TECNICO SUPERIOR EN INGLES

MÓDULO INTRUCCIONAL

GRAMATICA I

FACILITADOR:

FRANCISCO JAVIER CASTILLO CHEN

PARTICIPANTE:

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2015

Course Syllabus

I. Course Description

This course introduces English Grammar I as it is applied to Oral Communication. It

encourages the development of communication skills necessary for adjustment and success in

ESL courses and on the job. The course provides a safe environment to develop confidence in

both spoken and written English. Areas of study include communication in two-person, group

and other speaking activities.

II General Objectives

To acquire basic and oral linguistic skills that will allow students to communicate

properly in real life situations.

To identify the use of some basic grammar rules to practice them in oral and written way.

III Specific Objectives:

To interact with classmates in order to practice the English language.

To prepare a short speech.

To summarize the main ideas of a text.

To participate actively in class assignments and workshops.

FIRST SESSION

Teacher´s Signature: ___________________________________________

LEARNING

OBJECTIVES

CONTENT

LEARNING ACTIVITIES

RESOURSES

EVALUATION

To identify students´ previous knowledge. To discuss about some basic grammatical rules. To do written some practices. To prepare a dialogue about a real life situation.

What is grammar? Basic Grammatical Rules

Personal Pronouns Simple present: Verb to be Affirmative Form Negative Form Simple present: do/does Affirmative Form Negative Form Interrogative Adverbs of Frequency Daily Routines

Description of the course Discussion of the evaluation Assignment of tasks Pre-activities:

Brainstorming about students’ previous knowledge. KWL Chart

While-activities: Explain some grammatical rules Do some practices.

Post Activities: Prepare a dialogue about a real life situation.

Materials: Visual Aids Board – Markers Didactic materials Permanent markers Sheets of paper Handout—Module

Diagnostic: Brainstorming KWL chart Formative: Written practices Summative: Dialogue

Example: Read the following interview using the simple present tense.

Mark: Hello, Can I ask you some questions for an interview?

Jennifer: Yes, I can answer some questions.

Mark: Thank you for taking the time. Now, first question: What do you do?

Jennifer: I work in a library. I'm a librarian.

Mark: Are you married?

Jennifer: Yes, I am.

Mark: What does your husband do?

Jennifer: He works as a policeman.

Mark: Do you usually have dinner together?

Jennifer: Yes, we do.

Mark: How often does your husband exercise?

Jennifer: He sometimes exercises four times a week. But, he usually exercises only

twice a week.

Mark: Where do you like going on holiday?

Jennifer: We rarely go on holiday. However, we like going to the mountains if we can.

Mark: What type of books do you read?

Jennifer: I often read horror stories.

Mark: Thank you very much for answering my questions.

Jennifer: You're welcome!

INSTRUCTIONS:

Get in pairs or in groups of three students.

Then, write a short dialogue using the simple present tense and/or the

simple past tense.

Be creative.

Get ready to present and act it out in front of the class.

Look at the example above.

Good luck!!

Class Activity

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DAILY EXPRESSIONS

Greetings

Hello. / Hi

iGood morning

Good afternoon.

Good evening

Introducing people

What's your name?

Who are you?

My name is ...

I am ...

My friends call me ...

Nice to meet you. (informal)

Pleased to meet you.

How do you do? (formal)

Nice to see you.

Nice to see you again.

How are you?

How are you today?

Fine, thank you/thanks.

Not too bad.

Very well.

I'm okay / all right.

Not too well, actually.

What's wrong with you?

What's the matter with you?

Are you all right?

I'm tired

I'm exhausted

I've got a cold.

Saying good bye

Good bye.

Bye. / See you.

See you later.

See you soon.

See you tomorrow.

See you next week.

Good night.

Verb be

POSITIVE FORM

I am a student.

He is a teacher.

She is a journalist.

It is a book.

We are mechanics.

You are pilots.

They are policemen.

Contracted forms of the verb to be

I am a student.

He is a teacher.

She is a journalist.

It is a book.

We are mechanics.

You are pilots.

They are policemen.

NEGATIVE FORM

I am not a student.

He is not a teacher.

She is not a journalist.

It is not a book.

We are not mechanics.

You are not pilots.

They are not policemen.

Contracted forms of the verb to be

I´m not a student.

He´s not a teacher.

She´s not a journalist.

It´s not a book.

We´re not mechanics.

