4.6 Task

HANDBOOK
WRITTEN BY: BLANCA ANA MARIA VALADEZ ALATORRE
TOPIC: SIMPLE PRESENT UNIT 2 LEVEL : ENGLISH I
HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE Content

1.LANGUAGE AWARENESS .........................................................................................................2 2.LANGUAGE AND CULTURE ......................................................................................................7 3.LANGUAGE LEARNING PROCESSES....................................................................................... 13 4.LANGUAGE TEACHING .......................................................................................................... 33 5.PLANNING AND EVALUATION .............................................................................................. 42 6.- SELF--ASSESSMENT AND DEVELOPMENT. ........................................................................ 46
HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE
1.LANGUAGE AWARENESS
DESCRIPTION OF THE AREA
Language Awareness can be defined as explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use. Can we become better language users or learners or teachers if we e.g. in our relations with other people and/or cultures, and in our ability to see through language that manipulates or discriminates? Language Awareness interests also include learning more about what sorts of ideas about language people normally operate with, and what effects these have on how they conduct their everyday affairs: e.g. their professional dealings.
DESCRIPTION OF THE CLASS AND COURSE
In this course student have to communicate feelings , arguments , thinking , knowledge , ideas , reflexions ,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.
TOPIC SIMPLE PRESENT Spelling rules for 3rd person Jobs and daily routine What does your father do? (dialogue , comprehension reading Grammar simple present (affirmative , negative and interrogative) How often do you.? (speaking activity)

AIMS OF THE LESSON 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. 3 PERSONAL AIMS My purpose for this unit is make autonomous students where they can read , speak , write and understand the use and form for the simple present. They can resource whichever situation where they have to use simple present with a comprehension in all the forms. PROCEDURE
WARM - UP
LEARN AND PRACTICE

VOCABULARY
LISTENING COMPRENHENSION
PRESENT THE GRAMMAR STRUCTURES
RULES
LEARNING SPOKEN AND WRITING LANGUAGE
PRODUCTION WITH ALL THE RESOURCES IN THE FOUR SKILLS

CONCLUSION On this unit its important that students get the information and show that they use this structure correctly .I believe that us a teachers have to teach to students how to use the language , lets remember that us are motivators as well so we need to use all the tools as we can. SELF-EVALUATION When students answer something we can notice if the form that we were using was correct , just look their faces ,if they dont have all the correct information the look like a warriors in a hard road but in the other side if they learn and understand everything they look like a fish in to water. LESSON PLAN e.g. 2 hours class Warm-up Act. 1 Lets sing (numbers song) to go in a daily activity The teacher will show a clock with some daily routine activities.( The students will understand the telling time and they will practice the vocabulary (listen and repeat) Read a dialogue between two people where they are going to read , act out and understand the unknown words From the dialogue take the expressions which have simple present to introduce this tense, give to ss the structure grammar in affirmative , negative and interrogative. Explain to ss the rule for 3rd person in verbs. Practice with some verbs . Copy the list of verbs and change in to 3rdperson . e.g. go-goes The teacher is going to bring some envelopes with puzzle sentences where the students are going to join two sentences .The first team who win is going to write the sentences on the board. The students will write examples from simple present in notebook
Act. 2
Act. 3
Act. 4 Act. 5
Act. 5
Act. 6
HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE ATTACHMENT
WRITE THE VERB IN THE 3RD PERSON SINGULAR:

1. He (sleep) 8 hours everyday. (cook) a really tasty stew. (mix) the cocktail very quickly. 2. My mother 3. The barman 4. She 5. Bob 6. Pamela 7. My mum 8. The man 9. She 10. Alan
(go) to the school by bus from Monday to Friday. (try) to study but he can't. (write) an email to her sister in USA everyday. (read) the book when she has got time. (wash) the car in the petrol station. (watch) the TV 2 hours in the afternoon. (like) puppies. (drive) to work everyday. (listen) to the CD in class.
11. Sam's father 12. Your friend 13. She
(buy) in the supermarket on Mondays.
Present simple exercises at www.e-grammar.org for free.

