIRDRESSER, JOURNALIST, PHOTOGRAPHER, PILOT, SALES PERSON, SINGER, WAITER, WEB DESIGNER.

- EXPLAIN TO THE STUDENTS THE SIMPLE PRESENT TENSE. EXAMPLE:

QUESTIONS

MAN

WOMAN

PERSON

MEN

WOMEN

PEOPLE

AFFIRMATIVE

I WORK YOU WORK SHE/ HE WORKS WE WORK THEY WORK

WHAT DO YOU DO? I´M AN ACTOR WHAT DO THE DO? THEY´RE PHOTOGRAPHER WHAT DOES HE DO? HE’S A PILOT WHAT DOES SHE DO? SHE’S A SALESPERSON

- ASK TO THE STUDENTS USING THE QUESTIONS: WHAT DO THEY DO? - THEY HAVE TO USE THE NEW VOCABULARY.

- AFTER STUDENTS HAVE TO CREATE SOME SENTENCES USING THE NEW

VOCABULARY AND THEY HAVE TO DRAW A PICTURE FOR EACH SENTENCE. UNIT 3 LESSON 1 OBJECTIVE: AT THE END OF THIS LESSON STUDENTS WILL BE ABLE TO LEARN IN 80% HOW TO USE THE SIMPLE PRESENT TENSE, COLORS AND SOME ADJECTIVES.

ACTIVITIES:

- EXPLAIN TO THE STUDENTS HOW TO USE THE SIMPLE PRESENT TENSE GIVE TO THEM SOME EXAMPLES ABOUT IT.

SIMPLE PRESENT

AFFIRMATIVE I YOU WE SPEAK ENGLISH THEY SHE SPEAKS ENGLISH HE

NEGATIVE

- ASK FOR VOLUNTEERS TO WRITE ON THE BOARD NEW EXAMPLES ABOUT SIMPLE PRESENT.

- EXPLAIN TO THE STUDENTS SOME ADJECTIVES FOR EXAMPLE:

SANDRA HAS LONG HAIR MONICA HAS BLOND HAIR ROBERTO HAS SHORT HAIR

- USING SOME PICTURES ASK THE STUDENTS TO DESCRIBE THEM.

- GIVE TO THE STUDENTS NEW VOCABULARY ABOUT COLORS EXAMPLE:

BLACK, BLOND, BLUE, BROWN, RED, YELLOW, GREEN.

I YOU DON´T SPEAK ENGLISH WE THEY SHE DOESN´T SPEAK ENGLISH HE

QUESTIONS DO YOU SPEAK ENGLISH? DO WE SPEAK ENGLISH? DO THEY SPEAK ENGLISH? DOES SHE SPEAK ENGLISH? DOES HE SPEAK ENGLISH?

SHORT ANSWER (+) SHORT ANSWER (-)

YES, I DO YES, WE DO YES, THEY DO YES, SHE DOES YES, HE DOES

NO, I DON´T NO, WE DON´T NO, THEY DON´T NO, SHE DOESN´T NO, HE DOESN´T

-USING THE CLASSROOM ENVIRONMENT EXPLAIN THE COLORS. EXAMPLE:

WHAT COLOR IS THE BOARD? WHAT COLOR IS THE TABLE? AND SO ON.

EVALUATION ORAL WRITTEN PARTICIPATION GRAMMAR

LESSON 2 UNIT 3 THEME: FREQUENCY ADVERB AND THE DIFFERENCE BETWEEN SIMPLE PRESENT, PRESENT PROGRESSIVE AND SOME EXPRESSIONS. OBJECTIVE: AT THE END OF THIS LESSON STUDENTS WILL BE ABLE TO LEARN IN 80% THE USE OF FREQUENCY ADVERB THE DIFFERENT BETWEEN SIMPLE PRESENT, PRESENT PROGRESSIVE AND SOME EXPRESSIONS. ACTIVITIES:

- EXPLAIN TO THE STUDENTS THE USE OF THE FREQUENCY ADVERBS. EXAMPLES: ALWAYS, SOMETIMES, USUALLY, NEVER.

- GIVE TO THE STUDENTS SOME EXAMPLES USING FREQUENCY ADVERBS EXAMPLE: WHAT DO YOU USUALLY DO ON SUNDAY?

I USUALLY GO TO THE MOVIES I ALWAYS GO TO THE MOVIES I NEVER GO TO THE MOVIES I SOMETIMES GO TO THE MOVIES

- STUDENTS HAVE TO CREATE NEW EXAMPLES USING THEIR OWN INFORMATION

- EXPLAIN TO THE STUDENTS THE DIFFERENT BETWEEN SIMPLE PRESENT AND PRESENT PROGRESSIVE.

EXAMPLE: I USUALLY TAKE A SHOWER BY NOW I AM SLEEPING

- GIVE TO THE STUDENTS SOME EXAMPLES ABOUT TIME E E EXPRESSIONS

EXAMPLE: BEFORE, AFTER, THEN, EVERY, DAY, AT, IN, ON.

USING SOME PICTURES YOU CAN EXPLAIN BETTER THE EXPRESSION B BEFORE EXAMPLE:

SHE USUALLY DOES HER HOMEWORK BEFORE DINNER SHE ALWAYS BRUSHES HER TEETH AFTER DINNER THEN SHE WASHES TELEVISION.

- STUDENTS HAVE TO WRITE SOME EXAMPLES AND HAVE TO DRAW A P PICTURE FOR EACH OR THEM

HOMEWORK: STUDENTS HAVE TO WRITE SENTENCES USING AT, IN, ON. EVALUATION: -ORAL -WRITTEN -SPELLING LESSON 3 UNIT 3 THEME: “CAN” IN AFFIRMATIVE, NEGATIVE, QUESTION, AND SHORT ANSWERS. OBJECTIVE: AT THE END OF THIS LESSON STUDENTS WILL BE ABLE TO LEARN IN A 90% HOW TO USE “CAN” IN AFFIRMATIVE, NEGATIVE, QUESTION, AND SHORT ANSWERS. ACTIVITIES:

- EXPLAIN TO STUDENTS THE USE OF CAN. EXAMPLE:

- EXPLAIN TO STUDENTS THE USE OF CAN. EXAMPLE:

Affirmative negative I I You you He he She can swim she can’t swim It it We we You you They they

QUESTION I YOU HE CAN SHE SWIM? IT WE YOU

THEY

- ASK STUDENTS SOME QUESTIONS THEY HAVE TO USE THEIR OWN INFORMATION. - STUDENTS HAVE TO WRITE SOME EXAMPLES. EVALUATION: ORAL WRITTEN COMPREHENTION. UNIT 3 LESSON 4 THEME: “GOING TO”, QUESTION WORD “WHAT” AND SOME EXPRESSION FOR THE FUTURE.

SHORT ANSWER

YES I CAN YOU SHE HE WE THEY

SHORT ANSWER I YOU HE CAN´T NO SHE WE THEY

OBJECTIVE: AT THE END OF THIS LESSON STUDENTS WILL BE ABLE TO LEARN IN 80% HOW TO USE THE FUTURE WITH “GOING TO”, QUESTION WORD “WHAT” AND SOME EXPRESSION FOR THE FUTURE. ACTIVITIES: EXPLAIN TO THE STUDENTS HOW TO USE THE FUTURE WITH “GOING TO” EXAMPLE:

- BRING MORE EXAMPLES TO THE STUDENTS TO LEARN EASIER THEN

STUDENTS HAVE TO WRITE THEIR OWN EXAMPLES. - AFTER ASK FOR VOLUNTEERS TO WRITE ON THE BOARD SOME EXAMPLES.

- EXPLAIN TO THE STUDENTS QUESTIONS WORD “WHAT” EXAMPLES. - ASK STUDENTS THAT THEY HAVE TO USE THEIR OWN INFORMATION IN

ORDER TO PRACTICE ORAL SKILL AND LISTENING. - EXPLAIN TO THE STUDENTS SOME EXPRESSION FOR THE FUTURE. EXAMPLE: TOMORROW, NEXT WEEK, NEXT MONTH. - GIVE TO THE STUDENTS SOME EXAMPLES: ARE YOU GOING TO WATCH THE GAME TOMORROW? YES, I AM NO, I’M NOT

WHAT ARE YOU GOING TOP WEAR TOMORROW? WHAT IS SHE/ HE GOING TO WEAR TOMORROW? WHAT ARE THEY GOING TO WEAR TOMORROW?

AFFIRMATIVE NEGATIVE I’M GOING TO WEAR JEANS I´M NOT GOING TO WEAR JEANS YOU’RE GOING TO WEAR JEANS YOU’RE NOT GOING TO WEAR JEANS HE’S GOING TO WEAR JEANS HE’S NOT GOING TO WEAR JEANS SHE’S GOING TO WEAR JEANS SHE’S NOT GOING TO WEAR JEANS WE’RE GOING TO WEAR JEANS WE’RE NOT GOING TO WEAR JEANS THEY’RE GOING TO WEAR JEANS THEY’RE NOT GOING TO WEAR JEANS.

SHE’S GOING TO COME TO THE PARTY NEXT WEEK?

YES SHE IS NO SHE ISN’T HOMEWORK: STUDENTS HAVE TO BRING SOME EXAMPLES ABOUT FUTURE. EVALUATION ORAL WRITTEN LISTENING COMPREHENSION UNIT 4 LESSON 1 THEME: OBJECT PRONOUNS, NEED TO, WANT TO, PREPOSITION OF TIME, LET’S,

ORDINAL NUMBERS.

OBJECTIVE: AT THE END OF THE LESSON STUDENTS WILL BE ABLE TO LEARN IN 80% THE USE OF OBJECT PRONOUNS, NEED TO, WANT TO,

PREPOSITION OF TIME, LET’S, ORDINAL NUMBERS.

ACTIVITIES

- EXPLAIN TO THE STUDENTS THE OBJECT PRONOUN BY USING SOME

EXAMPLES¨

SINGULAR

I ME HE KNOWS ME

YOU YOU I KNOW YOU

SHE HER I KNOW HER

PLURAL

WE US THEY KNOW US

YOU YOU THEY KNOW YOU

THEY THEM WE KNOW THEM.

- GIVE SOME PAPERS TO STUDENTS ORDER THE SENTENCES THIS ACTIVITY

IS GOING TO FACILITATE THEY LEARNING.

EXAMPLE:

I KNOW HIM.

- EXPLAIN TO STUDENTS THE VERB NEED TO. - GIVE SOME EXAMPLES, AFTER ASK THEM IN ORDER THEY PRACTICE AND

LEARN EASIER.

- EXPLAIN TO STUDENTS THE VERB WANT TO

WANT TO + VERB= I WANT TO BUY AN ICE CREAM.

- BRING SOME EXAMPLE TO STUDENTS LEARN EASIER. - EXPLAIN THE PREPOSITIONS OF TIME: IN, ON. EXAMPLES: MY BIRTHDAY IS IN AUGUST. I’M GOING TO BE SEVENTEEN ON AUGUST FOURTEEN. - STUDENTS HAVE TO WRITE 5 EXAMPLES ABOUT PREPOSITIONS. - EXPLAIN TO THE STUDENTS THE USE OF LET´S.

- EXPLAIN THEM THAT LET´S IS USE TO MAKE SUGGESTIONS. GIVE SOME EXAMPLES: LET´S HAVE A PARTY. YES LET´S INVITE PEDRO. - ASK FOR SOME VOLUNTEERS TO WRITE ON THE BOARD SOME EXAMPLES. - USING SOME CARDS OF DIFFERENTS COLORS WRITE THE ORDINAL

NUMBERS SHOW TO THE STUDENTS ONE BY ONE AND PRONOUNCE THE NAME OF THE NUMBERS.

- REPEAT

HIM KNOW I

- EXAMPLE:

1 FIRST 2 SECOND 3 THIRD 4 FOURTH AND CONTINIOUS WITH MORE EXAMPLES.

UNIT 4 LESSON 2 THEME: PAST OF THE VERB TO BE AND SOME IRREGULAR VERBS. OBJECTIVE: AT THE END OF THESE LESSON STUDENTS WILL BE ABLE TO LEARN IN 90% THE PAST OF THE VERB TO BE AND SOME IRREGULAR VERBS. ACTIVITIES: EXPLAIN TO THE STUDENTS THE VERB BE: WAS/WERE

AFFIRMATIVE NEGATIVE I I HE WAS HE WASN ‘T SHE SHE IT IT LATE? LATE? WE WE YOU WERE YOU WEREN ´T THEY THEY

SINGULAR PLURAL WE I YOU HE WERE THEY LATE? WAS SHE LATE? IT

- STUDENTS HAVE TO WRITE SOME SENTENCES ABOUT THE PAST OF VERB TO BE AFTER THEY HAVE TO COMPARE WITH THEY CLASSMATES.

