Simple Present Verb "To Be

AREA 1:

LANGUAGE AWARENESS

TOPIC:

SIMPLE PRESENT
- Verb “to be”

1stLevel

DEVELOPED BY:

Ma.del Socorro Esquivel Juárez
Julio César Sánchez Pérez

1. LANGUAGE AWARENESS.

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

2. DESCRIPTION OF THE CLASS & COURSE.

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

3. AIMS OF THE LESSON.

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

4. PERSONAL AIMS.

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

5. PROCEDURE

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

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

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

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

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

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

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

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

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

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

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

6. CONCLUSIONS

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

7. SELF – EVALUATION

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

8. LESSON PLAN

ACTIVITIES SOCIAL FORM MATERIALS AIM OF ACTIVITY TIME
(min)
Introducing to the
theme. Explain the Make the students think
importance for plenary The board into the differentstructure 10
english the of english.
application of “to
be”.

To give the students plenary sheet Students can relate and 5
vocabulary accord know some words they
to the theme. need to use
Divide in peers and
give them an image peers flashcards Identify the conjugation 15
of a person to say and application of verb
how they are. They “to be”
need to write.
With the previous
activity students To identify and mention
need to make a role groups flashcards situations that are not in 10
in groups of 4 and pictures.
speak about the
negative form of “to
be”.
Make them reflect
and as a homework Practice the structure in
to think on their daily plenary -- real situations of real life 5
activities in their
successive life in
sentences in english

9. ATTACHMENTS

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

Pronoun “To be” form Contraction
I Am I´m
You Are You´re
He Is He´s
She Is She´s
It Is It´s
We Are We´re
You Are You´re
They Are They´re

Structure for sentences
Pronoun + to be + complement
Examples:
I am in the school I am the first one
You are in the park Youare the best
He is on time He is strong
She is tired Sheis beautiful
We are together Weare the champions
You are wrong Youare the losers
They are sick Theyare classmates

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

Structure for negative sentences
Pronoun + to be + not + complement
Examples:

You are not in the park She is not beautiful.

Negative contraction

Is not = Isn´t Are not = Aren´t

AREA 2:

LANGUAGE AND CULTURE

TOPIC:

SIMPLE PRESENT
- Verb “to be”

1st Level

DEVELOPED BY:


1. Language and culture.

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

2. Description of the class & course.

This is the same group as for the Planning and Evaluation project. It is a A1
course. There are 18 students between the ages of 18 and 25, 10 female and 8
male. They meet for class 1 and a half hour every Friday from 7:00 pm to 8:30 pm.
This is a motivated group. Some of the students need the target language to apply
for good employments. The group meets on Friday evenings, and 5 of them come
from northern states.
The course book is Blockbuster US 1 student book and workbook

3. Aims of the lesson.

- To learn and practice the verb to be.
- To talk about different states
- To ask and talk about personal experiences with people in different states.
- To consider cultural standards in different countries.
- To compare own cultural standards with cultural standards in other countries.

4. Personal Aims.

- To provide an interesting lesson that students will enjoy.
- To explain the grammar structure of countable and non-countable nouns that
students can employ.
- To motivate students to become aware of different cultural standards.

5. PROCEDURE

1. The teacher writes the phrase: different countries, different cultures.
2. The teacher posts in the wall around the classroom the names of the continents
3. The teacher welcomes students and explains that the topic will be “experiences with
people of different countries”.
4. Give the students a flashcard with countries or nationalities
5. Ask the students to circulate and find the partner with the correspondent
country/nationality.
6. Ask the students to form groups and sit in the area where their country/nationality
belongs to. Each student will play the role of a native born in the country they picked.
7. Students will open their books (p. 4). They will read the title aloud. Teacher says “I‟m
(name) I‟m from France. Where am I from? Point to students and ask: Where are you
from? Why are you studying English?
8. Students will make a list with things that they relate to those countries. It may include:
clothing, food, physical appearance, etc.
9. With a PPT presentation, the teacher will show the different countries, including physical
location, photos of people, traditional customs, etc.
10. Teacher will ask the students; “have you been to any of this countries?” Elicit things
like landscapes, people, etc. Students will point out the differences between these
countries and their own country. Make the students use the verb be in sentences like:
“they are tall (or short)” “they are tall”. The teacher will correct smoothly.
11. Students will check the grammar (p. 6) and complete the questions and the answers,
using contractions. (p 6-7) (Positive form)
12. Working in pairs, students will practice asking each other questions and write both the
questions and the answers in their notebooks. The teacher will check the work.
13. The teacher can use extra material for exercises like worksheets downloaded from the
internet.
14. Have the students move around and ask other students some personal information,
like nationality. It´s a good time to know and practice greetings and introductions.
15. Have students to complete exercises 1 and 2 on page W1.
16. Finally in groups discuss what are the main differences they encounter between their
own culture and other cultures.