6 Exercise 1: Complete this dialogue with do or does to make present simple questions. Example: Sue: My brother Mark goes to primary school. Ann: (he - get up early?) Does he get up early? Sue: My brother Mark goes to primary school. Ann: (he - get up early?) ........................................................................................................................... Sue: Yes, very early. His friends Jim and Kevin travel with him every day. Ann: (they - travel by bus?) ....................................................................................................................... Sue: Sometimes. On Mondays and Fridays Jim's father takes them by car. He is a teacher. Ann: (he - teach at the same school?) ........................................................................................................ Sue: Yes. he does. He teaches English and history. Ann: (your brother - like English?) ............................................................................................................ Sue: English is his favourite subject. Ann: (you - help him with his homework?) ............................................................................................... Sue: Never. My brother is the best student in his class. Ann: (Jim and Kevin - go to the same class?) ........................................................................................... Sue: No, they don't. They are two years older. But they meet for lunch.

Ann: (Mark - eat at a school canteen?) ...................................................................................................... Sue: Yes, because our mum and dad don't have the time to prepare his lunch. Ann: (your parents - go to work?) ............................................................................................................. Sue: Yes, they do. My mum is a nurse and my dad is a doctor. 7 Ann: (they - work at a hospital?) ............................................................................................................... Sue: Only my mum. Ann: (your brother - want to be a doctor?) .................................................................
2.LANGUAGE AND CULTURE

Sensitzing students to different cultural standards Theme: DIFFERENT COUNTRIES/DIFFERENT CULTURES (using simple present and the verb be) 1. Description of class and 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
2. 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.
3. 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.
4. 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 Im (name) Im 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) 9 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. Its 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.
5. 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.
6. 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 students pace and yet keep the teaching going. 7. Lesson Plan Culture T=teacher/S=students
Phases of Learning 10 Engage Students: Introduc1 on to theme: different countries/ different cultures. (Reflectin g on own culture)
Activities --Before lesson begins, T. writes theme different countries/differe nt cultures on board. -- S. divided into Groups of 3 with country/nationali ties cards. -Each group gets paper Group make papers with things associated to other cultures PPT presentation T. asks S. have you been to any of these countries?
Social Form
Media/ materials
Aim of activity --engage students in topic. -- introduce theme. --S. reflect On culture in own country.
Time (min s) 15 min
Group plenar Board y Paper Set of cards with countries/nationali ties
Pre-teach grammar: (comparin g cultures)
plenar Projector y computer
Verb to be grammati cal structure
--T. shows OH T/S read OH together
plenar OH (p. 6) y
Use verb to be to make introductio ns and getting acquainte d --T. explains Grammar structure --S. revise Structure and ask ques1ons If required. --S.
15 min.
15 min

Grammar practice. Verb be affirmativ e form s. Ask each other questions about themselves and the country they represent s. circulate to find information. Plena Notebooks ry workbook partne r --S. talk About personal experienc es. --S. reflect on And evaluate Their behavior And response To cultural situa1ons and encounter s. --S. Practice verb to be affirmative --S. talk About personal Experienc es using given structure -encourag e Awarenes s and evalua1on of own culture and other cultures. --S. develop Empathy with Other cultures. --develop 20 min
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Grammar practice. Verb be affirmativ e form
s. practice grammar in a worksheet. s. practice grammar p. 6-7
group
worksheets
10 min
Conclusio n: (Reflect on cultural difference s
--In groups S. discuss if there are situations that they find particularly interesting and
Group plenar y
15 min

and similaritie s how they are different from their own practices. Critical cultural awarenes s, evaluating own and other cultures.
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8. ATTACHMENTS
COUNTRY Portugal Spain England France Germany Italy
NATIONALITY Portuguese Spanish English French German Italian
COUNTRY Austria Greece The USA Japan Brazil China
NATIONALITY Austrian Greek American Japanese Brazilian 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. Dont 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! Dont forget to include the verb! 13 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 .. 8. They are Spanish. They .. 9. Johanna is Greek. ... Lewis and Gwen are German. ..
3.LANGUAGE LEARNING PROCESSES