- GIVE SOME IREGULAR VERBS TO STUDENTS IN PRESENT AND PAST TENSE

EXAMPLE:

- AND MADE SOME SENTENCES WITH THEM.

EXAMPLE: JUAN HAD CLASSES IN THE AFTERNOON. LISA WENT TO THE MOVIES IN THE EVENING

- STUDENTS HAVE TO FIND OUT 10 VERBS IRREGULAR AND REGULAR IN PRESENT AND PAST TENSE. EVALUATION: -ORAL -WRITTEN.

SINGULAR

SHORT ANSWERS (+) I HE YES SHE WAS IT WE YOU WERE

THEY

PLURAL

SHORT ANSWERS (-) I NO HE SHE WASN`T IT WE YOU WEREN´T THEY

HAVE HADGO WENT DRINK DRANK THINK THOUGHT

UNIT 4 LESSON 2 THEME: THE SIMPLE PAST TENSE WITH REGULAR AND IRREGULAR VERBS AND SOME EXPRESSIONS FOR THE PAST. OBJECTIVE: AT THE END OF THE LESSON STUDENTS WILL BE ABLE TO LEARN IN A 85% HOW TO USE THE SIMPLE PAST TENSE WITH REGULAR AND IRREGULAR VERBS AND SOME EXPRESSIONS FOR THE PAST. ACTIVITIES:

- EXPLAIN TO STUDENTS THE SIMPLE PAST TENSE WITH REGULAR AND IRREGULAR VERBS.

EXAMPLE:

QUESTIONS DID YOU HE/SHE WORK YESTERDAY? THEY

SHORT ANSWERS (+) I YES HE/SHE DID THEY

SHORT ANSWERS (-) I NO HE/SHE DIDN´T THEY

AFFIRMATIVE (+) NEGATIVE (-) I I YOU YOU HE /SHE WORKED YESTERDAY HE/ SHE DIDN´T WORK YESTERDAY WE WE THEY THEY

- EXPLAIN TO STUDENTS SOME GRAMMAR VERBS. EXAMPLE:

- FOR VERBS ENDING IN E ADD: D

- FOR VERBS ENDING IN CONSONANT + Y CHANGE TO AND ADD: ED

- GIVE SOME EXAMPLES ABOUT IRREGULAR VERBS.

EXAMPLE:

WHAT DID YOU DO? I DID MY HOMEWORK WHAT DID THEY EAT? THEY ATE PIZZA. WHAT DID HE MAKE? HE MADE COOKIES. WHAT DID SHE SEE? SHE SAW A LITTLE CAT. - ASK TO STUDENTS SOME QUESTIONS USING THE NEW VOCABULARY. - EXPLAIN TO STUDENTS SOME EXPRESSIONS FOR THE PAST LAST NIGHT, LAST MONTH, YESTERDAY. - GIVE TO STUDENTS SOME SENTENCES USING THE EXPRESSIONS FOR THE PAST: WHAT DID YOU DO LAST NIGHT?

Live + d: lived

STUDY + ED STUDIED

COME DO DRINK EAT

CAME DID DRANK ATE

MAKESEE TAKE WRITE

MADESAW TOOK WROTE

I WENT TO THE DISCO. - ASK SOME QUESTIONS TO THE STUDENTS.THEY HAVE TO USE THEIR OWN INFORMATION.IN ORDER THEY PRACTICE THE NEW VOCABULARY THAT THEY LEARN. EVALUATION: -ORAL -WRITTEN.

UNIT: N°1 LESSON: “ON

VACATION”

OBJECTIVE: WHEN THE LESSON FINISHES, AT LEAST 90% OF THE STS. WILL BE

ABLE TO KNOW HOW TO GREAT PEOPLE, GIVE AND ASK INFORMATION ABOUT

SOMEONE, EXPRESSING THANKS AND APOLOGIZE THEMSELVES.

DEVELOPMENT:

WORK IN GRAMMAR; EXPLAIN THE AFFIRMATIVE SENTENCES, NEGATIVE SENTENCES, QUESTIONS, SHORT AFFIRMATIVE ANSWERS, SHORT NEGATIVE ANSWERS, WH-QUESTIONS.

AFFIRMATIVE AND NEGATIVE SENTENCES

AFFIRMATIVE AND NEGATIVE SHORT ANSWERS

AFFIRMATIVE SENTENCES I’M I AM YOU’RE YOU ARE A STUDENT

NEGATIVE SENTENCES I’M YOU’RE NOT A STUDENT

SHORT ANSWERS (+) YES, I AM YES, YOUR ARE THEY YES, HE IS SHE

SHORT ANSWERS (-) NO, I AM NO, YOU ARE THEY NOT NO, HE IS SHE

QUESTIONS WH- QUESTIONS

WORK WITH A PARTNER, ASK SOME QUESTIONS, USING THE SQUARES AND MAKE SOME EXAMPLES.

THEN, WRITE A SHORT DIALOGUE, USING THEIR OWN INFORMATION, THEY HAVE TO USE THEIR IMAGINATION

TO WORK. WILL BE EXPOSE IN FRONT OF THE CLASS.

WORK IN PAIRS, IMAGING THAT YOU ARE GOING TO CHECK IN A HOTEL. USING YOUR OWN INFORMATION. COMPLETE THE FOLLOWING FEATURES

QUESTIONS (?) ARE YOU IS SHE ON VACATION? ARE THEY

WH- QUESTIONS (?) WHO ARE YOU? WHAT’S YOUR NAME? WHERE ARE YOU FROM? WHEN IS YOUR BIRTHDAY?

NATIONALITY ROOM --

NUMBER OF DAYS PURPOSE OF

VACATION -------------------------

SALVADOREAN

102-2ND

2 WEEKS

THIS WEEK THE STUDENTS WILL WRITE SOME SHORT DIALOGUES, TO PRACTICE AND TO EXPOSE IN FRONT OF THE CLASS.

THEY ARE GOING TO CHECK THEIR MISTAKES, IN ORDER TO LEARN WHAT THEY NEED.

USE A CORRECT PRONUNTIATION, RISING THEIR INTONATION IN SOME QUESTIONS.

USE SOME PICTURES TO UNDERSTAND THE SITUATION AND EXPLAIN BY THE STUDENTS’WORDS.

WHO’S THAT PERSON? I THINK IS MY FRIEND ERNESTO AGUILAR

WHAT IS THAT? I THINK, THEY ARE SOME CATS. THEY ARE

HOMEWORKS AND ACTIVITIES:

ACTIVITY: WORK IN GROUPS PER MONTH, MAKE A CALENDAR IN THE CLASSROOM, AND REPRESENT YOUR BIRTHDAY AND YOUR FRIENDS IN THE CLASS.

EXPOSITION ABOUT CHECKING INTO A HOTEL.

BRING SOME PICTURES, TO WRITE A SHORT DIALOGUE, IMAGING ANY ACTIVITY YOU WANT.

EVALUATION:

• WRITTEN QUIZ

• ORAL QUESTIONS

• HOMEWORKS

• ATTENTION IN CLASS

• PARTICIPATION.

UNIT: N°2 LESSON: “PRESENTCONTINUOUS”

OBJECTIVE: AT THE END OF THIS LESSON, MORE THAN 90% OF THE STS. WILL BE

ABLE TO GIVE SOME COMMANDS, EXPRESS APPROVAL OR DISAPPROVAL, TELL

ABOUT PRESENT CONTINUOUS

DEVELOPMENT:

THE STS. WILL MAKE SOME TEAMS ( 5 STUDENTS) THEY ARE GOING TO PRESENT A SKETCH USING THEIR IMAGINATION ABOUT ROLE PLAYS OR MOVIES.

THEY ARE GOING TO PICK UP THE ROLE PLAY OR MOVIE THEY WANT TO PRESENT. BUT THEY HAVE TO USE “ING” FORM, COMMANDS, IMPERATIVE VERBS, IMAGINE THAT ONE OF THEM IS THE DIRECTOR AND THE OTHERS, THE ACTORS, EXPRESSING APPROVAL OR DISAPPORVAL.

I

EXPLAIN THE ING FORM AND EXPRESSIONS TO THE STUDENTS.

MAKE A LIST IN YOUR NOTEBOOK; USE SOME PICTURES TO WRITE THE

SENTENCES.

WORK IN SPELLING VERBS IN ING FORM AND MAKE A SPELLING TEST ABOUT SOME DIFFICULT VERBS, EXAMPLE: CARRYING, STUDYING, LYING, ETC.

LISTEN AND PRACTICE. NOTE THE SOUNDS, LISTEN TO THE DIFFERENCES ABOUT PRONUNTIATION AND INTONATION

-ING FORM I ‘M WAITING I ‘M TAKING I’M ARRIVING I’M CROSSING I’M CARRYING

/ I / EAT READ SLEEP

/ I / IT THIS LISTEN

INTONATION BILL IS SITTING BILL IS ON THE BEACH WITH ME BILL IS LISTENING TO THE SEA.

LIGHTS, CAMERA, AND ACTION

TO START THE CLASS, WE ARE GOING TO MAKE SOME REVIEW BECAUSE WE´RE COMING FROM VACATION.

MAKE A WARM UP WITH THE STS. ASKING SOME QUESTIONS ABOUT THEIR VACATIONS.

USING THE INFORMATION, WE ARE GOING TO IMAGINE THAT WE ARE IN VACATION AND WRITE SOME QUESTION ABOUT THE PLACES THEY VISITED, BUT USING “-ING”

UNDERLINE THE CONTRACTIONS, WH- QUESTIONS. THEN MAKE SOME SQUARES IN YOUR NOTEBOOK AND LISTEN THEM.

MAKE THE EXPOSITION ABOUT THE MOVIE. THE STUDENTS ARE GOING TO PRESENT ACTORS, DIRECTORS AND SO ON.

IT’S AN OPEN AND LONG SOUND.

IT’ S A CLOSE AND SHORT SOUND.

WELCOME TO THE ENGLISH CLASS!!!

I ‘M VISITING I’M

WALKING

SHE’S VISITING HER

I’M THINKING

THIS TEACHER LOOKS NICE.

SHHHH!

HOMEWORK AND ACTIVITIES:

BRING SOME PICTURES, TO BE USED IN THE CLASS. POSSITIVE AND NEGATIVE EXPRESSION WITH -ING.

BRING SOME PICTURES ABOUT DIFFERENT ACTIVITIES, TO BE USED IN THE CLASS, REMEMBER –ING FORM.

EVALUATION:

• DICTATION

• SPELLING

• ORAL QUESTIONS

• ATTENTION IN CLASS

• PARTICIPATION.

UNIT N°3 LESSON: “SIMPLE PRESENT”. OBJECTIVE: AT THE END OF THIS LESSON, THE STUDENTS WILL BE ABLE TO TALK ABOUT JOBS AND OCCUPATIONS, SIMPLE PRESENT TENSE, AFFIRMATIVE AND NEGATIVE FORM OF “DO”.

WE ARE GOING TO CHECK THE NEW VOCABULARY, WRITE IN THE NOTEBOOK.

THEN WE ARE GOING TO UNDERLINE WITH DIFFERENT COLORS THE VERBS, ADJECTIVES, NUMBERS, OCCUPATIONS AND JOBS, CONTRACTIONS, POSSESSIVES ORDINAL NUMBERS, ETC.

MAKE IN YOUR NOTEBOOK YOUR LIST ABOUT GRAMMAR.

ASK ABOUT PEOPLE’S JOBS. USING THE DIRECT QUESTIONS OR INDIRECT QUESTIONS, EXAMPLE:

DIRECT INDIRECT

EXPALIN TO STUDENTS THE AFFIRMATIVE AND NEGATIVE STATEMENTS, SHORT ANSWER AND QUESTIONS.

MEDICAL CENTER

JANET IS A RECEPTIONIST. SHE HAS AN EASY JOB. SHE ANSWERS THE PHONE. SHE WORKS IN A CLINIC. JANET WANTS TO BE A NURSE. SHE WANTS TO HELP PEOPLE. SHE LIKES TO TALK TO SICK

WHAT DO YOU DO?