You´re not pilots.

They are policemen.

Sunday, July 15th, 2012.

SECOND SESSION

LEARNING OBJECTIVES

CONTENT

LEARNING ACTIVITIES

RESOURSES

EVALUATION

To recognize some important points from the last class. To listen to a story on a tape recorder. To practice pronunciation. To present a short dialogue about daily situations. To talk about the present and the past progressive tense. To practice the use of the prepositions of time and place. To discuss about some basic grammatical rules.

Listening/Speaking

Listening selection Dialogues about daily situations.

Grammatical Rules

Present Progressive Affirmative sentences Negative sentences Interrogatives

Past Progressive Affirmative sentences Negative sentences Interrogatives

Prepositions of Time Prepositions of Place

Pre-activities:

Brainstorming the last class. Listen to a story.

While-activities:

Comprehension questions Pronunciation practice (Play & Pause) Present and act our some dialogues. Explain some grammatical rules.

Post Activities:

DDo some practices DDescribe a Picture

Materials: Board – Markers Didactic materials Handout—Module Worksheets CD – CD player

Diagnostic: Brainstorming Class Discussion Listening Formative: Comprehension Questions Pronunciation Practice Dialogues Summative: Describe a picture Review

Teacher´s Signature: ___________________________________________

Look at the picture bellow. Write as much as you can about it on the lines below.

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Class Activity

Prepositions of Location/Place

Prepositions of place are words used to describe where something is.

on - encima de under - debajo de in - en inside - adentro outside - afuera in front of - en frente de behind - atrás next to - al lado Near of – cerca de

between - entre (dos) among - entre muchos across from - del otro lado de la calle (también se dice "opposite") opposite - del otro lado (de la calle u otra cosa) above - arriba below - abajo around - alrededor on the right - a la derecha on the left - a la izquierda

Practice

I PART: Use the given prepositions to complete the sentences according to the correct position of each place in the map.

next to between across from

1. The police station is______________ the bank and the store. 2. The drug store is______________ the police station. 3. The school is ______________ the restaurant. 4. The train station is_______________ the school. 5. The drug store is______________ the movie theater and the post office.

II PART: Look at the pictures and use the given prepositions to complete the sentences.

in front of behind between above below on the right on the left

1. The house is__________________ the car.

2. The dog is_______________ the sun.

3. The tree is _______________ of the house.

4. The car is________________ the house.

5. The sun is________________ the dog.

6. The house is________________ the dog and the tree.

7. The dog is________________ of the house.

III PART: Write sentences to describe where the things are in the picture. Use the prepositions—above, behind, between, in front of, on and under.

tree dog bicycle

table ball

basket cloud

Example: ball/table The ball is under the table.

1. basket/table __________________________________________________.

2. tree/bicycle __________________________________________________.

3. cloud/table ___________________________________________________.

4. bicycle/tree __________________________________________________.

5. dog/the bicycle and the table _______________________________________________.

Giving Directions

How do I get to _______? - ¿Cómo llego a _______? Turn right. - Doble a la derecha. Turn left. - Doble a la izquierda. Go straight. - Vaya derecho. Go one block. - Vaya una cuadra (manzana). Go past _______ - Pase _______ It's on the corner of ______ and ______. - Está en la esquina de _____ y _____.

Practice -- Select the correct direction.

1. I'm at the police station. How do I get to the church?

Go straight on Main Street. Turn left on Second Street. Go two blocks. It's on the right.

Go straight on Main Street. Turn left on Central Avenue. Go one block. Turn left. It's on the right.

Go straight on Main Street. Turn right on Second Street. Turn left on Central Avenue. It's on the right.

Sunday, July 22th, 2012.

THIRD SESSION

LEARNING OBJECTIVES

CONTENT

LEARNING ACTIVITIES

RESOURSES

EVALUATION

To review some grammatical topics and rules. To test students learning through a meaningful exam. To participate in an info-gap activity. To talk about the future tense. To do some practices about the future tense.

Grammar Test Giving Directions Grammatical Rules

Simple Future Tense: WILL

Affirmative sentences Negative sentences Interrogatives

Simple Future Tense: Going to

Affirmative sentences Negative sentences Interrogatives

Pre-activities: Review about the last class. Find places on a map.

While-activities: Explain some grammatical rules Do some practices.