6. CONCLUSIONS

This unit motivates students to know each other better, and it also encourages
students to get to know someone else. This lesson also let the students think about
their culture manners and the verbal and non-verbal communication signs that may
be very different from ours. They will also understand the importance of
intercultural dialogue.

7. SELF – EVALUATION

The objective for this lesson is to get the students culturally aware. The material
provided should appeal the interest of students and made them aware of the
importance of developing the necessary skills for intercultural communication.
However, it is important to keep in mind that for most students this may be the first
contact with a new language, so the teacher has to have the ability to adapt to the
student‟s pace and yet keep the teaching going.

8. LESSON PLAN

Phases of Social Media/ Aim of
Activities Time
Learning Form material activity
Engage --‐Before lesson Group --‐engage students in topic. 15
Students: begins, T. writes plenary Board --‐ introduce theme. min
Introduc1on theme different Paper --‐S. reflect
to theme: countries/different Set of On culture in own country.
“different cultures on board. -- cards with
countries/ - S. divided into countries/
different Groups of 3 with nationaliti
cultures“. country/nationalities es
(Reflecting cards.
on own -Each group gets
culture) paper
Group make papers
with things
associated to other
cultures
Pre--‐teach
grammar: PPT presentation T. plenary Projector Use verb to be to make 15
(comparing asks S. “have you computer introductions and getting min.
cultures) been to any of these acquainted
countries?
Verb to be --‐T. shows OH plenary OH (p. 6) --‐T. explains grammar 15 min
grammatical T/S read OH together structure
structure --‐S. revise structure and
ask questions if required.
Grammar s. Ask each other Plenary Notebook --‐S. talk about personal 20 min
practice. questions about partner s experiences.
Verb be themselves and the workbook --‐S. reflect on and evaluate
affirmative country they Their behavior and
form represent response
s. circulate to find To cultural situa1ons and
information. encounters.
Grammar s. practice grammar group worksheet --‐S. Practice verb to be 10 min
practice. in a worksheet. s affirmative
Verb be s. practice grammar --‐S. talk about personal
affirmative p. 6-7 experiences using given
form structure
--‐encourage awareness
and
evalua1on of own culture
and
other cultures.
Conclusion: --‐In groups Group --‐S. develop empathy with 15 min
(Reflect S. discuss if there plenary other cultures.
on are situations that --‐develop critical cultural
cultural they find particularly awareness, evaluating own
differences interesting and how and other cultures.
and they are different
similarities from their own
practices.

9. ATTACHMENTS

COUNTRIES AND NATIONALITIES

COUNTRY NATIONALITY COUNTRY NATIONALITY
Portugal Portuguese Austria Austrian
Spain Spanish Greece Greek
England English The USA American
France French Japan Japanese
Germany German Brazil Brazilian
Italy Italian China Chinese

Hello there! We are from England. So we are English!

What about you? Where are you from? ………………………………………….

What nationality are you? ………………………………………………………..

A. Follow the example and complete the sentences with the correct nationality.
Don‟t forget to include the verb!

1. I am from Spain. I am …………………………………………..........................
2. You are from France. You …………………………………………………….
3. He is from the USA. He ……………………………………………………….
4. She is from China. She ………………………………………………………...
5. It is from Italy. It ……………………………………………………………...
6. We are from Brazil. We ………………………………………………………
7. You are from Germany. You …………………………………………………
8. They are from Greece. They …………………………………………………
9. Leo is from Austria. …………………………………………………………
10. Ann and Chun are from Japan. ………………………………………………

B. Now do the other way round and find out which country is missing! Don‟t forget
to include the verb!

1. I am Austrian. I am from ……………………………………………….......
2. You are American. You ………………………………………………........
3. He is Italian. He ……………………………………………………….........
4. She is Chinese. She ………………………………………………………..
5. It is French. It ……………………………………………………………..
6. We are Japanese. We ……………………………………………………..
7. You are English. You ……………………………………………………..