WHAT DOES HE DO?

I AM A SINGER

HE IS A SINGER.

AFFIRMATIVE AND NEGATIVE STATEMENTS

AFFIRMATIVE AND NEGATIVE SHORT ANSWERS

AFFIRMATIVE SENTENCES I YOU WORK THEY HE WORKS SHE

NEGATIVE SENTENCES I DO NOT YOU DON’T THEY WORK SHE DOES

SHORT ANSWERS (+) I WE YES, YOU DO

THEY

YES, HE SHE

SHORT ANSWERS (-) I WE NO, YOU THEY DON’T NO, HE DOESN’T

WH- QUESTIONS

EXPLAIN TO STUDENTS THE PROFESSION AND SOME VERBS.

PROFESSIONS AND VERBS

STUDENTS HAVE TO CREATE SOME SENTENCES USING THE NEW VOCABULARY.

QUESTIONS (?) YOU LIVE ? WHERE DO THEY WE STUDY DOES

HE WORK? SHE

NOUNS VERBS

A TEACHER TEACHES

A PLAYER PLAYS

A SINGER SINGS

AN ACTOR ACTS

A DRIVER DRIVES

EXPLAIN TO STUDENTS THE NOUN SUFFIXES. MAKE SOME EXAMPLES.

EXPLAIN TO STUDENTS THE POSSESSIVE ADJECTIVES.

BRING SOME EXAMPLES USING THE POSSESSIVE ADJECTIVES.

NOUN SUFFIXES -ER: DRIVER, OFFICER, PLAYER, TEACHER -IST: DENTIST, SCIENTIST, RECEPTIONIST

-OR: ACTOR, DIRECTOR, DOCTOR

POSSESSIVE ADJECTIVES

I MY MY BOOK IS RED YOU YOUR YOUR HOUSE IS BIG HE HIS THIS IS HIS CAR SHE HER HER SISTER IS BEAUTIFUL WE OUR YOU HAVE OUR PENCIL THEY THEIR THEIR HOMEWORK IS RIGHT YOU YOUR YOUR TELEVISION IS NEW IT ITS ITS NOSE IS BLACK ( DOG)

EXPLAIN STUDENTS THE VERB WANT + TO BE.

VERB WANT + TO BE

BRING SOME EXAMPLES USING WANT +VERB TO BE.

QUESTIONS (?) YOU DO THEY

WHAT WE WANT TO BE? HE DOES SHE

ANSWERS

I = WANT TO BE A TEACHER

THEY= WANT TO BE TEACHERS

WE= WANT TO BE TEACHERS

SHE= WANTS TO BE A TEACHER

HE= WANTS TO BE A TEACHER

LET´S TALK ABOUT YOU, TELL ME WANT DO YOU WANT TO BE.

GIVE ME YOUR SHORT LIST ABOUT BAD THINGS AND GOOD THINGS.

WRITE A SHORT COMPOSITION ABOUT WHAT DO YOU WANT TO BE.

I WANT TO BE A DOCTOR, I LOVE CARE THE PEOPLE; I USED TO CARE MY DOLLS…

I DON´T LIKE THE PROBLEMATIC PEOPLE, BECAUSE I AM A PERSON WHO LIKES TO LIVE IN PEACE……..

WHAT DO YOU WANTI WANT TO

BE A

WHAT DO YOU WANT

I DON’T LIKE MUSIC

I DON’T SEE MY FRIENDS

I DON’T MAKE A LOT OF MONEY

I DON’T WANT CHANGE

I LIKE TO LISTEN MUSIC

I SEE MY FRIENDS

I WANT MORE MONEY

I WANT TO CHANGE MY JOB

I WANT TO BE A MODEL.

EVALUATION:

• SPELLING

• ORAL QUESTIONS

• HOMEWORKS

• ATTENTION IN CLASS

• PARTICIPATION.

UNIT N°4 LESSON: “HOBBIES” OBJECTIVE: AT THE END OF THIS LESSON, THE STUDENTS WILL BE ABLE TO TALK ABOUT FAVORITE PASTIMES, FREQUENCY ADVERBS, EXTREME SPORTS, ACTIVITIES, HOW TO USE THE EXPRESSION: HOW MUCH TIME, HOW OFTEN DO YOU, WHAT DO YOU LIKE ABOUT IT, ETC. ACTIVITIES:

FIRST AT ALL WE ARE GOING TO LOOK SOME PICTURES, TO SEE SOME FAVORITE PASTIMES. AFTER THAT, WE ARE GOING TO ASK STUDENTS, HOW DO THEY SPEND THEY FREE TIME?

HOW DO YOU SPEND YOUR FREE TIME?

I PLAY WITH MY SKYBOARD IN MY FREE

HOW DO YOU SPEND YOUR FREE TIME?

I PLAY TENNIS IN MY FREE

WRITE A SHORT LIST ABOUT FAVORITE PASTIMES AND DRAW SOME PICTURES TO MAKE THIS LIST.

PLAYING TENNIS

COOKING

ASK AND ANSWER ABOUT PEOPLE’S FREE-TIME ACTIVITIES AND HOW OFTEN DO THEY DO THEIR ACTIVITIES

NOW IS YOUR TURN, ASK TO YOUR FRIENDS AND THEY ARE GOING TO ASK YOU ABOUT FREE-TIME ACTIVITIES YOU CAN DO.

PASTIMES SWIMMING

PAINTING

COOKING

RIDING A BIKE

CAN YOU PLAY

CAN YOU YES, I CAN.

NO, I CAN’T SKI.

WRITE QUESTIONS AND ANSWER ABOUT FAVORITE ACTIVITIES, USE THE PICTURES YOU BRING TO THE CLASS.

QUESTIONS WITH HOW OFTEN YOU DO THEY HOW OFTEN WE PLAY SOCCER?

HE DOES SHE

FREQUENCY EXPRESSIONS

EVERYDAY

ONCE A WEEK

TWICE A WEEK

THREE TIMES A WEEK

FREQUENCY YOU WHAT DO THEY WHERE WE WHAT DOES HE WHERE SHE

ADVERBS ALWAYS DO USUALLY ON SUNDAYS? GO OFTEN SOMETIMES

GO + VERB+ I YOU THEY GO WE

SHE GOES HE

ING SWIMMING HIKING RIDING SHOPPING PLAYING THE GUITAR

QUESTIONS (?) YOU THEY

CAN WE

HE

SHE

VERBS SKI? PLAY SOCCER? PLAY THE GUITAR? COOK? WORK OUT?

KNOW HOW TO

HOMEWORK:

BRING SOME PICTURES ABOUT SPORTS OR ACTIVITIES.

WRITE A SHORT COMPOSITION ABOUT A EXTREME HOBBIE, THEN PREPARE A SHORT PRESENTATION IN FRONT OF THE CLASS.

SHORT ANSWERS (+) I WE YES, YOU CAN

THEY

YES, HE CAN SHE

SHORT ANSWERS (-) I WE NO, YOU THEY CAN’T NO, HE CAN’T SHE

KNOW HOW TO I YOU THEY KNOW WE HOW TO SHE KNOWS HE

SWIM RIDE SHOP PLAY THE GUITAR COOK CLIMB

EVALUATION:

• SPELLING

• ORAL QUESTIONS AND WRITTEN QUESTIONS

• PRESENTATION ABOUT EXTREME HOBBIES OR SPORTS

• HOMEWORKS AND ACTIVITIES

• ATTENTION IN CLASS

• PARTICIPATION.

AFTER THAT, THE STUDENTS ARE GOING TO WORK WRITE THE AFFIRMATIVE SENTENCE AND NEGATIVE SENTENCE ABOUT THE PICTURES.

TO IMPROVE THEIR WRITING, THE STUDENTS ARE GOING TO WRITE A SHORT COMPOSITION ABOUT VACATIONS.

UNIT 5 LESSON: “IS THERE, ARE THERE, ANY AND

SOME”

OBJECTIVE: AT THE END OF THIS LESSON, THE STUDENTS WILL BE ABLE TO LEARN HOW TO USE “IS THERE, ARE THERE, ANY AND SOME”. ACTIVITIES:

• FIRST AT ALL WE GOING TO LOOK SOME PICTURES TO SEE SOME

MENUS. AFTER THAT WE ARE GOING TO ASK STS. WHAT MENU THEY LIKE TO ORDER WHEN GOING TO A RESTAURANT

WHAT WOULD YOU LIKE TO ORDER

I’D LIKE A STEAK SANDWICHWITH SOME TOMATO AND SOME LETTUCE

I’D LIKE A HOT DOG. BUT I DON’T WANT

• WRITE SHORT LIST ABOUT SOME MENUS AND DRAW SOME PICTURES TO MAKE THIS LIST.

NOW IS YOUR TURN, ASK TO YOUR FRIENDS AND THEY ARE GOING TO ASK YOU ABOUT THE KIND OF MENU THAT YOU USUALLY ORDER.

PIZZA AND SODA.

WHAT WOULD YOU LIKE TO

HAMBURGER AND

HOT DOG AND SODA.

JUICE SALAD

HOT DOG MILK

SODAS CAKE

BREAD

NOW IS YOUR TURN, ASK TO YOUR FRIENDS AND THEY ARE GOING TO ASK YOU ABOUT THE KIND OF MENU THAT YOU USUALLY ORDER.

EXPLAIN TO THE STUDENTS THE FOLLOWING GRAMMAR SQUARE AND BRING SOME EXAMPLES FOR EACH ONE.

COUNT AND NOUNCOUNT NOUNS

COUNT NONCOUNT A HAMBURGER SOME SALAD AN EGG SOME TEA

COUNT OR NONCOUNT

A SALAD OR SOME SALAD

QUANTITY EXPRESSIONS

A AN SOME

ANY

AFFIRMATIVE

HE’S ORDENING A HOT DOG HE’S ORDERING SOME FRIES HE’S ORDERING SOME JUICE

NEGATIVE

HE’S NOT ORDENING A HOT DOG HE’S NOT ORDERING ANY FRIES HE’S NOT ORDERING ANY JUICE

QUESTIONS (?) SINGULAR PLURAL

IS THERE ANY JUICE? ARE THERE ANY FRIES?

WOULD LIKE

FOR PREFERENCES:

WHAT WOULD YOU LIKE TO EAT?

FOR OFFERS: WOULD YOU LIKE A SANDWICH?

PARTITIVES

A BOTTLE OF JUICE

A CUP OF COFFEE

A GLASS OF WATER

A PIECE OF CAKE NOTE:

THE A FOR THE PARTITIVE.

YES, THERE IS SOME JUICE YES, THERE ARE SOME FRIES NO, THERE ISN’T SOME JUICE NO, THERE AREN’T SOME FRIES

LISTEN AND PRACTICE THE SOUND /EY/ /ε/

/EY/ /ε/

CAKE

STEAK

WAITER

CHECK

RESTAURANT

BREAD

HOMEWORK:

BRING SOME PICTURES ABOUT SOME MENUS. EVALUATION:

• SPELLING

• ORAL QUESTIONS AND WRITTEN QUESTIONS

• EXPOSITION ABOUT A RESTAURANT OR CAFETERIA

• HOMEWORKS AND ACTIVITIES

• ATTENTION IN CLASS

• PARTICIPATION.

UNIT 6 LESSON: “SIMPLE

PAST TENSE”

THEME: SIMPLE PAST TENSE, THERE WAS/WERE, WHY/BECAUSE, ADVERBS, PREPOSITIONS, PRONOUNS, WHY DON’T / DOESN’T AND CLAUSES WITH WHEN. OBJECTIVE: AT THE END OF THIS LESSON STS. WILL BE ABLE TO USE AND KNOW, SIMPLE PAST TENSE, THERE WAS/WERE, WHY/BECAUSE, ADVERBS, PREPOSITIONS, PRONOUNS, WHY DON’T / DOESN’T AND CLAUSES WITH WHEN.

ACTIVITIES:

• FIRST AT ALL WE GOING TO LOOK SOME PICTURES TO SEE SOME

EXPRESSIONS AFTER THAT WE ARE GOING TO ASK STS. WHAT DID THEY DO ON WEEKEND?

Explain to the students the following grammar squares.

WHAT DID YOU DO ON WEEKEND?

I WENT TO THE MUSEUM I SAW THE MUMMY EXHIBIT

IT WAS VERY INTERESTING. I LEARN A LOT.

WHAT WAS IT LIKE?

