Unit 7

WORKSHEET – UNIT 7

Task 1 – What criteria do we need to consider when selecting vocabulary?

The basic criteria for selecting vocabulary is the student’s English level. Once the level is determined appropriate words in respect to their frequency of use and relevance to the subject are selected.

Task 2 – What does a student need to know about a vocabulary item? Give examples to clarify your ideas.

Meaning

When to use the word and where the word belongs in the sentence.

How if affects other words (in case it does).

How the word in pronounced.

Task 3 – List 20 vocabulary items that relate to food:

Knife	Fork
Spoon	Napkin
Plate	Glass/cup
Entrée	Appetizer
Dessert	Coffee
Tea	Tea spoon
Breakfast	Lunch
Dinner	Hungry
Full	Thirsty
Meat	Salad

Task 4 – Plan a straight line ESA lesson for a language level of your choice, to cover vocabulary connected with the topic of food:

Language level: Intermediate

Engage:

Bring pictures of food to the class and using the pictures determine the vocabulary.

Study:

Let the students research for themselves all their favorite food items and recipes, determine their vocabulary and prepare a group or pair presentation.

Activate:

Let the groups or pair present their recipes or favorite dishes in from of the class naming the components of the meal or the ingredients to the recipe.

Task 5 – What do students need to know about grammatical structures? Give examples to clarify your ideas.

Meaning

How and when to use.

Were does it belong.

How it interacts or affects other words.

How the word is pronounced.

Task 6 – Plan a boomerang ESA lesson, for a language level of your choice, for the present continuous tense:

Language level: Intermediate

Engage:

Start the lesson talking about time and how it affects people. Then proceed to explain what is the meaning of the Present Progressive, how it is expressed grammatically and how it used in a sentence. Then start naming all the current things you are doing NOW and writing them on the board.

Activate 1:

Generate a either a group activity or an individual activity in which the students write down things they do, the things they see and are happening NOW. Then after they prepare they papers they present them to the class or they do an activity in pairs and one student interviews another.

Study:

The students take all the sentences they did and the material they prepared and try to describe them grammatically, identify the structure and state them.

Activate 2:

Based on what they did before with the grammatical structure of the sentences. The class is divided in groups, and each group prepares a batch of sentences, they write them on the board and the other groups have to identify their grammatical structure in a limited time.

Task 7 – Plan a patchwork ESA lesson for the function of checking into a hotel. Be sure that the function is appropriate for the language level you choose:

Language level: Intermediate

Engage:

Students learn the vocabulary involved in everything “hotel related”.

Activate 1:

Students try to orally express stories they have about hotels.

Engage:

Students learn how to use all the vocabulary, some new vocabulary, sentence structure, how to place the words in sentences and typical hotel expressions.

Study:

Students try to write down all the vocabulary they can find about hotels and their own hotel experiences.

Activate 2:

Students present their experiences to the class.

Unit 6

WORKSHEET - UNIT 6

Task 1 – Identify the following tenses, giving your reason for the identification:

a) Peter went to the cinema yesterday evening.

Past simple, the action was finished at a DEFINITE time in the past.

b) He had been living there for most of his life.

Past perfect continuous, talks about a past situation that occurred for a long time and that has already ended.

c) I was sleeping at 2.00AM.

Past continuous, action that happened in the past at a defined time, and continued after that.

d) John and Mary hadn’t been there before.

Past perfect, The verb “hadn’t” refers to an action that occurred in the past BUT before the subject performed his action.

Task 2 – State as many usages as possible of the past tenses below, with an example sentence for each usage (not a sentence from the unit!).

a) Past simple

- For a past action definite time:

I made my bed right after I woke up.

- When the time is asked:

When did you catch that fish?

- Action took place at a definite time, even though time is not mentioned:

I bought my house last year.

- Time becomes definite due to the answer of the question:

Where were you last night? I was at the cinema.

b) Past continuous

- Interrupted past actions:

While I was walking I felt sick.

- Used without a time expression:

The river was getting rough.

- Action that began in the past and probably still goes on:

At 9:00 pm he was driving home from work.

- Description:

I was going crazy this morning.

c) Past perfect

Action that occurred in the past BUT before the subject performed another action.