Post Activities: Have a test

Materials: Board – Markers Didactic materials Handout—Module Worksheets CD – CD player Test/copies

Diagnostic: Brainstorming Class Discussion Formative: Explanation Written practices Presentation of dialogues. Summative: Written Test

Teacher´s Signature: ___________________________________________

STEP 1

STAND UP

IN ONE MINUTE, ASK TO 5 DIFFERENT CLASSMATES FOR AN APPOINTMENT. STEP 2

PAY ATTENTION TO THE TIME THAT THE TEACHER SAYS AND FIND THE CLASSMATE WITH WHOM YOU HAVE THE APPOINTMENT AT THAT TIME.

IN PAIRS, ANSWER THE QUESTION THAT THE TEACHER WILL GIVE YOU.

WAIT FOR THE FOLLOWING TIME THE TEACHER SAYS AND DO THE SAME.

WAYS TO ASK FOR AN APPOINTMENT:

1- CAN WE HAVE AN APPOINTMENT AT TWO O’ CLOCK?

2- CAN WE SEE AT TWO O’ CLOCK?

3- CAN WE MEET AT TWO O’ CLOCK?

4- DO YOU WANT AN APPOINTMENT WITH ME AT TWO O’CLOCK?

HERE ARE SOME POSSIBLE ANSWERS:

1- SORRY, I CAN´T SEE (MEET WITH) YOU AT THAT TIME. MAY BE AT FOUR

O’CLOCK.

2- OK, FINE.

3- YES, I CAN.

4- IT‘S OK, NO PROBLEM.

ANSWERS’ SHEET

Question 1: _____________________________________________________?

Answer:

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Question 2: _____________________________________________________?

Answer:

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Question 3: _____________________________________________________?

Answer:

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Question 4: _____________________________________________________?

Answer:

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Question 5: _____________________________________________________?

Answer:

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Sunday, July 29th, 2012.

FOURTH SESSION

LEARNING OBJECTIVES

CONTENT

LEARNING ACTIVITIES

RESOURSES

EVALUATION

To review some grammatical topics and rules. To test students learning through a meaningful exam. To participate in an info-gap activity. To talk about the future tense. To do some practices about the future tense.

Grammatical Rules

Definite Article THE

Indefinite Articles A/An

Reading Selection

Pre-activities:

Review about the last class. Class discussion

While-activities:

Explain some grammatical rules Fill in gaps exercises

Post Activities: Read Answer comprehension questions Write a summary

Materials: Board – Markers Didactic materials Handout—Module Worksheets CD – CD player Test/copies

Diagnostic: Brainstorming Class Discussion Formative: Explanation Fill in gaps exercises Summative: Read Answer Questions Write a summary

Teacher´s Signature: ___________________________________________

Fill in the correct answers.

The is used in the following particular conditions

Musical Instrument the guitar, the flute, the

harmonica

Families the Parkers, the Potters

Common Buildings the Hilton Hotel, the Torre

Mayor

Mountain Chains The Himalayas, The Andes.

Oceans, Seas the Atlantic Ocean, the

Mediterranean Sea

Designation/Title the Prime Minister, the

President,

the Pope

Rivers & Canals the Murray River, the Nile

Names of Countries the United States of America,

in plural the Netherlands

The definite article is used before singular and plural

nouns when the noun is specific or particular.

The tells that the noun is definite, that it refers to a

particular member of a group.

Example:

The boy that helped me is over there.

In this example, we talk about a specific boy, the boy

that helped me.

The is often use after the noun that has already been

mentioned.

Example

An old lady and a boy help the blind man, both the

old lady and the boy are helpful.

1. ___________ (The / X) German physicist, who discovered X-rays in 1895, was Wilhelm Roentgen.

2. I like __________ (the / X) cappuccino very much. 3. Winchester is a city in __________ (the / X) United

Kingdom. 4. Last year we went to __________ (X / the)

Singapore for holidays. 5. George likes _________ (X / the) baseball and

________(X / the) golf. 6. ________ Parkers moved to the city last month. 7. We usually go to school by _________ (the / X)

bus. 8. Internet users can access to information from

around _______ (X / the) world. 9. ________ (X / The) bus to Wall Street leaves at

6.15. 10. Breakfast is very important, it is _______ (the / X )

first meal of the day. 11. My mom was born in ________ (X / the) forties. 12. Cecelia is ________ (X / the) General Manager of

ABC Company. 13. Hazel lives in _______ (X/ the) west of Australia. 14. The Hilton Hotel is on ________ (X / the) Park

Street. 15. Joseph is going to _________(X / the) post office to

mail a letter.