SIMPLE PAST TENSE DIRECT INDIRECT WAS I AT HOME LAST WEKEND? WAS HE AT HOME LAST WEKEND? WERE WE AT HOME LAST WEKEND? WAS SHE AT HOME LAST WEKEND? WERE YOU AT HOME LAST WEKEND? WERE THEY AT HOME LAST WEKEND?

SHORT NEGATIVE ANSWERS

NO , I WASN’T NO , HE WASN’T NO , SHE WASN’T NO , WE WEREN’T NO , YOU WEREN’T

SHORT AFFIRMATIVE ANSWERS

YES , I WAS YES , HE WAS YES , SHE WAS YES , WE WERE YES , YOU WERE

STUDENTS HAVE TO MAKE SOME SENTENCES USING THE NEW GRAMMAR VOCABULARY.

ACTIVITIES:

• FIRST AT ALL WE GOING TO LOOK SOME PICTURES TO SEE SOME

EXPRESSIONS AFTER THAT WE ARE GOING TO ASK STS. WHAT HAPPENED?

SIMPLE PAST TENSE

QUESTIONS INDIRECT DIRECT DID I GO OUT ON THE WEEKEND? DID SHE GO OUT ON THE WEEKEND? DID YOU GO OUT ON THE WEEKEND? DID HE GO OUT ON THE WEEKEND? DID WE GO OUT ON THE WEEKEND? DID THEY GO OUT ON THE WEEKEND?

SHORT AFFIRMATIVE ANSWERS

YES , I YES , HE YES , SHE DID YES , WE YES YOU

SHORT NEGATIVE ANSWERS

NO , I DIDN’T NO , HE DIDN’T NO , SHE DIDN’T NO , WE DIDN’T NO , YOU DIDN’T

ASK AND ANSWER ABOUT MENUS AND HOW OFTEN DO THEY GO TO A RESTAURANT.

WRITE QUESTIONS AND ANSWER ABOUT DIFFERENT ACTIVITIES.

WHAT HAPPENED?

THERE WAS AN ACCIDENT.

REALLY? WHY?

I’M PLEASED

BECAUSE NO ONE WAS

THERE WAS/ THERE WERE SINGULAR PLURAL THERE WAS AN ACCIDENT THERE WERE TWO CARS IN THE ACCIDENT THERE WASN’T TRAFIC LIGHT THERE WEREN’T MANY CARS IN THE STREET.

ADVERBS OF TIME

“AGO”

THE GAME STARTED TEN MINUTES AGO. THE RANGERS SCORED A GOAL TWO MINUTES AGO.

WHY/BECAUSE

WHY ARE YOU WORRIED? R/ BECAUSE I HAVE A TEST. I WENT TO THE NEWSSTAND BECAUSE I WANTED TO BUY A MAGAZINE.

PREPOSITIONS OF PLACE

OUTSIDE

INTO

INSIDE

PRONOUNS

NO ONE = FOR A PERSON

NO ONE IS WITH THE BABY. NOTHING= FOR THINGS OR ANIMALS.

THE CAT DOES NOTHING AT HOME.

ACTIVITIES:

• FIRST AT ALL WE GOING TO LOOK SOME PICTURES TO SEE

WHAT HAPPEN? • ASK SOME EXPRESSIONS. USING THE EXPRESSION WHAT’S

WRONG? EVALUATION:

• SPELLING

• ORAL QUESTIONS AND WRITTEN QUESTIONS

• HOMEWORKS AND ACTIVITIES

• ATTENTION IN CLASS

• PARTICIPATION.

• NOTEBOOK

• PRESENTATIONS.

WHAT’S THE MATTER?

IT WAS A TERRIBLE

WHY DON’T YOU GO HOME AND RELAX

UNIT 7

LESSON: “LET’S GO, POSSESSIVE, RELATIVES, ADJECTIVES COMPARATIVE,

CAN, COMPARATIVE AND SUPERLATIVE.

OBJECTIVE: AT THE END OF THIS LESSON STS. WILL BE ABLE TO

KNOW SHOULD, LET’S, HAVE TO. POSSESSIVE, RELATIVES AND ADJECTIVES PRONOUNS, CAN / CAN’T.FUTURE, COMPARATIVE AND SUPERLATIVE OF ADJECTIVES.

ACTIVITIES:

• FIRST AT ALL WE GOING TO LOOK SOME PICTURES TO SEE SOME

EXPRESSIONS AFTER THAT WE ARE GOING TO ASK STS. LET’S GO….

EXPLAIN TO STUDENTS THE FOLLOWING GRAMMAR SQUARE AND BRING THEM SOME EXAMPLES.

WHAT SHOULD WE DO ?

I CAN’T I HAVE TO SAVE MONEY FOR A NEW STEREO

LET’S GO TO THE MOVIE.

SHOULD: USE TO ASK FOR SUGGESTIONS. REMEMBER: WHY DON’T …? IS ALSO A WAY TO MAKE SUGGESTIONS? A: WHAT SHOULD WE DO TONIGHT?

HAVE TO: EXPRESS OBLIGATION A: LET’S GO OUT. B: I CAN’T. I HAVE TO WORK.

LET’S: USE TO MAKE SUGGESTIONS A: WHAT DO YOU WANT TO DO TOMORROW? B: LET’S GO FOR A RIDE IN THE COUNTRY?

LIKE TO: EXPRESS SATISFACTION A: LET’S GO OUT TO A PARTY. B: SURE, I LIKE TO GO TO THE PARTY.

ACTIVITIES:

• FIRST AT ALL WE GOING TO LOOK SOME PICTURES TO SEE SOME

EXPRESSIONS AFTER THAT WE ARE GOING TO ASK STS. LET’S GO…

EXPLAIN THE FOLLOWING GRAMMAR SQUARES. AND GIVE TO STUDENTS SOME EXAMPLES.

WHY DON’T WE BUY A NECKLACE

WHOSE PURSE IS THIS?

OH, ITS MINE . THANK YOU

WHAT CAN WE BUY FOR MOM?

POSSESSIVE ADJECTIVES

I MY MY BOOK IS RED YOU YOUR YOUR HOUSE IS BIG HE HIS THIS IS HIS CAR SHE HER HER SISTER IS BEAUTIFUL WE OUR YOU HAVE OUR PENCIL THEY THEIR THEIR HOMEWORK IS RIGHT YOU YOUR YOUR TELEVISION IS NEW IT ITS ITS NOSE IS BLACK ( DOG)

ONE : SINGULAR OBJECT MY SHIRT IS OLD, I NEED A NEW ONE. ONES: PLURAL OBJECTS MY SHOES ARE OLD, I NEED SOME NEW ONES.

QUANTITIVE TOO

THE SHIRT IS TOO BIG FOR

ME.

POSSESSIVE PRONOUNS I MINE THE BOOK IS MINE YOU YOURS THE HOUSE IS YOURS HE HIS THIS CAR IS HIS. SHE HERS THIS CALCULATOR IS HERS. WE OURS THE PENCIL IS OURS THEY THEIRS THE HOMEWORK IS THEIRS YOU YOURS THE NEW TV. IS YOURS

HOW MUCH : USE TO ASK PRICES. SINGULAR HOW MUCH IS THAT FISH?

PLURAL HOW MUCH ARE THOSE NECKLACES?

CAN : TO EXPRESS POSSIBILITY. A: WHERE CAN I BUY FRUITS? B: THE FRUITS ARE BEHIND YOU.

CAN’T : TO EXPRESS IMPOSSIBILITY. A: WHERE CAN I BUY SOME VEGETABLES? B: SORRY, YOU CAN’T. THERE AREN’T IN THIS PLACE.

WHICH ONE : SINGULAR.

A: WHICH COAT DO YOU LIKE?

B: THE PURPLE ONE.

WHICH ONES: PLURAL

A: WHICH SHOES DO YOU LIKE? B: THE BLACK ONES.

ACTIVITIES:

• FIRST AT ALL WE GOING TO LOOK SOME PICTURES TO SEE SOME

EXPRESSIONS AFTER THAT WE ARE GOING TO ASK STUDENTS.

EXPLAIN THE FOLLOWING GRAMMAR SQUARES. GIVE SOME EXAMPLE TO THE STS.

ROME THAILA

WH-QUESTIONS (?) INFORMATION YOU ARE THEY WHAT WE GOING TO DO ON VACATION?

HE IS

AFRICA PERU

GOING TO: EXPRESS FUTURE AND PLANS

AFFIRMATIVE

I’M GOING TO GO VISIT NEW YORK

HE’S GOING TO VISIT NEW YORK .

NEGATIVE

I’M NOT GOING TO VISIT NEW YORK, I HAVE TO WORK. SHE ISN’T GOING TO VISIT NEW YORK, SHE HAS TO WORK.

YES- NO QUESTIONS

ARE YOU GOING TO VISIT NEW YORK?

R/ YES, I AM.

R/ NO, I AM NOT.

IS SHE GOING TO VISIT NEW YORK?

WH-QUESTIONS (?) INFORMATION YOU ARE THEY WHEN WE GOING TO GO ON VACATION?

HE IS

WH-QUESTIONS (?) INFORMATION YOU ARE THEY WHICH PLACES WE GOING TO VISIT ON VACATION?

HE IS SHE

WH-QUESTIONS (?) INFORMATION YOU ARE THEY HOW WE GOING TO GO?

HE IS SHE

HOW LONG (FOR) : TO ASK ABOUT A

PERIOD OF TIME.

HOW LONG YOU ARE GOING TO STAY THERE?

I’M GOING TO STAY THERE FOR A

MONTH.

WH-QUESTIONS (?) INFORMATION YOU ARE THEY WHERE WE GOING TO STAY ON VACATION?

HE IS SHE

WH-QUESTIONS (?) INFORMATION YOU ARE THEY WHO WE GOING TO GO ON VACATION?

HE IS SHE

POSITION OF ADJECTIVES (BEFORE NOUNS)

TIBET IS AN EXOTIC PLACE.

(AFTER VERB TO BE) TIBET IS EXOTIC.

ACTIVITIES:

• FIRST AT ALL WE GOING TO LOOK SOME PICTURES TO SEE SOME

EXPRESSIONS AFTER THAT WE ARE GOING TO ASK STS. ABOUT WEIGHTS AND MEASURES.

LINEAR LIQUID

WEIGHT

COMPARATIVE OF ADJECTIVES: ADJECTIVE + ER MORE

DOGGY IS SMARTER DOGGY IS MORE INTELLIGENT THAN BOB.

COMPARATIVE ADJECTIVE ENDINGS: ADD –ER

“ E ” “ Y ” “ G ” “ T ” NICE = NICER

COMPARATIVE SUPERLATIVES ADJECTIVE + ER ADJECTIVE + EST

FRED IS TALLER JOHN IS TALLEST THAN FRED.

NICE = NICER PRETTY = PRETTIER BIG = BIGGER

SMART= SMARTEST INTELLIGENT =THE MOST INTELLEGENT

SUPERLATIVE ADJECTIVE ENDINGS: ADD –EST OR THE MOST TO MAKE THE SUPERLATIVE. “ T ” “ G ” “ Y ”

PRETTY = PRETTIEST BIG = BIGGEST

HOT = HOTTER

AFTER ASK TO STUDENTES IN AN ORAL. THEY HAVE TO GIVE AN EXAMPLE IN ORDER THEY UNDERSTOOD THE GRAMMAR SQUARES.

WRITE A SHORT COMPOSITION ABOUT THE MOST COMMON SPORT IN OUR COUNTRY, MOST POPULAR SINGER, ETC.

EVALUATION:

• SPELLING

• ORAL QUESTIONS AND WRITTEN QUESTIONS

• HOMEWORKS AND ACTIVITIES

• ATTENTION IN CLASS

• PARTICIPATION.

UNIT 8 LESSON: “FUTURE”

OBJECTIVE: AT THE END OF THIS LESSON STS. WILL BE ABLE TO

TALK ABOUT THE WEATHER, SEASONS, FUTURE ACTIVITIES, MAKE REQUEST AND OFFERS, ACCEPT AND REFUSE OFFERS, GIVE AND TAKE PHONE MESSAGES, TALK ABOUT ONGOING PAST ACTIVITIES, TELL NARRATIVE STORIES AND TALK ABOUT ACTIVITIES ONE HAS AND HASN’T DONE.

ACTIVITIES:

• FIRST AT ALL WE GOING TO LOOK A PICTURE AND LISTEN

SOMETHING ABOUT THE WEATHER.