When I was young I was fat.

d) Past perfect continuous

Past perfect continuous, talks about a past situation that occurred for a long time and that has already ended.

While I was growing up I collected many stamps.

Task 3 – State how the tenses below are formed grammatically.  Explain positive, negative and question forms:

a) Past simple

Regular verbs:
Affirmative: (Base form + “ED”)

Negative: (did not + Base form)
Question: (did + subject + base form)

b) Past continuous

Affirmative: (Subject + was/were + verb + ing)
Negative: (Subject + was/were + not + verb + ing)
Question: (Was/were + subject + verb + ing)

c) Past perfect

Affirmative: (Subject + had + past participle)
Negative: (Subject + had + not + past participle)
Question: (Had + subject + past participle)

d) Past perfect continuous

Affirmative: (Subject + had + been + verb + ing)
Negative: (Subject + had + not + been + verb + ing)
Question: (Had + subject + been + verb + ing)

Task 4 – Give at least 2 teaching ideas (suitable for the Activate stage of a lesson) for the tenses below and give examples of sentences that you would expect your students to produce:

a) Past simple

Past simple, the action was finished at a DEFINITE time in the past.

Create a scenario where you are going to have a job interview. One group of students will create the resume (in past simple, since it is comprised of actions in the past finished at a definite date). The other group will conduct the interview of the first.

Ex/:

I worked at the Bank of NY Mellon until December 2007.

b) Past continuous

Interrupted past actions, sometimes used without a time expression, an action that Astarte din the past and can still go on.

Create a time management sheet. First make the student create a detailed log of all the activities they did during the day in half hour intervals. And them analyze the sheet with them and see how they manage their time. This is a good activity

Ex/:

At 7:00 this morning I was eating cereal.

c) Past perfect

Action that occurred in the past BUT before the subject performed another action.

Start by telling an anecdote about yourself, something that changed your life. Then make student write down things that changed their lives and how they got to do them.

Ex/: When I was 6, I realized I had a deep love for animals.

d) Past perfect continuous

Past perfect continuous, talks about a past situation that occurred for a long time and that has already ended.

Using the detailed log created in the previous activity start describing the activities performed in an inverse chronological order.

Ex/: Before eating breakfast I was taking a shower for half an hour.

Task 5 – Complete the past simple form of these irregular verbs:

VERB	PAST SIMPLE	VERB	PAST SIMPLE
tell	Told	hide	Hid
be	Was/were	eat	Ate
bring	Brought	find	Found
do	Did	buy	Bought
see	saw	go	went

Task 6 - Complete the past participle form of the same irregular verbs:

VERB	PAST PARTICIPLE	VERB	PAST PARTICIPLE
tell	Told	hide	Hidden
be	Been	eat	Eaten
bring	Brought	find	Found
do	Done	buy	Bought
see	Seen	go	gone

Task 7 – How would you explain the difference in structure and usage between these tenses to a low-level student? Illustrate your explanations with example sentences of your own:

a) Past simple and past continuous

i) Explanation of differences in structure:

Past simple: Affirmative: (Base form + “ED”)

Past Continuous: Affirmative: (Subject + was/were + verb + ing)
The past simple is only the base form of the verb with the added termination “ED” or “D”. The past continuous is developed around what the subject is doing.

ii) Differences in usage:

The past simple is just something that happened in the past, the past continuous is something that happened in the past and still goes on.

iii) Example sentences:

Past simple: Affirmative: (Base form + “ED”)

I ran this morning.

Past Continuous: Affirmative: (Subject + was/were + verb + ing)
I was running this morning.

b) Past simple and present perfect

i) Explanation of differences in structure:

Past simple: Past simple: Affirmative: (Base form + “ED”)

Present perfect: Affirmative (sub+ aux. verb + have + past participle)
The past simple is only the base form of the verb with the added termination “ED” or “D”. The present perfect is a finished action with indefinite time or completed passed action in an unfinished time period.

ii) Differences in usage:

The past simple is just something that happened in the past and the present perfect is a finished action with indefinite time or completed passed action in an unfinished time period

iii) Example sentences:

Past simple: Past simple: Affirmative: (Base form + “ED”)

She cried all morning.