AREA 3:

LANGUAGE LEARNING PROCESSES

TOPIC:

SIMPLE PRESENT
- Comparative adjectives
- Superlative adjectives

1st Level

DEVELOPED BY:


1. LANGUAGE LEARNING PROCESSES

Second-language acquisition or second-language learning is the process by which
people learn a second language. Second-language acquisition (often abbreviated
to SLA) also refers to the scientific discipline devoted to studying that process.
There are many different learning types and approaches to learning. To learn
effectively it is important to tailor your study habits to your own needs and
approach, this often means choosing techniques that work for you and evaluating
them from time to time to determine if you need to try something new.

2. DESCRIPTION OF THE CLASS AND COURSE

This is an A2 course. There are 20 students between the ages of 18 and 25, 12
women and 8 men. They meet for class 1 hour three times a week (Mondays,
Wednesdays and Fridays) from 5:00 to 6:00pm. This is a motivated group, most of
the students need the English language to apply for good employments. 5 of the
students are married and have children so this is a motivating factor for them too.

3. AIMS OF THE LESSON

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

4. PERSONAL AIMS

-To develop activities for different learning styles.
-To make students use comparative adjectives in context.
-To make students use superlative adjectives in context.
-To encourage students to keep on practicing comparative and superlative
adjectives.
-To incorporate the 4 skills.

5. PROCEDURE

WARM
- UP
PRESENTATION
OF
COMPARATIVE
ADJECTIVES
PRACTICE OF
COMPARATIVE
ADJECTIVES
PRODUCTION OF
COMPARATIVE
ADJECTIVES IN
CONTEXT
PRESENTATION
OF SUPERLATIVE
ADJECTIVES

PRACTICE OF
SUPERLATIVE
ADJECTIVES

PRODUCTION OF
SUPERLATIVE
ADJECTIVES IN
CONTEXT

CLOSING

6. CONCLUSION

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

7. SELF-EVALUATION

I think it was a successful lesson because the main objectives were achieved.
Students were able to perform different activities and they were able to use
comparative and superlative adjectives in context. What I liked the most was the
opportunity I had to manage material for the different learning styles.

8. LESSON PLAN

e.g. 1 hour class

Warm-up The teacher shows students some
images and elicits adjectives from them.
(5min)
Act. 1 The teacher asks some students to
pass infront and asks the rest of the
class some questions about their
physical appearance. Eg. Who is taller
Pepe or Mario?
Then she encourages ss to use the
following structure. Eg. Pepe is taller
than Mario.
The teacher keeps doing the same with
different classmates.(15min)
Act. 2 The teacher explains the rules of the
formation of comparative adjectives.
(15min)
Act. 3 The teacher pastes some posters of
different famous people on the board
and asks ss to make comparisons
among them.(15min)
Closing The teacher throws a ball or balloon to
someone in the class by the time she
says an adjective.The student who
catches the ball will have to say a
comparative statement that fits for 2 of
her/his classmates. Then the student
will have to throw the ball again and the
classmate who catches it will do the
same.(10min)

9. ATTACHMENT

Forming Comparative and Superlative Adjectives

One-syllable adjectives.

Form the comparative and superlative forms of a one-syllable adjective by adding –
er for the comparative form and –est for the superlative.

One-
ComparativeForm SuperlativeForm
SyllableAdjective

tall taller tallest

old older oldest

long longer longest

Mary is tallerthan Max.

Mary is the tallestof all the students.

Max is olderthan John.

Of the three students, Max is the oldest.

My hair is longerthan your hair.

Max's story is the longeststory I've ever heard.

If the one-syllable adjective ends with an e, just add –r for the comparative form
and –st for the superlative form.

One-Syllable
Adjective with ComparativeForm SuperlativeForm
Final -e

large larger largest

wise wiser wisest

If the one-syllable adjective ends with a single consonant with a vowel before it,
double the consonant and add –er for the comparative form; and double the
consonant and add –est for the superlative form.

AREA 4:

LANGUAGE TEACHING

TOPIC:

SIMPLE PRESENT
- Verb should (for giving advices)
- Ailments

1st Level

DEVELOPED BY:


1. LANGUAGE TEACHING.

Language teaching is the practice and theory of learning and teaching a language,
it is also important to mention that Language Teaching process is the facilitation of
learning, in which you can "teach" a foreign language successfully if, among other
things, you know something about learns or fails to learn a second language.
There are many methods and approaches for teaching a second language but the
use of them depends on our students‟ needs and objectives.