FALL WINTER SPRING SUMMER

• THEN, WE ARE GOING TO LEARN ABOUT SOME WEATHER SYMBOLS.

• GRAMMAR: EXPLAIN ONE BY ONE. THE FIRST ONE IS:

FUTURE WITH WILL.

AFFIRMATIVE SENTENCES I’LL YOU’LL THEY’LL PROBABLY* SHE’LL TRAVEL HE’LL MAYBE* WE’LL

* = WILL IS OFTEN USED WITH PROBABLY OR MAYBE TO EXPRESS DOUBT

NEGATIVE SENTENCES I YOU SHE WON’T (WILL + NOT) TRAVEL HE WE THEY

QUESTION WITH “WILL” YOU THEY

WILL WE TRAVEL TO CUBA?

HE

SHORT NEGATIVE ANSWERS I NO, THEY WON’T

SUNNY PLACE

WH-QUESTIONS (?) INFORMATION YOU THEY

WHAT WILL WE DO IN THE SUMMER?

HE

SHORT AFFIRMATIVE ANSWER I YES, THEY WILL

WE

SUBJECT: IT (WEATHER WORD-PRONOUN)

IT WILL BE TOMORROW SUNNY

IT’S USUALLY IN THE SPRING RAINY

ACTIVITIES: • USE SOME WEATHER WORDS TO MAKE SOME SENTENCES.

• WRITE A SENTENCE FOR EACH PICTURE.

• USE THE WORDS MAYBE AND PROBABLY TO MAKE SOME SENTENCES.

EVALUATION:

• SPELLING

• ORAL QUESTIONS AND WRITTEN QUESTIONS

• HOMEWORKS AND ACTIVITIES

• ATTENTION IN CLASS

• PARTICIPATION.

UNIT: 1 LESSON: 1

THEME: THE SIMPLE PRESENT, ADVERBS OF FREQUENCY, EXPRESSION OF Q QUANTITIVE, HOW MUCH, HOW MANY, DO VS MAKE. OBJECTIVE: AT THE END OF THE LESSON THE STUDENTS WILL BE ABLE TO LEARN T THE SIMPLE PRESENT, ADVERBS OF FREQUENCY, EXPRESSION OF Q QUANTITIVE, HOW MUCH, HOW MANY, DO VS MAKE. ACTIVITIES:

- EXPLAIN TO STUDENTS ABOUT HABITUAL ACTIONS, TRY TO USE SOME EXAMPLES TO STUDENTS UNDERSTAND IN AN EASY WAY.

- EXPLAIN TO STUDENTS ABOUT THE FREQUENCY ADVERBS TRY TO M MAKE A CHART TO THEY UNDERSTAND BETTER AND GIVE TO S T S STUDENTS SOME EXAMPLES:

- EXPLAIN TO STUDENTS THAT: ADVERBS OF FREQUENCY COME BEFORE A VERB, HOWEVER, THEY COME AFTER A VERB BE.

- EXPALIN TO STUDENTS THAT EXPRESSIONS SUCH AS: ALL THE TIME, NOW

AND AGAIN, ONCE IN A WHILE, USUALLY COME AT THE END OF THE SENTENCE.

DO YOU USUALLY WATCH TV? I RARELY WATCH TV. DOES SHE/ HE USUALLY WATCH TV? SHE/HE WATCHES TV NOW AND AGAIN.

ADVERBS OF FREQUENCY

- ALWAYS, ALL THE TIME. - USUALLY, GENERALLY, NORMALLY,

FREQUENTLY, OFTEN, REGULARLY. - SOMETIMES, OCCASSIONALLY. - ONCE IN A WHILE, NOW AND AGAIN,

HARDLY EVER, SELDOM, RARELY. - NEVER.

- USING SOMME EXPRESSIONS OF QUANTITIVE WRITE A PAIR OF

SENTENCES USING A GREAT DEAL AND A LOT. EXAMPLE:

-

- AFTER STUDENTS HAVE TO MAKE SOME EXAMPLES AND THEN THEY HAVE TO COMPARE WITH A PARTNER.

- EXPLAIN TO STUDENTS THE DIFFERENCE BETWEEN DO AND MAKE.

- USING THE EXPRESSIONS BEFORE STUDENTS HAVE TO WRITE A SENTENCE FOR EACH OF THEM.

EVALUATION: SPELLING ORAL QUESTIONS HOMEWORKS ATTENTION IN CLASS PARTICIPATION

H HOW MUCH DO YOU SPEND ON CLOTHES? I I DON´T SPEND A GREAT DEAL OF MONEY ON CLOTHES HOW MUCH TIME DO YOU SPEND ON THE TELEPHONE? I SPEND A LOT OF TIME.

I DO THE DISHES REGULARLY BUT I MAKE MY BED EVERY DAY

DO - DO THE COOKING, DO HOMEWORK - DO THE HOUSEWORK, DO THE LAUNDRY - DO THE SHOPPING, DO THE WINDOWS.

MAKE

- MAKE BED, MAKE A MEAL, MAKE A MISTAKE - MAKE MONEY, MAKE NOISE, MAKE A PROMISE

UNIT 1 LESSON 2 THEME: THE SIMPLE PAST TENSE, IRREGULAR PAST OF VERB, USED TO AND H HAD TO. OBJECTIVE: AT THE END OF THIS LESSON STUDENT WILL BE ABLE TO LEARN T H THE SIMPLE PAST TENSE, IRREGULAR PAST OF VERB, USED TO AND H HAD TO.

- EXPLAIN TO STUDENTS THE SIMPLE PAST TENSE. USE SOME SENTENCES AS EXAMPLES:

- ASK TO STUDENTS IN ORDER THEY PRACTICE THE SHORT ANSWER. THEY

HAVE TO USE THEIR OWN INFORMATION.

AFFIRMATIVE I YOU HE/ SHE LIVED IN NEW YORK. WE THEY

QUESTION

I YOU WHERE DID SHE/ HE LIVE? WE THEY

SHORT ANSWER

DID YOU LIVE IN SOYAPANGO? YES, I DID NO, I DIDN´T

- GIVE TO STUDENTS A LIST OF VERBS TO EXPLAIN THEM THE IRREGULAR PAST OF THE VERBS. EXAMPLE:

PRESENT PAST

BE WAS- WERE FALL FELL FIND FOUND GROW GREW MEET MET SAY SAID

- USING THE LIST OF VERBS MAKE SOME SENTENCES.

- EXPLAIN TO STUDENTS THE VERB “USED TO” AND BRING TO STUDENTS SOME EXAMPLES.

- EXPLAIN TO STUDENTS THE QUESTION FORM OF USED TO. EXAMPLE:

USED TO WHEN I WAS SMALL,

AFFIRMATIVE

I USED TO PLAY WITH DOLLS

NEGATIVE

I DIDN´T USE TO PLAY WITH DOLLS

QUESTION

DID YOU USE TO PLAY WITH DOLLS? YES, I DID. NO, I DIDN´T

- STUDENTS HAVE TO CREATE SOME SENTENCES USING THEIR OWN INFORMATION.

- EXPLAIN TO THE STUDENTS THE “HAD

TO”

- STUDENTS HAVE TO MAKE A PAIR OF SENTENCES AND AFTER THEY HAVE TO COMPARE WITH A PARTNER.

EVALUATION:

ORAL QUESTIONS

HOMEWORKS

ATTENTION IN CLASS

PARTICIPATION UNIT 1 LESSON 3 THEME: THE PRESENT PROGRESSIVE, FUTURE WITH GOING TO AND WILL, BB AAND MODAL AUXILIARY MAY. OBJECTIVE: AT THE END OF THIS LESSON STUDENTS WILL BE ABLE TO LEARN T THE PRESENT PROGRESSIVE, FUTURE WITH GOING TO AND WILL, A AND MODAL AUXILIARY MAY.

- INTRODUCE TO STUDENTS THE FUTURE USING THEY OWN INFORMATION ABOUT PLANS AND FUTURE ACTIONS.

HAD TO

MY GRANDMOTHER HAD TO ASK HER PARENTS PERMISSION TO GET MARRIED.

- EXPLAIN TO STUDENTS THAT: THEY CAN USE TIME EXPRESSIONS TO INDICATE THE FUTURE.EXAMPLE: TONIGHT, TOMORROW, NEXT MONTH, ETC.

- EXPLAIN TO STUDENTS THE FUTURE WITH GOING TO ANG WILL.

- EXPLAIN TO STUDENTS THAT HAVE TO USE GOING TO TALK ABOUT PLANS THAT ARE DEFINITE.

- USING THE PICTURES BELOW STUDENTS HAVE TO COMPLETE THE FOLLOWING SENTENCES USING GOING TO.

- TEACHER HAS TO USE SOME CHARTS TO DEVELOP THIS EXCERCISES.

PRESENT PROGRESSIVE TENSE USED THE PRESENT PROGRESSIVE FOR:

1. ONE ACTION HAPPENING NOW. EXAMPLE:

MY FRIENDS ARE WAITING FOR ME AT THE AIRPORT. WHAT ARE YOU DOING NOW?

2. DEFINE ARRANGEMENTS IN THE FUTURE.

EXAMPLES:

MY FRIENDS ARE ARRIVING TOMORROW. WHAT ARE YOU DOING TONIGHT?

GOING TO

WHAT ARE YOU GOING TO DO ON YOUR VACATION? I´M GOING TO TRAVEL. I´M NOT GOING TO DO ANYTHING.

- EXPLAIN TO STUDENTS THE FUTURE WITH “WILL”. BRING SOME EXAMPLES.

WILL

WHERE WILL YOU STAY? MAY BE I´LL STAY WITH MY FRIENDS I WON´T STAY IN A HOTEL.

I´M TOM

- EXPLAIN TO THE STUDENTS THAT:

USE WILL +MAYBE/PROBABLY FOR INDEFINITE PLANS. - STUDENTS HAVE TO WORK IN SOME EXAMPLES USING WILL.

- EXPLAIN TO STUDENTS THE MODAL AUXILIARY

- EXPLAIN TO STUDENTS THAT MAY IS USE FOR OFFERS AND REQUEST.

- GIVE SOME EXAMPLES TO THE STUDENTS. AFTER STUDENTS HAVE TO CREATE THEIR OWNS.

EVALUATION: SPELLING

ORAL QUESTIONS

ATENTION IN CLASS

PARTICIPATION UNIT 2 LESSON 1 THEME: EXPRESSION OF QUANTITY, THE COUNT AND NONCOUNT, SEQUENCE B WORD AND ANY. OBJECTIVE: AT THE END OF THE LESSON THE STUDENTS WILL BE ABLE TO KNOW HOW TO USE SOME EXPRESSION OF QUANTITY, THE COUNT AND NONCOUNT, SEQUENCE WORD AND ANY.

MAY MAY I HELP YOU? YES, PLEASE. MAY I BORROW YOUR SWETER? YOU MAY. NO, YOU MAY NOT.

ACTIVITIES:

- EXPLAIN TO STUDENTS SOME EXPRESSIONS OF QUANTITY FOR EXAMPLE: A FEW, A LITTLE, A LOT OF, MUCH, MANY, ENOUGH.

- EXPLAIN TO THE STUDENTS THAT MANY AND A FEW AS USE WITH COUNT NOUNS, EXAMPLE.

- EXPLAIN TO THE STUDENTS THAT MUCH AND A LITTLE ARE USE WITH NOUN COUNT NOUNS. EXAMPLE.

- EXPLAIN TO STUDENTS THAT A LOT OF AND ENOUGH ARE USE FOR COUNT AND NONCOUNT NOUNS, EXAMPLE.

COUNT

I EAT MANY VEGETABLES.

I EAT A FEW POTATOES.

HOW MANY APPLES DO YOU EAT?

NONCOUNT

I DON’T EAT MUCH MEAT.

I EAT A LITTLE FISH.

HOW MUCH MILK DO YOU DRINK?

A LOT OF AND ENOUGH

I EAT A LOT OF EGGS, BUT I DON’T EAT A LOT OF BREAD.

THERE AREN’T ENOUGH SANDWICHES.

- STUDENTS HAVE TO CREATE NEW EXAMPLES FOR EACH EXPRESSION.

- NOW YOU AS TEACHER HAS TO BRING A PARAGRAPH TO EXPLAIN THE SEQUENCE WORDS: (YOU CAN USE A RECIPE TO EXPLAIN THE WORDS), EXAMPLE:

- NEXT STUDENTS HAVE TO MAKE A PARAGRAPH USING THE EXAMPLE BEFORE.