Indefinite Articles - A and An

A and an are the indefinite articles. They refer to something not

specifically known to the person you are communicating with.

A and an are used before nouns that introduce something or someone

you have not mentioned before.

For example:

"I saw an elephant this morning."

"I ate a banana for lunch."

A and an are also used when talking about your

profession:

For

example:

"I am an English teacher."

"I am a builder."

You use a when the noun you are referring to

begins with a consonant (b, c, d, f, g, h, j, k, l,

m, n, p, q, r, s, t, v, w, x, y or z), for example,

"a city", "a factory", and "a hotel".

You use an when the noun you are referring

to begins with a vowel (a, e, i, o, u)

Pronunciation changes this rule. It's the sound that

matters, not the spelling.

If the next word begins with a

consonant sound when we say it,

for example, "university" then

we use a. If the next word begins

with a vowel sound when we say

it, for example "hour" then we

use an.

We say "university" with a "y" sound at the beginning as though it were spelt "youniversity".

So, "a university" IS correct.

We say "hour" with a silent h as though it

were spelt "our".

So, "an hour" IS correct.

(Lots of people get this wrong - including

native speakers.)

Definite or Indefinite article practice

Gap-fill exercise

_______ man decided to rob________ bank in_________ town where he lived. He walked into________ bank

and handed_________ note to one of________ cashiers._________ cashier read the note, which told her to

give________ man some money. Afraid that he might have_________ gun, she did as she was told.________

man walked out of_______ building, leaving________ note behind. However, he didn't have________ chance

to spend________ money because he was arrested________ following day. He had made________ mistake

and written________ note on the back of________ envelope, and on_________ other side of ________

envelope was his name and address.________ Police stopped________ man driving________ car through

________ town nearby_________ next day and arrested him.

Exercise

Complete the sentences with a suitable article. Use a, an, the or x.

1. Albert Einstein was ______________________ famous scientist.

2. Einstein was born in ______________________ Germany in 1879.

3. Einstein won_____________________ Nobel Prize in Physics in 1921.

4. Einstein left his country and lived in ________________________ States until he died in 1955.

5. Einstein is known for his theory of_________________________ relativity.

6._______________________ German physicist, who discovered X-rays in 1895, was named Wilhelm Roentgen.

7. Roentgen won______________________ 1901 Nobel Prize.

8. Mandela was born in_________________________ South Africa.

9. Mandela was_______________________ first President elected in South Africa after Apartheid was revoked.

10. Mandela was imprisoned for_________________________ nearly 30 years for his anti-apartheid activities.

11. Mother Teresa was__________________________ Roman Catholic nun.

Read the text. Underline or highlight all the verbs that you find. Then answer some comprehension

questions and write a short summary using your own ideas.

Tips in Maintaining Each day Motivation – The Finest Strategy to Attain Your Goals.

By: Richard Tan

To make sure that you reach your objective, you must preserve your stage of motivation from begin to

finish. Needless to say without your motivation, you will lose track of what you have deliberate to do next

and you will lose your approach once again. To grantee that this may not happen once more, be aware of

some strategies to maintain your each day motivation at high point.

Once you set a goal, a plan must be conjured in accordance to it as well as day by day motivation. To

continually remind your self of the plan, you have to always discuss it. If the goal entails you, your spouse

and the entire household, then make it a follow to talk about your plans when you eat together. This

fashion, all of you'd always be reminded on what needs to be performed subsequent and the motivation to

do it might all the time be there.

To hit your targets, it's best to construct your desire. When you've a plan you need to initiate, it is advisable

apply sure ranges of effort to get it done.

A necessary factor will get done, make sure that you will clearly see the rewards of your efforts. This

fashion, you will be motivated in doing the subsequent steps that are acknowledged in your plan, since

you'll be looking forward for the fruits of your labor. Consistent with this, you also needs to visualize the

longer term rewards of the issues you've got been doing. Dream huge, since it's totally free and it will

maintain your motivation on high level.

Create the correct mental state and be prepared for some obstacles you may encounter alongside the way.