2. DESCRIPTION OF THE CLASS & COURSE.

This is an A2 course. There are 20 students between the ages of 18 and 25. They
meet for class 1 hour three times a week (Mondays, Wednesdays and Fridays)
from 5:00 to 7:00pm. This is a motivated group; most of the students need the
English language to apply for good employments. 5 of the students are married
and have children so this is a motivating factor for them too.

3. AIMS OF THE LESSON.

-To present and practice the verb “should” “shouldn‟t to ask for and give advices.
-To present and practice vocabulary related to ailments.
-To recognize the correct use of should or shouldn‟t according to the situation.

4. PERSONAL AIMS.

-To plan activities which can provide students the opportunity to apply what they
learn in the classroom to real life experiences.
-To create a positive learning environment by the use of different methods and
approaches.
-To enhance students participation through simulation and role-play.
- To integrate the four skills (listening, reading, writing and speaking) in the lesson.
-To make students learn and use the verb should (or shouldn‟t) to ask for and give
advice.
-To make students learn and use vocabulary related to ailments in context.

5. PROCEDURE

WARM
- UP
PRESENTATION
OF
VOCABULARY
RELATED TO
AILMENTS PRACTICE OF
VOCABULARY
RELATED TO
AILMENTS PRODUCTION OF
VOCABULARY
RELATED TO
AILMENTS PRESENTATION
OF SHOULD AND
SHOULDN’T

PRACTICE OF
SHOULD AND
SHOULDN’T
PRODUCTION OF
SHOULD AND
SHOULDN’T

CLOSING

6. CONCLUSIONS

By selecting and adapting different teaching methods and approaches it was easier
to fulfill the lesson‟s objectives. Through role-play and other activities students had
the opportunity to practice should and shouldn‟t and they were able to use
vocabulary related to ailments in context. Due to this experience I consider it
necessary to keep on track of new methods and teaching strategies in order to
provide students with the necessary tools for a second language learning
environment.

7. SELF EVALUATION

It was a bit hard to choose the appropriate methods because I first had to check
students‟ background, however I was able to achieve my goals and I think
thelesson finally was a big succeeds because I was aware of everything
surrounding my class as for example, materials, instructions, error correction, etc.

8. LESSON PLAN(1 hour class)

Warm-up The teacher will share a personal experience with
students by telling them what ailment she/he once
had. Then she/he will advice students by using
should or shouldn‟t in case they suffer the same
ailment than her/him.
(5 min)
Act. 1 The teacher will present students some flashcards
or images with different ailments and then she/he
will mention an advice for them using should or
shouldn‟t. Eg. The girl in the picture has a
toothache, she should go to the dentist. At the
end, the teacher will show the flashcards again but
this time, she/he will elicit the ailments and
advices from students.
(15min)
Act. 2 The teacher will ask some students to mime
different ailments infront of the class and the rest
of it will have to guess what the ailment is,
afterwards they will have to say the corresponding
advice to that ailment using should or shouldn‟t.
(15min)
Act. 3 Students will be given papers with different
situations they will have to role-play. Eg.
STUDENT A: You have a problem with your
health. Tell student B what‟s wrong with you and
ask him/her for advice.
STUDENT B: Student A has a problem with
his/her health. Listen to him/her and then tell
him/her what he/she should or shouldn‟t do. Once
students have the activity ready, they will present
it to their classmates and then the teacher is going
to ask them questions about what happened in
each situation encouraging them to use
vocabulary related to ailments and
should/shouldn‟t.
(20 min)
Closing The teacher will review the class by miming
his/herself some of the ailments and students will
have to say an advice. Eg. T- What‟s wrong with
me?( by the time she/he touches her/his head)
SS- You have a headache. T- What shoud I do?
SS- You should take a pain reliever.
(5 min)

9. ATTACHMENTS

tohave a temperature tener fiebre
tohave a cough tener tos
tohavediarrhoea tener diarrea
tohave a rash tener erupciones, sarpullido
tohave spots tener granitos
to have a black eye tener un ojo morado
toget a bruise magullarse
togetburnt quemarse
to lose one'sappetite perder el apetito
to lose one'svoice quedarse afónico
to break one'sarm quebrarse el brazo
tosprainone'sankle tener un esguince en el tobillo
to twist one'sankle torcerse el tobillo
to be constipated estar estreñido
tohaveconstipation tener estreñimiento
to be allergicto ser alérgico a
tosufferfrom sufrir de
tovomit vomitar
tothrow up vomitar
tohurt doler
toswell hincharse

The use of should and shouldn‟t
We use should and shouldn't to give advice or to talk about what we think is
right or wrong.
You should means something like I think it is a good idea for you to do it.
You shouldn't means something like I think it is a bad idea for you to do it.
Should is used to express the opinion of a speaker and often follows I think
or I don't think.