- EXPLAIN TO STUDENTS HOW TO USE ANY BRING SOME EXAMPLES.

FIRST, THEN, AFTER THAT, FINALLY

FIRST, YOU MIX THE FLOUR AND THE EGGS, THEN YOU ADD A LITTLE BUTTER, AFTER THAT, YOU PUT IN A TEASPOON OF BAKING POWDER, FINALLY YOU LET IT RISE.

ANY AND SOME.

ARE THERE ANY APPLE? THERE AREN’T ANY APPLES, BUT THERE ARE SOME PEARS.

- EXPLAIN TO STUDENTS THAT ANY IN QUESTIONS AND NEGATIVE STATEMENTS FOR BOTH COUNT AND NONCOUNT NOUNS.

SPELLING

ORAL QUESTIONS

ATENTION IN CLASS

PARTICIPATION UNIT 2 LESSON 2 OBJECTIVE: AT THE END OF THE LESSON STUDENTS WILL BE ABLE TO LEARN THE COMPARATIVE AND SUPERLATIVE, AND PREPOSITIONS. ACTIVITIES:

- EXPLAIN TO STUDENTS THE COMPARATIVE AND SUPERLATIVE FORMS OF ADJECTIVES.

- GIVE TO STUDENTS SOME EXAMPLES.

CHEAP CHEAPER A CUP OF COFFE IS CHEAPER THAN AN ICECREAM. CHEAPEST IF WE HAVE A CAKE , BREAD AND A MUFFIN, THE CHEAPEAST IS T T T THE MUFFIN.

- NOTE: ADJECTIVES OF ONE SYLLABLE USE ER AND EST.

- EXPLAIN THAT THERE ARE ADJECTIVES THAT END IN “Y”, WHICH CHANGES

TO: WINDY WINDIER PRETTY PRETTIEST

- EXPLAIN TO STUDENTS THE FOLLOWING PREPOSITIONS AND GIVE THEM

AN EXAMPLE FOR EACH ONE. THROUGH ABOVE OVER BELOW. EVALUATION:

ORAL QUESTIONS

ATENTION IN CLASS

PARTICIPATION UNIT 2 LESSON 3 THEME: PRESENT PERFECT, IRREGULAR PAST PARTICIPLE. OBJECTIVE: AT THE END OF THE LESSON STUDENTS WILL BE ABLE TO LEARN THE PRESENT PERFECT, IRREGULAR PAST PARTICIPLE. ACTIVITIES:

- EXPLAIN THE PRESENT PERFECT TO THE STUDENTS.

- TEACHER HAS TO BRING SOME SENTENCES TO EXPLAIN THE AFFIRMATIVE STATEMENTS.

AFFIRMATIVE I’VE HE’S/SHE’S CHECKED THE MAIL THEY’VE

NEGATIVE I HAVEN’T HE/SHE HASN’T CHECKED THE MAIL THEY HAVEN’T

- USING SOME CHARTS GIVE TO THE STUDENTS SOME EXAMPLES: - EXPLAIN TO STUDENTS HOW TO USE THE SHORT ANSWER IN AFFIRMATIVE AND NEGATIVE STATEMENTS.

- STUDENTS HAVE TO CREATE THEIR OWN SENTENCES USING THE EXAMPLES BEFORE.

- TEACHER SHOULD USE SOME CHARTS TO EXPLAIN BETTER.

- TEACHER HAS TO EXPLAIN TO THE STUDENTS ABOUT THE IRREGULAR PAST PARTICIPLE OF THE VERBS.

QUESTIONS HAVE YOU HAS SHE/HE CHECKED THE MAIL HAVE THEY

SHORT ANSWER (+)

I HAVE YES SHE/HE HAS THEY HAVE

SHORT ANSWER (-)

I HAVEN’T NO SHE/HE HASN’T THEY HAVEN’T

- BRING TO STUDENTS A LIST. EXAMPLE:

- STUDENTS HAVE TO CREATE NEW EXAMPLES USING THE LIST BEFORE. EVALUATION: ORAL QUESTIONS

ATENTION IN CLASS

PARTICIPATION

UNIT 3 LESSON 1 THEME: PAST PERFECT. OBJECTIVE: AT THE END OF THE LESSON STUDENTS WILL BE ABLE TO LEARND THE PAST PERFECT.

- EXPLAIN TO STUDENTS THE PAST PERFECT AND BRING SOME EXAMPLES. USE THE PAST PERFECT TENSE (HAD + PAST PARTICIPLE) TO INDICATE WICH ACTION HAPPENED BEFORE ANOTHEER IN THE PAST. WHEN WE ARRIVED IN THE AIRPORT, OUR FLIGTH HAD ALREDY LEFT. THEY COULDN’T GET IN THE HOUSE, BECAUSE THEY HAD FORGOTTEN THE KEY.

PRESENT PARTICIPLE BUY BOUGHT HEAR HEARD KEEP KEPT SEE SEEN SELL SOLD

PAST PERFECT TENSE

QUESTION (+)

SHORT ANSWERS (+)

SHORT ANSWER (-)

- AS ACTIVITY YOU CAN USE A COMPETION BETWEEN STUDENTS YOU CAN

DIVIDE THE CLASS IN 4 GROUPS - THEN EXPLAIN TO STUDENTS THAT HAVE TO MAKE AN EXAMPLE USING THE PAST PERFECT. OR YOU CAN USE SOME PAPERS TO STUDENTS ORDER A SENTENCES THE FIRST GROUP THAT COMPLETES THE SENTENCES WILL WIN. YOU CAN BRING THEM AN EXTRA POINT.

I YOU HE/ SHE BEEN THERE BEFORE HAD WE THEY

I YOU HE/ SHE HAD YES WE THEY

I YOU HE/ SHE HADN 'T NO WE THEY

UNIT 3 LESSON 2 THEME: FIRST CONDITIONAL. OBJECTIVE: AT THE END OF THE LESSON STUDENTS WILL BE ABLE TO LEARN THE FIRST CONDITIONAL.

- EXPLAIN TO STUDENTS THAT:

- USE THE CONDITIONAL TO TALK ABOUT CAUSE AND EFFECT.

EXAMPLE: IF THE ANTS ATE THE FOOD, THE WOMAN WOULD BE ANGRY. IF THE FARMERS WON THEIR PROTEST, THERE WOULD BE A HIGHWAY

IF THE CHILDREN ATE A LOT OF BERRIES, THEY WOULD GET SICK.

IF I GAINED WEIGHT, I WOULDN´T FIT INTO MY CLOTHES.

- IF YOU GOT A PART TIME –JOB, YOU WOULD BE ABLE TO SAVE SOME MONEY.

- STUDENTS HAVE TO WRITE SOME SENTENCES USING THE EXAMPLES BEFORE.

EVALUATION: ORAL WRITTEN LISTENING UNIT 3 LESSON 3 THEME: CAN. OBJECTIVE: AT THE END OF LESSON STUDENTS WILL BE ABLE TO KNOW HOW TO USE CAN. ACTIVITIES:

- EXPLAIN TO STUDENTS THAT CAN IS USE TO EXPRESS ABILITY.

- AFTER ASK SOME EXAMPLES TO STUDENTS.

CAN FOR ABILITY

CAN EXPRESSES ABILITY. USE CAN PLUS THE BASE FORM OF A VERB. A: CAN YOU HELP ME? B: I’M SORRY. I CAN’T HELP YOU RIGHT NOW. MAYBE LATER AFFIRMATIVE NEGATIVE I CAN WRITE THAT LETTER TONIGHT. I CAN’T GO SKIING TOMORROW

QUESTIONSYES-NO QUESTIONS POSIBLE ANSWERS CAN YOU GO TO THE MOVIES TONIGHT? NO, I CAN’T CAN ROBERT REALLY SPEAK RUSSIAN? YES, HE CAN.

- EVALUATION:

ORAL QUESTIONS

ATTENTION IN CLASS

PARTICIPATION UNIT 4 LESSON 1 THEME: RELATIVE PRONOUNS, PAST PROGRESSIVE. OBJECTIVE: AT THE END OF THE LESSON STUDENTS WILL BE ABLE TO LEARN THE RELATIVE PRONOUNS, PAST PROGRESSIVE. ACTIVITIES: - EXPLAIN TO STUDENTS THE RELATIVE PRONOUNS (WHO, THAT, WICH) GIVE THEM SOME EXAMPLES. .

- EXPLAIN TO STUDENTS THAT: USE WHO AND THAT

FOR PEOPLE USE WHICH AND THAT FOR THINGS FOR THINS AND ANIMALS RELATIVE CLAUSE ADD INFORMATION ABOUT THE NOUN IN THE MAIN CLAUSE.

- EXPLAIN TO THE STUDENTS THE PAST PROGRESSIVE EXAMPLE:

THE GIRL LIVES NEXT DOOR. SHE’S FRIENDLY THE GIRL WHO LIVES NEXT DOOR IS FRIENDLY THE GIRL THAT LIVES IN THE SECOND FLOOR IS FRIENDLY THE STAND WAS ON THE CORNER IT SOLD JUICE. THE STAND WHICH WAS ON THE CORNER SOLD JUICE. THE STAND THAT WAS ON THE CORNER SOLD JUICE.

1. TO TALK ABOUT EVENTS THAT WERE HAPPENING IN THE PAST WHEN

ANOTHER EVENT HAPPENED. I WAS GETTING OFF THE BUS WHEN THE ACCIDENT HAPPENED. 2. TO TALK ABOUT ACTIONS THAT WERE GOING ON AT THE SAME TIME. I WAS WATCHING TV WHILE I WAS TALKING ON THE PHONE.

STUDENTS HAVE TO MAKE SOME SENTENCES USING THE EXAMPLES BEFORE. UNIT 4 LESSON 2 THEME: SHOULD AND MUST. OBJECTIVE: AT THE ENDOF THE LESSON STUDENTS WILL BEABLE TO LEARN IN A 85% HOW TO USE SHOULD AND MUST. ACTIVITIES:

- EXPLAIN TO STUDENTS THE SHOULD, BRING TO STUDENTS SOME EXAMPLES.

SHOULD SHOULDN’T HE SHOULD WALK TO SCHOOL. WE SHOULDN’T THROW BOTTLES AWAY YOU SHOULD TURN DOWN THE HEAT THEY SHOULDN’T WASTE ENERGY.

- EXPLAIN TO STUDENTS THE USE OF MUST GIVE SOME EXAMPLES.

MUST MUSTN’T

YOU MUST FINISH ON TIME. HE MUSTN’T PLAY TOO LOUDLY. THEY MUST BE QUIETER. WE MUSTN’T DISTURB THE NEIGHBORS.

- AFTER STUDENTS HAVE TO CREATE NEW SENTENCES USING THE EXAMPLES:

BEFORE. THEN, THEY HAVE TO COMPARE WITH THE PARTNER.

- STUDENTS HAVE TO WRITE ON THE BOARD AT LEAST TEN EXAMPLES WITH DIFERENTS VOLUNTERS.

EVALUATION: ORAL QUESTIONS

ATENTION IN CLASS

PARTICIPATION WRITING

TEACHER’S INFORMATIONS YOU CAN USE: CLASSROOM’S ENVIROMENT, MAGAZINNE, NEWSPAPER, ETC. TO FACILITATE THE STUDENT’S LEARNING. IT IS IMPORTANT THAT STUDENTS USE THEIR OWN INFORMATION IN THE ACTIVITIES THAT THEY HAVE TO DEVELOP IN CLASSES. TEACHERS HAVE TO TRY TO INCREASE THE FOUR SKILLS (WRITING, READING, LISTENING, SPEAKING). WITHOUT FOLLOW THE BOOK’S INFORMATION.

BIBLIOGRAPHY

Aquino, Reynaldo Welcome to the English Language. 9 Grade

Impresos Gilbert, 2002

Brewster, Simon Skyline1, Macmillan Education. 2003.

Costinett, Sandra Spectrum2,

A Communicative Course in English, , Longman, 2001.

Dos Santos Manuel. Super Goal.1,2,3,4,

Mc grawhill Elt, 2001.

Johnston .Kathryn American Shine 1,2,3,4, American Shine, Macmillan, 2000

Larsen-Freman Diane Grammar Dimensions

Heinle and Heinle.2000

Larsen- Freeman Diane Techniques and Principles in Language Teaching. Oxford, second ed. 2002.