All the time assume positive so that you could overcome any sorts of distractions or issues that you just

meet on your technique to attaining your goals. With each day motivation you'll be extra consistent in doing

the necessary steps to succeed in your goals. Welcome challenges and dream of your goal every night, so

that the following morning you will get up with a variety of energy to do the issues it's essential to do in

attaining your dreams.

Comprehension Questions

1. What do you have to do to make sure that you will reach your objective?

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2. Mention some strategies that will help you to maintain your each day

motivation at high point.

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3. Write a short summary about the text.

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ENGLISH PICTIONARY

VOCABULARY: BUSINESS ENGLISH

1. Meeting

2. Graphs

3. Letter

4. Interview

5. Job

6. Employer

7. Employee

8. Receptionist

9. Bilingual secretary

10. Lawyer

11. Accountant

12. Administrator

13. Advertiser

14. Assistant

15. Buyer

16. Client

17. Customer

18. Manager

19. Marketing

20. Sales department

21. Bookkeeper

22. Invoice

23. Stockholder

24. Cash

25. Coins

26. Bills

27. Cash machine

28. E-marketing

29. E-commerce

INSTRUCTIONS:

Choose 20 of the following words.

Arrange them in alphabetical order.

Look for the meaning of the following

words in an Engligh-English dictionary

and add its standard pronunciation

and part of speech too.

Illustrate them

Use formal presentation, letter #12

Times New Roman, Arial or Tahoma.

List of Irregular Verbs Base Form Simple Past Past Participle Spanish

arise arose arisen surgir

be was / were been ser

beat beat beaten golpear

become became become convertirse

begin began begun comenzar

bet bet/betted bet/betted apostar

bite bit bitten morder

bleed bled bled sangrar

blow blew blown soplar

break broke broken romper

bring brought brought traer

build built built construir

buy bought bought comprar

catch caught caught atrapar

choose chose chosen elegir

come came come venir

cost cost cost costar

creep crept crept arrastrarse

cut cut cut cortar

deal dealt dealt dar, repartir

do did done hacer

draw drew drawn dibujar

dream dreamt/dreamed dreamt/dreamed soñar

drink drank drunk beber

drive drove driven conducir

eat ate eaten comer

fall fell fallen caer

feed fed fed alimentar

feel felt felt sentir

fight fought fought pelear

find found found encontrar

flee fled fled huir

fly flew flown volar

forget forgot forgotten olvidar

forgive forgave forgiven perdonar

forsake forsook forsaken abandonar

freeze froze frozen congelar

get got got tener, obtener

give gave given dar

go went gone ir

grow grew grown crecer

hang hung hung colgar

have had had tener

hear heard heard oír

hide hid hidden esconderse

hit hit hit golpear

hold held held tener, mantener

hurt hurt hurt herir, doler

keep kept kept guardar

kneel knelt knelt arrodillarse

know knew known saber

lead led led encabezar

learn learnt/learned learnt/learned aprender

leave left left dejar

lend lent lent prestar

let let let dejar

lose lost lost perder

make made made hacer

mean meant meant significar

meet met met conocer, encontrar

pay paid paid pagar

put put put poner

quit quit/quitted quit/quitted abandonar

read read read leer

ride rode ridden montar, ir

ring rang rung llamar por teléfono

rise rose risen elevar

run ran run correr

say said said decir

see saw seen ver

sell sold sold vender

send sent sent enviar

set set set fijar

sew sewed sewn/sewed coser

shake shook shaken sacudir

shine shone shone brillar

shoot shot shot disparar

show showed shown/showed mostrar

shrink shrank/shrunk shrunk encoger

shut shut shut cerrar

sing sang sung cantar

sit sat sat sentarse

sleep slept slept dormir

slide slid slid deslizar

sow sowed sown/sowed sembrar

speak spoke spoken hablar

spell spelt/spelled spelt/spelled deletrear

spend spent spent gastar

spill spilt/spilled spilt/spilled derramar

split split split partir

spread spread spread extenderse

stand stood stood estar de pie

steal stole stolen robar

sting stung stung picar

stink stank/stunk stunk apestar

strike struck struck golpear

swear swore sworn jurar

sweep swept swept barrer

swim swam swum nadar

take took taken tomar

teach taught taught enseñar

tear tore torn romper

tell told told decir

think thought thought pensar

throw threw thrown lanzar

wake woke woken despertarse

wear wore worn llevar puesto

win won won ganar

wring wrung wrung retorcer

write wrote written escribir