Examples:
You look tired. I think you should take a few days off.
Alice works very long hours. She should to talk to her boss.
I have an English test tomorrow.
I shouldn't worry if I were you. You have worked really hard.
I never have enough money.
I don't think you should go out so much.

AREA 5:

PLANNING AND EVALUATION

TOPIC:

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

1st Level

DEVELOPED BY:


1. PLANNING AND EVALUATION

Planning an educational evaluation refers to a systematic and ongoing process
which includes researching and collecting information, from different sources,
about the learning process, the content, the methods, the context, the outcomes of
an educational activity. Educational evaluation can help to change things and to
plan “different things”, but it can also help us to plan things better, in order to
prevent negative consequences and to compensate for possible shortcomings.

2. DESCRIPTION OF CLASS & COURSE

In this course student have to communicate feelings, arguments, thinking,
knowledge, ideas, reflections,opinions in all public areas like personal, educational
and occupational, resourcing and respectively in English Language, the student
has to be autonomous, the student has to understand how to use daily
expressions, greetings and interchange personal information about daily routine
and habits.


Make autonomous students
Know the simple present form (affirmative, negative and interrogative)
The student will be able to interchange personal information about himself
and other person talking about daily routine and habits.
The student will be able to write a description from himself and other person
about daily routine and free-time activities.

4. PERSONAL AIMS

The main aim in this area is to evaluate students, with different types of strategies,
in all language skills using the CEFR as a reference to check how well they can
read, speak, write and understand the use and form for the simple present;
evaluate if they have achieved and acquired competences.

5. PROCEDURE

With the different evaluations methods this area evaluates the competencies:
knowledge, skills, attitudes, abilities and values gained, developed or achieved
during the educational activity.

1- In the warm –up activity previous knowledge and students needs can be
evaluated by asking or let them express orally.

2- Vocabulary will be evaluated with a memory game.

3- To evaluate listening, a short quiz with video will be used.

4- In grammar structure, students have to create a presentation where they
include and apply grammar to describe pictures and daily life activities.

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

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

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

6. CONCLUSIONS

On this unit it´s important that students get the information and show that they use
this structure correctly. We know that there are not “golden rules” for the
development of a perfect educational evaluation.We have to be creative to choose
the correct strategies to use formative and summative evaluations which can
provide us real results about our students.

7. SELF EVAUATION

These questions can help to evaluate ourselves as teachers to realize if we are
doing a good job at the planning and evaluation moment.

Do I deﬁne the aims of my lesson?

Do I plan my lessons including different evaluation techniques?

Do I use various ways of conducing a course evaluation?

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

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

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

8. LESSON PLAN

Evaluation Lesson Plan
Topic: Simple Present

Activity Materials Type of
evaluation
1- In the warm –up activity Flashcards -Personal
previous knowledge and Memory game and Group
students needs can be Computer -Formative
evaluated by asking or let them Projector -Summative
express orally. Exams -Quantitative
-Qualitative
2- Vocabulary will be evaluated
with a memory game.

3- To evaluate listening, a short
quiz with video will be used.

4- In grammar structure, students
have to create a presentation
where they include and apply
grammar to describe pictures
and daily life activities.