Maurer Jay True Colors 1,

Longman, 2000.

Mendéz Ricardo Let´s Study English. 1,2,3 Impresora Mendéz. 2002

Richards Jack C., New Interchange 1, 2, 3 Cambridge University Press.2001

Simon and Schuter´s Gámez Tana de, “Concise International Dictionary”.

English/Spanish, Spanish /English New York 1975.

EXAMEN ADMINISTRADO A LOS ESTUDIANTES

DE TERCER CICLO.

FRANCISCO GAVIDIA UNIVERSITY

LANGUAGE DEPARMENT

SCHOOL DATE:

INSTRUCTIONS: Choose the best word or phrase to fill gap.

1. Excuse ________, is this seat free?

a) him b) her c) me d) you

2. Nice to meet___________ Susan.

a) her b) you c) us d) him

3. Are you a pilot? yes,________.

a) I am b) I do+ c) I .can d) I have.

4. How old are you? __________ nine years old.

a) My age is b) I’m c) I have d) I’ve got

5. ___________ are you from, Carlos?

a) What b) When c) Where d) Why.

6. She’s cleaning___________ room.

a) My b) his c) our d) her.

7. I like pizza ___________ I don’t like hamburger.

a) because b) and c) but d) or

8. He is __________ actor.

a) The b) is c) an d) a

9. They________two dogs and one cat.

a) are b) do c) have d) has

10. ____________ a computer in the room?

a) Is b) Is there c) Are there d) Does.-

11. Later this evening__________ out with friends to the party.

a) I go b) I went c) I do go d) I’m going.

12. There’s a meeting at 3 o’clock____________?

a) won’t there? b) Isn’t it? c) Isn’t there? d) Is it?

13. Rosa____________ to school every day.

a) walk b) walks c) walking d) walked.

14.___________-you like play Basketball?

a) Did b) Do c) Have d) Will

15. I________ play soccer very well.

a) Could b) ought to c) can d) have.

16. Her favorite________ are blue and yellow.

a) eyes b) leg c) colors d) clothes.

17. Mario is a good___________ he sings and plays various instruments.

a) Magician b) Conductor c) Pianist d) Musician.

18. She ________ in a new apartment.

a) rests b) leaves c) lives d) habits

19. The police wanted to know how the window __________ broken.

a) was b) gets c) get d) is.

20. __________you visit your family yesterday?

a) Did b) Will c) Does d) Can

21Hurry Up! we’re__________ miss the bus

a) Will b) going to c) Did d) Has.

22 I__________ arrive next week.

a) Going to b) Have c) Will d) won’t

23. La Paz is not__________ as La Unión.

a) big b) as big c) bigger d) big like.

24. Mr. Carlos is the _______ popular teacher in the school.

a) more b) much c) less d) most.

25. Maria is taller________ Susan.

a) as b) like c) than d) that.

26. ___________ you ever been to Hawaii?

a) were b) have c) do d) did.

27. He gave _______ the message when he saw me.

a) you b) him c) me d) them

28. I have________ money.

a) not much b) a little c) little d) not many

29. Sofia works in a grocery store. She sells______________.

a) clothes b) food and drink c) records d) gas.

30. I don’t know where Sean is he______ be at home.

a) Can b) Will c) May d) Would.

31. Katy_________ in the same house for twenty years now.

a) has been living b) is living c) lives d) lived.

32. I________ play a lot of sports but now I don’t have time.

a) had the habit of b) would c) used to d) ought to

33. You can’t be serious. You_________ be joking.

a) couldn’t b) must c) should d) wouldn’t

34. A blind person________ see.

a) didn’t b) don’t c) can’t d) won’t

35. ________ I borrow your pencil sharpener?

a) could b) may c) do d) should

36. I _______ yesterday afternoon with friends in a cafe.

a) passed b) took c) used d) spent.

37. They think that they________ their meeting in half an hour.

a) will be finished b) will have bee c) will have d) have been finish finished finished.

38. If Sara_______more careful, there wouldn’t have been an accident.

a) had been b) has been c) would have d) would be been

39. He doesn’t take care of ___________.

a) itself b) he c) him d) himself

40. Frank is very________; he says, “break a mirror, and you’ll have bad

luck”.

a) ambitious b) optimistic c) courteous d)superstitious

41. She sent the______ yesterday.

a) letter b) gift c) friend d) book.

42. The newspaper says, “A two-year-old girl______today when struck

b by a bus”.

a) Kicked the b) was eradicated c) was killed d) departed. bucket

43. Why is he nervous?__________ he was in the accident.

a) to b) Is c) because d) why.

44. What_______ we do tonight?

a) Could b) Should c) May d) ought to.

45. Karla spoke so fast that Peter didn’t understand_______ at all.

a) anything b) everything c) nothing d) something.

46. You’ve won several prizes,__________?

a) have you? b) did you? c) haven’t you? d) aren’t you.

47. I was watching T.V______ I was talking on the phone.

a) when b) was c) while d) because.

48. My sister is a pilot she can_________

a) help sick b) make clothes c) fly an airplane d) teach people. students at school.

49 She is______ her breakfast.

a) eating b) ate c) eats d) eaten.

50. I lived with them _______ one year.

a) since b) for c) during d) while.

51. They just bought______________.

a) a few furniture b) several c) some d) a furniture. furniture furniture

52. He has lived in this town for only a week and he already has_______

friends.

a) few b) a few c) not many d) your.

53. Mr., Adams,______ I be excused from class tomorrow?

a) ought to b) can c) may d) wanted.

54. They__________ me to get up right away

a) asked b) needed c) told d) wanted.

55. Several years ago I________English.

a) studied b) study c) have studied d) will study.

56 When Mary was younger, she_______ tennis much more than now.

a) used to like b) would like c) was liking d) like.

57. The Jacksons appear to be_____ with their decision to move.

a) Please b) happy c) happily d) pleasant.

58. John_______ sick; he didn’t go to class yesterday.

a) may b) may have c) must d) must have being been.

59. If an accident victim is dizzy and cannot move an arm or leg,

She________a head injury.

a) Could b) could have c) could d) could be have be had had had

60. It will always be helpful________ a map while hiking in wilderness a eas areas. a) capsize b) capsizing c) to capsize d) have capsized.

ENCUESTA ADMINISTRADA A LOS ALUMNOS DE TERCER CICLO

UNIVERSIDAD FRANCISCO GAVIDIA

FACULTAD DE CIENCIAS SOCIALES.

ENCUESTA PARA ALUMNOS.

INTRODUCCION: A través del presente cuestionario se busca obtener

información acerca del Proceso de Aprendizaje del idioma inglés en los

Terceros Ciclos de educación básica del sector público.

OBJETIVO GENERAL: Identificar cuales son los factores que

condicionan el aprendizaje del idioma inglés en estudiantes de tercer ciclo de

educación básica.

De antemano se le agradece por colaborar al responder el siguiente

cuestionario anónimo.

Indicaciones: A continuación se le presenta una serie de interrogantes, por

favor marque con una “X” sólo una de las alternativas.

Fecha de visita_____________________

Nombre de la Escuela______________________________________________

Edad____________ Sexo M F

Grado:______________

1. El maestro fomenta la participación de los alumnos en las clases de inglés. SIEMPRE FRECUENTEMENTE ALGUNAS VECES NUNCA

2. Participa en las actividades en grupos o parejas. SIEMPRE FRECUENTEMENTE ALGUNAS VECES NUNCA

3. Utilizan el libro de texto en el momento de recibir la clase de inglés. SIEMPRE FRECUENTEMENTE ALGUNAS VECES NUNCA

Nombre del libro de texto:________________________________________

4. El maestro utiliza material didáctico al impartir la clase(carteles, mapas u otro SIEMPRE FRECUENTEMENTE ALGUNAS VECES NUNCA

5. El maestro utiliza ayudas audiovisuales al impartir la clase (grabadora, Tv.) SIEMPRE FRECUENTEMENTE ALGUNAS VECES NUNCA

6. El maestro da a conocer los objetivos de cada clase a impartir. SIEMPRE FRECUENTEMENTE ALGUNAS VECES NUNCA

7. El maestro realiza actividades orales y escritas durante la clase. SIEMPRE FRECUENTEMENTE ALGUNAS VECES NUNCA

8. El maestro le asigna tareas ex-aulas de inglés

SI NO ALGUNAS VECES

9. Para recibir las clases de inglés asisten al laboratorio de ingles.

SI NO ALGUNAS VECES

10. El tipo de evaluación que más utiliza el maestro es

ORAL________ ESCRITO_________ OTRO__________

EXAMEN ADMINISTRADO A LOS DOCENTES DE TERCER CICLO.

SCHOOL____________________________________DATE________________ Choose the best word or phrase to fill each gap. (1) “Excuse ……….., is this seat free?” “Yes, it is.” a) me b) her c) him d) you (2) “Hi, my name is Juan.” “Nice to meet ………… Juan. I’m David.” a) her b) him c) us d) you (3) “………… are you from, Juan?” a) What b) When c) Where d) Why (4) “I …………………. from Argentina.” a) am coming b) come c) comes d) do come (5) “Are you a student?” “Yes, ………………..” a) I am b) I can c) I do d) I have (6) “How old are you?” “……………. twenty years old.” a) I’m b) I have c) I’ve got d) My age is (7) I like pasta ………… I don’t like pizza. a) and b) because c) but d) or (8) Kate is a …………. She works in a restaurant. a) doctor b) nurse c) teacher d) waitress (9) She has three ……………: two cats and one dog. a) pets b) hobbies c) jobs d) kids

FRANCISCO GAVIDIA UNIVERSITY LANGUAGE DEPARTMENT

(10) Her favorite …………. in her new apartment is the kitchen. a) salon b) flat c) furniture d) room (11) Desmond ……………… planes. He’s a pilot. a) works b) drives c) rides d) flies (12) She works Monday through Friday. She doesn’t work on ………………. a) Saturday and Sunday. c) Saturday and Wednesday. b) Sunday and Tuesday. d) Sunday and Thursday. Read the text and answer questions Dear Susan, The hotel is very nice and the bedrooms are very comfortable. There is a tennis court a swimming pool and we can go walking on the beach. There is a wonderful fitness center and three restaurants. Our room has got a great view of the coast, too. The disco is a good place to meet people and we now have some new friends. Hope you are having a good time, too. Best wishes, Dave (13) This text is a) an advertisement. b) a newspaper article. c) a postcard. d) a report. (14) The hotel is a) at the seaside. b) in the city. c) in the country. d) up a mountain. (15) Is Dave happy with the hotel? a) not at all b) not very c) quite d) very Complete this letter to your teacher. Hello,My name ..............................................................……………………..…... and I am (nationality) ..................................................…………………………………. I live (place) ..............................................………………….…………………..…… I am (occupation) …………………………………………………………... I am learning English because ..........…..…………………………………………….……………… ………………………………………………………………………………………… Choose the best word or phrase to fill each gap. (21) Later this evening ……………….. out with friends to the movies. a) I’m going b) I go c) I do go d) I went (22) My house is very near. Don’t worry -…………………. it very easily. a) you’ve found b) you’ll find c) you’re finding d) you find (23) I didn’t see the program on TV because I ………………….. tennis.

a) was playing b) would play c) am playing d) played (24) Missouri is not ……………………. as California. a) big like b) bigger c) as big d) big (25) Mr Murphy is the ……………….. popular teacher in school. a) less b) much c) more d) most (26) Maria is taller ……………….. Susan. a) as b) like c) than d) that (27) ………………… you ever been to Hawaii? a) Do b) Did c) Have d) Were (28) James is a good …………….. - he sings and plays various instruments. a) conductor b) pianist c) musician d) magician (29) He isn’t tall and he isn’t thin either. He’s ……………… a) young and fat c) short and fat b) short and old d) young and short (30) His favorite ……………. are jeans and t-shirts. a) clothes b) colors c) hobbies d) vests (31) He has brown hair and blue ………….. a) arms b) ears c) eyes d) legs (32) She likes to go skiing in the ………………… when it’s very cold. a) fall b) spring c) summer d) winter Read the text and answer questions When Kirk got off his bike, there was Mandy, sitting where he had left her at the end of the pier, slowly throwing stones into the lake. She didn’t turn round. Like their vacation, the summer afternoon was coming to an end and everything was covered in bright yellow sunlight or black shadows. He liked the noise the stones made as they hit the water. Then he realized that as they disappeared into the black forever, they too might never see each other again and the thought of it brought a tear to his eye. As he wiped it away, Mandy turned and smiled, “I thought it was you. Hey, you okay?” “Yeah, sure. Why wouldn’t I be?” “You look as though you’ve been crying,” she said. “I’m okay. I guess I got a bit of dirt in my eye or something.” “Yeah, right. So you guys are leaving soon, then?” “Right. I can’t wait to get back, see all my friends and all that.” “Right. So are you going to be back next year?” asked Mandy. “No, I hope not. We’d better do something different. Why do you ask?” “Because I thought you might want to see me. That’s all.” “You did? I mean I did. I mean, I do.” “Cool,” she said and stopped throwing stones. “Me, too.”