Present perfect: Affirmative (sub+ aux. verb + have + past participle)
She has cried all morning

c) Present perfect and past perfect

i) Explanation of differences in structure:

Past perfect: affirmative: (Subject + had + past participle)
Present perfect: Affirmative (sub+ aux. verb + have + past participle)
Action that occurred in the past BUT before the subject performed another action.

The present perfect is a finished action with indefinite time or completed passed action in an unfinished time period.

ii) Differences in usage:

The past perfect is an action that occurred in the past BUT before the subject performed another action.

The present perfect is a finished action with indefinite time or completed passed action in an unfinished time period

iii) Example sentences:

Past perfect: affirmative: (Subject + had + past participle)
I was told not to be rude

Present perfect: Affirmative (sub+ aux. verb + have + past participle)
She has cried all morning

Unit 5

WORKSHEET – UNIT 5

When answering the tasks here please refer to any experience you have had in the classroom, or experiences you have noted while observing another teacher, as either a student or onlooker.

Task 1 –How can a teacher use his/her physical presence and voice in the classroom?

I believe it starts with the first impression. Presentation is very important, the teacher has to appear to be a serious person, not boring, but not have the image of a slacker.

The second and most important issue is communicating the message. The message itself can be great but if the messenger is not good it won’t be effective.

The teacher has to speak in a clear voice, simple words, at a constant pace and with a constant tone and volume. He has to use hand a body language to communicate his message and transmit security. He has to engage in eye contact with his students in order catch their attention.

Task 2 – Is there a best seating arrangement for a class?  What are the advantages and disadvantages of the various seating plans?

There is no “Best” seating arrangement for any class, it all depends on the size of the class, the size of the room and types of chairs.

Orderly rows:

Pros:

1.     Allows the teacher to view the whole class.

2.     Makes lectures easy.

3.     Helps teacher maintain eye contact.

4.     Good for whole class activities.

5.     Good for keeping discipline.

Cons:

1.     Space, it only works well in large rooms and with small seats.

2.     Larger students in the front can obstruct visibility.

Horse shoe:

Pros:

1.     Allows students to be more focused on the lesson.

2.     Good for small classes.

3.     Good for pair work.

Cons:

1.     Only good for small class sizes.

Separate table:

Pros:

1.     Classroom becomes more informal.

2.     Allows the teacher to work on one table while another works.

3.     Good for group work classes.

Cons:

1.     Can cause discipline problems.

2.     The teacher can’t maintain eye contact.  

Task 3 – List the different student groupings that a teacher can use and give advantages and disadvantages for each:

There is no “Best” seating arrangement for any class, it all depends on the class and the people in it.

Whole – Class:

Pros:

3.     Allows the teacher to deliver a message to the whole class.

4.     Allows the students to be close to other class members.

5.     Creates a sense of “group”.

Cons:

6.     Shy students don’t participate in class.

7.     Groups or pairs can form within the group that can cause problems.

Student on their own:

Pros:

1.     Allows students to learn at their own pace.

2.     Shy students get to participate.

Cons:

1.     No student to student interaction.

Pairs:

Pros:

1.     Increase student interaction.

2.     Allows the teacher to help pairs while others work.

3.     Allows shy students to express themselves to other students before they express themselves to class.

Cons:

1.     Some students don’t work well together.

2.     Students can start speaking in their native language.

3.     Students may end up working with somebody they don’t like.

Groups:

Pros:

1.     Increase student interaction.

2.     Less conflict if some students don’t like each other.

3.     Allows the teacher to help groups while others work.

4.     Allows shy students to express themselves to other students before they express themselves to class.

5.     Noise.

Cons:

1.     More active group members dominate less active students.

2.     Longer to organize.

3.     Production of material takes longer due to the participation of all group members.

Task 4 – How can the teacher make sure all students are equally involved in the lesson and give individual attention?

Teacher position:

The teacher’s position helps make students involved since he can directly access and/or target students he thinks need help.

Student placement, were the student sits is also important. He should be in a place were he has no distractions from other students or other factors.

The teacher has to get the attention of all students, make them a part of the lesson and he has to use all the tools he has at hand. Those can include:

Dividing the group.

Separating the student from distracting factors.