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

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

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

9. ATTACHEMENTS

FINAL EXAM
Name:_____________________________________________Date:__________
Group ___________ Score ____________

I. Select the correct answer to complete the sentences.

1. Hi! My name _____ John.
a. is b. are c. am d. was
2. Nice to meet _____!
a. now b. he c. you d. too
3. What___ your e-mail address?
a. „s b. are c. am d. you
4. My telephone ________ is 555 667 890
a. address b. name c. color d. number
5. ______ you Michael?
a. Is b. Are c. Am d. „s
6. Yes, I ____.
a. „m b. not c. too d. am
7. No, I‟m _____.
a. am b. are c. not d. is
8. A. What‟s your _______ name? B. It‟s Gonzalez.
a. first b. last c. middle d. nickname
9. David Smith is single.
a. Mrs. Smith b. Ms. Smith c. Miss Smith d. Mr. Smith
10. Liz Silva is married.
a. Mrs. Silva b. Mr. Silva c. Miss Silva d. Sra. Silva

II. Choose the best response.

1. Good morning!
a. Nice to meet you. c. Good morning
b. You‟re welcome d. Good night

2. How are you?
b. I‟m fine, thanks d. Good night

3. Bye. See you tomorrow.
b. You‟re welcome d. Ok. See you later

AREA 6:

SELF – ASSESSMENT AND DEVELOPMENT

TOPIC:

SIMPLE PRESENT
- Daily life

1st Level

DEVELOPED BY:


1. SELF – ASSESSMENT AND DEVELOPMENT

This area includes Development of observation skills, dealing with feedback,
awareness of one's own strengths and weaknesses, awareness of possibilities for
further professional development and the resources and sources of help.

2. DESCRIPTION OF CLASS AND COURSE

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


- Use prepositions of time correctly.
- Talk about the frequency they do their activities
- Students describe weekdays and weekend routines.
- Talk about interesting activities

4. PERSONAL AIMS

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

5. PROCEDURE

1-Before lesson begins, ask students to look at a picture.
- Ask what a routine is.
- Share their ideas.
2-Explain that students will hear a conversation.
Read the questions at the end of the conversation.
Play the recording again and check the answers with the class
3-Explain the frequency adverbs and prepositions of time
4-The teacher will show a pictures with some daily routine activities.( The students
will understand the prepositions of time, frequency adverbs and they will practice
the vocabulary (listen and repeat)
5-Students walk around the classroom and ask each person to tell them two
interesting things or unusual things they do each week
6-The students have to ask and answer questions about their activities with all their
classmates.
7-when students finish asking and answering questions around the classroom, ask
for the first volunteers out of several to share some interesting or unusual things
they learned about their classmates.
8-The students will write examples from some interesting or unusual activities to
help them stimulate and increase their vocabulary.

6. CONCLUSIONS

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

7. SELF EVALUATION

I try to do this lesson attractive, using slide in a language classroom, giving
students real life situations, encouraging and motivating the students to learn and
use the language and I also incorporate listening task and activities which
encourage and facilitate learner autonomy and interaction between the integrant of
the class. These activities take into account learners‟ learning styles and cultural
expectations. I also shared ideas with colleagues to promote the improvement in
our classrooms and students.

8. LESSON PLAN.

Icebreaker Before lesson begins, ask students to look at a picture.

Icebreaker Before lesson begins, ask students to
look at a picture.
Act. 1 Explain that students will hear a
conversation.
Read the questions at the end of the
conversation.
Play the recording again and check the
answers with the class.
Act. 2 Explain the frequency adverbs and
prepositions of time.
Act. 3 The teacher will show a pictures with
some daily routine activities.( The
students will understand the
prepositions of time, frequency adverbs
and they will practice the vocabulary
(listen and repeat).
Act. 4 Students walk around the classroom
and ask each person to tell them two
interesting things or unusual things they
do each week.
Act. 5 The students have to ask and answer
questions about their activities with all
their classmates.
Act. 5 When students finish asking and
answering questions around the
classroom, ask for the first volunteers
out of several to share some interesting
or unusual things they learned about
their classmates.
Act. 6 The students will write examples from
some interesting or unusual activities to
help them stimulate and increase their
vocabulary.

9. ATTACHEMENTS

PREPOSITIONS OF TIME

centuries in 20th century
years in 2012 / in that year
in seasons in summer
months in September
during parts of the in the morning / in the afternoon/ in
day the evening
on dates on 4th March
days on Saturday / on Monday morning
special days on Christmas Eve
weekends at the weekend
nighr at night
at time at 6 o‟clock
great annual at Easter
festivals at dinner
meals

A) Write at, in or on.

1. Classes start................. September.
2. My birthday is ................. 15 July.
3. They like meeting .................lunchtime.
4. The film starts ................. 9 o‟clock.
5. All the family meets ................. Christmas day.
6. I usually stay at home .................the weekend.
7. They have Karate lessons .................the evening.
8. The bank closes .................3:00 pm.

Simple Present Verb "To Be

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