(33) Kirk felt ………….. when he arrived at the lake. a) happy b) worried c) surprised d) tired (34) His mood changed when he ............................................. a) remembered the vacation was nearly over c) saw Mandy b) thought of his friends d) got dirt in his eye (35) Compared to Kirk, Mandy is ........................................... a) direct c) lazy b) dishonest d) lonely Complete this paragraph about your favorite hobby. (5 marks) My favorite spare time activity is ………………………………………… I like it because …………………………………………………………… I started when …………………………………………………….……….. It is suitable for anyone who ……………………………………………… …………………………………………………………………………….. To get better at it, you need …………………………………………….…. ……………………………………………………………………………... Choose the best word or phrase to fill each gap. (41) Sheila spoke so fast that Peter didn’t understand …………………. at all. a) anything b) everything c) nothing d) something (42) “If we …………….. now, we’ll still catch the train.” a) leave b) left c) will leave d) would leave (43) Debby really liked the car but decided that she ………………. afford it. a) couldn’t b) didn’t c) shouldn’t d) wouldn’t (44) I’m going to give up playing golf …………….. I can spend more time with my kids. a) for that b) so that c) such that d) that (45) The police wanted to know how the window ……………….. broken. a) is b) get c) gets d) was (46) I don’t know where Sean is. He ………………. be at home. a) can b) may c) will d) would (47) Do you mind …………… I close the window? a) can b) if c) that d) when (48) Hanna ……………….. high school in San Francisco. a) attends b) goes c) studies d) visits (49) She enjoys studying science subjects such as …………………. a) chemistry and drawing c) art and history b) biology and math d) English

(50) After getting up, she always has ……………….. in the kitchen. a) breakfast b) dinner c) lunch d) supper (51) He ………… in a new apartment downtown. a) habits b) leaves c) lives d) rests (52) Mark works in a grocery store. He sells ……………… a) clothes b) food and drink c) records d) gas Read the text and answer questions Claire and Dave Grogan, with their children Bill, 13, and Anna, nine, set off last November to circumnavigate the globe in Australia, their 51ft yacht. Claire’s only concern before they left was whether the kids’ education would suffer. She decided to take on the task herself and is clearly learning as much as they are! In fact, the whole New York based family has learned quite a bit about survival and now so can you. They have a digital video camera with an Internet link in the cabin and with the right equipment, you too can follow their daily progress. While Bill has swum with dolphins, fed seabirds and broken two sails in a storm, Anna is turning out to be the star of the show. As she is such a born natural in front of camera, the others have decided to let her do most of the broadcasting. Although currently moored near Venezuela while Australia is being repaired, the family is still sending out news so tune in and share the experience! (53) The family is traveling a) to New York. b) to Venezuela. c) around the world. d) to Australia. (54) Who can you watch on the Internet? a) All the family. b) Anna. c) Bill and Anna. d) Claire. (55) At the moment, they have a problem with a) the kids’ education. b) the camera. c) their transportation. d) the weather. In the space below, write a short paragraph about your experiences of learning English. Say where, when and how long you have been learning English. Also say in what ways you would like to improve your English ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Choose the best word or phrase to fill each gap. (61) The party was quite good but there weren’t really ……………... people. a) a lot b) enough c) enough of d) much (62) I’m a bit tired right now. I think I’d rather ………… later. a) go b) to go c) I’d go d) that I go

63) Tessie ………………. in the same house for twenty years now. a) has been living b) is living c) lived d) lives (64) Let me know …………….. you need anything and I’ll be there to help you. a) in case b) if c) provided d) unless (65) There’s a meeting at 3 o’clock, ………….? a) is it? b) isn’t it? c) isn’t there? d) won’t there? (66) I …………….. play a lot of sports but now I don’t have time. a) had the habit of b) ought to c) used to d) would (67) He didn’t stop smoking even ……………… his doctor told him to give up. a) if b) that c) though d) whether (68) Henry enjoys ………………. his bicycle in the countryside. a) biking b) cycling c) driving d) riding (69) I’m going to the movie theater to ………… a movie. Do you want to come? a) regard b) listen c) look

d) watch (70) I ……………… yesterday afternoon with friends in a coffee shop. a) spent b) used c) took d) passed (71) Mark is very interested ………… computers. a) at b) by c) from d) in (72) Simon can ……………….. French but he cannot speak it. a) hear b) know c) listen d) understand Read the text and answer questions Dear Sir or Madam, I am writing to apply for the position of Head Chef at the Flaxton Hotel, as advertised in the current edition of the Milgawnee Gazette. As you will see, I have worked for seven years as an assistant chef both here and abroad. My most recent post was in a restaurant in Paris. Before that, I worked on a cruise liner in the Caribbean, where I perfected my knowledge of American and Creole cooking. As a result, I have the necessary experience of working with a wide range of different cuisines. I have a work permit and am available for interview at your convenience. As a local resident I would be able to start work immediately. I look forward to hearing from you. Yours truly, Derek Spragg (73) The successful applicant needs to have work experience a) in hotels. c) as a Head Chef. b) in France. d) of various cooking styles. (74) Mr Spragg is currently a) on a ship. c) working abroad.

b) unemployed. d) looking for a better job. (75) Mr Spragg lives in a) in Paris. c) at the Flaxton hotel. b) in Milgawnee. d) in the Caribbean. Last week you lost a valuable object. Complete the notice below, describing the object, saying why it is important to you and offering a reward. LOST! ……………………………………..………………. ………………………………………..……………. …………………………………………..…………. ……………………………………………..………. Contact: ………………………………………..…. ……………………………………………………… Choose the best word or phrase to fill each gap. (81) They went for a walk in ………………… of the heavy downpour. a) case b) despite c) the event d) spite (82) Susan handed in her resignation only after …………… her lawyer. a) consult b) consulted c) consulting d) the consultation (83) A good conversationalist can talk about …………… subject comes up. a) whatever b) whenever c) whenever d) wherever (84) You can’t be serious. You ……………… be joking. a) couldn’t b) must c) should d) wouldn’t (85) They think that they ……………. their meeting in half an hour. a) will be finished b) will have been finished c) will have finished d) have finished (86) Mrs Tressle is the woman ………….. purse was stolen. a) that b) of which c) whom d) whose (87) If Terry ……………. more careful, there wouldn’t have been an accident. a) had been b) has been c) would have been d) would be (88) Mr Brown’s doctor advised him to ………………. some new medicine. a) come across b) fix up c) take after d) try out (89) We have a very busy work ……………….. this month. a) agenda b) appointment c) calendar d) schedule (90) Don’t …………… I can’t hear what you’re saying! a) frown b) glare c) slouch d) whisper (91) Mark went on ……………. visit with a student from Venezuela last year. a) a change b) an exchange c) an external

d) interchange (92) Lionel went on a diet but was unable to …………. to it. a) make b) put c) set d) stick Read the text and answer questions Before going any further, why not pause to find out a little more about the man whose legacy you are about to witness? When he died in a car accident at the age of 85, Jean Planque had amassed some 250 works of art, many of them by famous artists such as Picasso and Cézanne. Despite receiving little or no formal education, Planque was blessed with a passionate and dedicated appreciation for art. Describing himself as someone who “valued a beautiful painting much more than a beautiful woman,” it was his extraordinary skill for being able to positively identify many an artist’s work that made him a legend. A typical story about Planque concerns the unsigned painting that he once bought in the conviction that it was by the artist Auberjonois. On subsequently meeting the painter, Planque casually produced it for his inspection. Not recognizing it at first, it was only after having given the work a thorough examination that the painter was able to confirm Planque’s suspicions. Taken aback by the young man’s powers of observation, Auberjonois declared, “You certainly have an eye for art!” Beyeler, the famous art collector, put Planque’s rare abilities to good use, putting him in charge of various of his art galleries in Paris. It was here that Planque met and befriended many of the 20th century’s greatest artists. Needing to sell their paintings in order to survive, many gave Planque their “minor” works of art as tokens of gratitude for his support of their work, starting a process which eventually allowed him to branch off on his own. As you wander around this exhibition, you will no doubt come to appreciate, like the artists whose careers he helped launch, the depth of Jean Planque’s passion for the beauty of modern art. (93) How did Auberjonois react when he saw his painting? a) delighted b) mystified c) astonished d) suspicious (94) Planque’s collection a) cost him nothing. c) was bought from galleries. b) consists of paintings by famous artists. d) contains gifts. (95) This text is from a) an encyclopedia. b) an exhibition guide. c) a newspaper . d) a novel. In the space below, write a short paragraph outlining your aspirations. Clearly state what your goals and expectations are and how you intend to achieve them. ……………………………………………………………………………….………... …………………………………………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. ………………………………………………………………………………………….

ENCUESTA ADMINISTRADA A LOS DOCENTES DE TERCER CICLO.

UNIVERSIDAD FRANCISCO GAVIDIA

FACULTAD DE CIENCIAS SOCIALES

ENCUESTA DIRIGIDA A MAESTROS

INTRODUCCION: A través del presente cuestionario se busca obtener

información acerca del Proceso de Aprendizaje del idioma inglés en Tercer

Ciclo de educación básica del sector público.

OBJETIVO GENERAL: Identificar cuales son los factores que

condicionan el aprendizaje del idioma ingles en estudiantes de tercer ciclo de

educación básica.

De antemano se le agradece por colaborar al responder el siguiente

cuestionario anónimo.

Fecha de visita: _______________

INDICACIONES: Marque con una X la respuesta que considere pertinente; en

algunos casos complemente o explique.

PRIMERA PARTE: DATOS GENERALES

1. Sexo: Femenino Masculino

2. Edad:____________años.

3. Nivel de Estudio:__________Especialidad:____________

4. Nombre de la escuela donde trabaja:___________________

5. Grado escolar de su responsabilidad:___________________Grado

6. Número de alumnos que atiende:________________

7. Turno en el que trabaja:

Matutino

Vespertino

Nocturno

8. ¿Cuánto tiempo tiene de Enseñar Inglés?

0 a 1 años 11 a 15 años

1 a 5 años 16 a 20 años

6 a 10 años Más de 20 años

SEGUNDA PARTE

9. Ha recibido capacitaciones especializadas en el área de inglés.

SI NO

¿Cuántas?___________ ¿Dónde?_____________________________

10. Pone en practica lo que se le enseña en las capacitaciones para impartir

la clase de ingles.

SI NO

11. Hace uso del programa de inglés elaborado por el Ministerio de

Educación

SI NO

Si su respuesta es NO diga porqué___________________

12. Cuales de los siguientes métodos de la Enseñanza del idioma inglés

conoce:

Traducción Gramatical

Método Directo

Método Audio lingüístico

Método de Respuesta Física Total

Método de Forma Silenciosa

Método de Sugestión

Método de Enfoque Comunicativo

Método de Enfoque Natural

Método de Aprendizaje Cooperativo

Ninguno

13. Recibe ayuda de material didáctico por parte de la escuela para impartir

su clase de inglés:

SI NO

Que tipo de material:_________________________________________

14. Antes de Planificar toma en consideración los intereses del alumno

acerca

de la materia.

SIEMPRE FRECUENTEMENTE

ALGUNAS VECES NUNCA

15. Utiliza libros de apoyo para la enseñanza del idioma inglés:

SIEMPRE FRECUENTEMENTE

ALGUNAS VECES NUNCA

16. Que ayudas audiovisuales utiliza para el desarrollo de la clase de inglés

Pizarra

Carteles

Retroproyector

Libro de Texto

Tarjetas con palabras o números

Grabadora

Cassettes o CD

Video casetera

Laboratorio de Idiomas

Computadora

17. Elabora material para el ambiente del salón de clases en inglés

SI NO

18. Las clases son impartidas en:

Ingles Español Ambas