1 on 1 attention

Know student names.

Don’t ask students in order.

Don’t teach to only a group of students.

Don’t let other student capture the attention of the class.

Task 5 – When is teacher talking time important?

1.     When presenting or reviewing a subject.

2.     Giving instructions.

3.     Setting up activities.

Task 6 – How can the teacher reduce unnecessary teacher talking time?

1.     Clear subject explanations and definitions.

2.     Use gestures and audiovisual aids.

3.     Avoid complex vocabulary.

Task 7 – What can a teacher do to ensure that instructions are understood?

1.     Use simple language.

2.     Be consistent.

3.     Use gestures and audiovisual aids.

4.     Constantly check is your students understand your instructions.

Task 8 – How exactly would you ‘explain’ to a group of elementary students how to complete a gap fill exercise?

First explain verbally what a “fill-the-gap” exercise is. Make an example in the board and solve it while verbally explaining what you are doing. Make another example on the board and have an advanced student solve it. Make another example and have a not so advanced student solve it. Check if the lesson is learned. If not just make other examples.

Task 9 – What can the teacher do to help establish rapport with the students?

1.     Make sure students sitting side by side like each other or simply let the sit were they choose.

2.     Have an entertaining activity before class.

3.     Use a lot of group and pair activities.

4.     Let student correct each other.

5.     Base the class on current issues and subject to get the students involved.

6.     Have a positive attitude.

7.     Give clear instructions.

8.     Have good manners.

Task 10 – List some of the reasons for problem behavior that you may experience in an ESL classroom.  How can/should the teacher prevent it?  How can the teacher deal with problem behavior should it arise?

Some of the reasons for problem behavior are:

1.     Class size.

2.     Lack of respect for the teacher and other students.

3.     Peer pressure.

4.     Boredom.

Problem behavior can/should be prevented by:

1.     Be punctual.

2.     Be consistent be fair.

3.     Be well prepared.

4.     Don’t let your personal issues influence the way you treat your students.

5.     Never loose your temper.

Problem behavior can/should be stopped by:

1.     Focus on the behavior and not the student.

2.     Change the classroom.

3.     Be calm.

4.     Reprimand the problem student after class.

5.     Don’t make threats you cant enforce.

Unit 4

WORKSHEET – UNIT 4


Task 1 – Complete the chart below with the present simple tense, using the verb ‘go’:

PERSON POSITIVE QUESTION NEGATIVE
I
you
he/she/it go
go
goes I don’t go
You don’t go
he doesn’t go Do I go
Do you go
Does he go
we
you
they We go
You go
They go We don’t go
You don’t go
They don’t go Do we go
Do you go
Do they go

Task 2 – Identify the following tenses, and give reasons for the identification:

a) I have never met anybody famous.
Present simple, (Subject + base form verb + complement)

b) John is having a shower at the moment.
Present continuous, action that is happening NOW. (Subject + verb with the termination ING + complement)

c) I go shopping at least twice a week.
Present simple: habit, routine, or repeated action (Subject + base form verb + complement)

d) I have been working here for 10 years.
Present perfect continuous, relates past activities to the present (Subject + aux verb “have”+ been + with the termination ING + complement)


Task 3 – State as many usages as possible of the present tenses with an example sentence for each (not a sentence from the unit!). One of the usages for the present simple, with an example sentence, has been done for you. Bear in mind that there are more:

a) Present simple

1. Facts – “The sun sets in the west.”
2. Routine: I eat lunch every day at 1:00 PM sharp.
3. Commentaries: Daisy Duke is one fine girl.
4. Instructions: Charlie take route 90 to Worcester.

b) Present continuous
1. Action in progress – Jeff Gordon in the number 24 car is passing Earnheart to take the lead
2. Action in no necessary in progress: I am trying to work.
3. Frequent actions: I running every day.
4. Background events: Charlie is driving when he got a call.
5. Developing situation: He is going right passed the red light.

c) Present perfect

1. Finished action with indefinite time: I have been drunk a couple of times.
2. Completed passed action in an unfinished time period: she has cried all morning.
3. Something that has been in the past and that is still true: I have been very responsible.
4. Past actions with present results: I have called the police.

d) Present perfect continuous
1. Communicate an ongoing action with a definite time: I have been sitting in from of my PC for the last 3 hours a couple of times.
2. I am depressed because I have been losing money all day.

Task 4 – State how the tenses below are formed grammatically. Explain positive, negative and question forms:

a) Present simple
Affirmative: {sub + base form (+s/ es)}
I work for Bank of America.
Negative :{ sub + aux. verb” do” +not + base form}
I don’t like tofu in my soup.
Question: {aux. verb + Do +sub+ base form}
Do you like some wine?

b) Present continuous
Affirmative: (Sub + aux. verb + main verb +verb+ ing)
I am sitting in from of my PC.
Negative: (Sub + aux. verb +be + subject +verb +ing)
I am not having fun anymore.
Question: (Aux. verb +is + sub + verb +ing)
Are you stopping in the bank on the way back?

c) Present perfect
Affirmative :(sub+ aux. verb + have + past participle)
I have eaten all my food
Negative: (sub+ aux. verb +have +not+ past participle)
I have never owned a Ferrari.
Question: (Aux. verb ’have’+ sub + past participle.)
Have you ever been in Paris

d) Present perfect continuous
Affirmative: (sub+ aux. verb ‘have ‘+ been+ verb + ing)
Tom has been in bed for two days.
Negative: (sub +aux. verb “have”+ not + been + verb + ing)
I have not been in the mood for drinks.
Question: (aux. verb ‘have’+ sub + been +verb +ing)
Has he been going to work?

Task 5 – Consider the following student errors. After each error, state:
i) What the mistake is.
ii) Why you think it has been made.
iii) How you would explain and correct the mistake with a student.

a) I am a secretary for five years.

i) The sentence indicates the action has ended.
ii) The sentence indicates the action has ended but the action probably is still going on.
iii) Tell the student to clarify if the action stopped or is it still going on.

b) I have eat breakfast.

i) The verb in not in past participle.
ii) The student doesn’t know well the correct for of the present perfect.
iii) Explain to him the correct form of the sentence in this tense (sub+ aux. verb + have + past participle) and give him examples.

c) She’s liked him since six months.

i) Incorrect form, it should be “for” instead of “since”. “for” is used for periods of time, “since” indicates a more or less exact beginning point.
ii) Confusion by the part of the student on how to link the proper word usage to the correct expression of time.
iii) Explain the simple “for” and “since” rule. (“for” is used for periods of time, “since” indicates a more or less exact beginning point) and give examples.

d) When you start work?
i) The sentence is missing the Verb. In this case “to be”.
ii) The student has trouble in the structure of sentence formation.
iii) In the case of this “wh” question. He has to learn the structure and not omit any single part of it since it would affect the meaning of the sentence.

e) I’ve been knowing her for three months.
i) the sentence indicates that the action is still taking place. Since you only know somebody once it distorts the meaning of the sentence.
ii) the student is confused the present perfect and the present perfect continuous, their structure and their usage.
iii) Explain to him again both tenses, their structure, their usage, give him examples and compare both examples side by side to see the differences.

Task 6 – Give at least 2 teaching ideas (suitable for the Activate stage of a lesson) for the tenses below and give examples of sentences that you would expect your students to produce:

a) Present simple
1. Make students interview each other.
2. Make students report on the activity of other fellow students.

b) Present continuous
1. Describe orally action portrayed in film or pictures.
2. Dive the class in teams, create a theme, for example movies, make the teams act the activities portrayed in the picture and then have the other students guess the name the activity an then the picture.

c) Present perfect
1. Tell the student about past things you have done, the student then will tell if he/she has also done this activity, he will then say an activity of his own, the student next to him will tell if he/she has also done this activity, an so on and so on until somebody says NO, in that case he will get a penalty.
2. Divide the class in two teams; give each team a group of elements from their current vocabulary turn them around so they can’t see each other. Make both teams arrange their elements the way they see fit. Then have the opposite team asked questions to see how they arranged the elements.

d) Present perfect continuous
1. Students write down a bunch of activities and other students have to guess the future consequence of those activities.
2. Students can write bunch different activities in pieces of paper, mixed them all up and the match the correct activity to it consequence.