DESCRIPTION OF THE AREA 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. 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. TOPICS

-Comparative Adjectives -Superlative Adjectives 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. 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 adjectives. -To incorporate the 4 skills. superlative
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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
CONCLUSION 15 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.
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. LESSON PLAN e.g. 1 hour class Warm-up The teacher shows students some images and elicits adjectives from them. (5min) 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) The teacher explains the rules of the formation of comparative adjectives. (15min) The teacher pastes some posters of
Act. 1
Act. 2
Act. 3

different famous people on the board and asks ss to make comparisons among them.(15min) 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)
Closing
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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-Syllable Adjective tall old long Comparative Form taller older longer Superlative Form tallest oldest 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 Final - Comparative Form e
Superlative Form

large wise larger wiser largest wisest
Mary's car is largerthan Max's car. Mary's house is the tallestof all the houses on the block. Max is wiserthan his brother. Max is the wisestperson I know.
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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.
One-Syllable Comparative Form Adjective Ending with a Single Consonant with a Single Vowel before It big thin fat bigger thinner fatter
Superlative Form
biggest thinnest fattest
My dog is biggerthan your dog. My dog is the biggestof all the dogs in the neighborhood. Max is thinnerthan John. Of all the students in the class, Max is the thinnest. My mother is fatterthan your mother. Mary is the fattestperson I've ever seen. Two-syllable adjectives. With most two-syllable adjectives, you form the comparative with more and the superlative with most.

Two-Syllable Adjective peaceful pleasant careful thoughtful Comparative Form more peaceful more pleasant more careful more thoughtful Superlative Form most peaceful most pleasant most careful most thoughtful
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This morning is more peacefulthan yesterday morning. Max's house in the mountains is the most peacefulin the world. Max is more carefulthan Mike. Of all the taxi drivers, Jack is the most careful. Jill is more thoughtfulthan your sister. Mary is the most thoughtfulperson I've ever met. If the two-syllable adjectives ends with y, change the y to i and add er for the comparative form. For the superlative form change the y to i and add est.
Two-Syllable Comparative Adjective Ending Form with -y happy angry busy happier angrier busier
Superlative Form
happiest angriest busiest
John is happier today than he was yesterday. John is the happiest boy in the world. Max is angrierthan Mary. Of all of John's victims, Max is the angriest. Mary is busierthan Max. Mary is the busiestperson I've ever met. Two-syllable adjectives ending in er, -le, or ow take er and est to form the comparative and superlative forms.

Two-Syllable Adjective Ending Comparative with -er, -le, or - Form ow narrow gentle narrower gentler Superlative Form
narrowest gentlest
The roads in this town are narrowerthan the roads in the city. 19 This road is the narrowestof all the roads in California. Big dogs are gentlerthan small dogs. Of all the dogs in the world, English Mastiffs are the gentlest. Adjectives with three or more syllables. For adjectives with three syllables or more, you form the comparative with more and the superlative with most. Adjective with Three or More Syllables generous important intelligent Comparative Form more generous more important more intelligent
Superlative Form
most generous most important most intelligent
John is more generousthan Jack. John is the most generousof all the people I know. Health is more importantthan money. Of all the people I know, Max is the most important. Women are more intelligentthan men. Mary is the most intelligentperson I've ever met. Exceptions. Irregular adjectives. Irregular Adjective Comparative Form Superlative Form

Irregular Adjective good bad far little 20 many Comparative Form better worse farther less more Superlative Form Best worst farthest Least Most
Italian food is betterthan American food. My dog is the best dog in the world. My mother's cooking is worsethan your mother's cooking. Of all the students in the class, Max is the worst. Two-syllable adjectives that follow two rules. These adjectives can be used with -er and -est and with more and most. Two-Syllable Adjective clever clever gentle gentle friendly friendly quiet quiet simple simple Comparative Form cleverer more clever gentler more gentle friendlier more friendly quieter more quiet simpler more simple Superlative Form cleverest most clever gentlest most gentle friendliest most friendly quietest most quiet simplest most simple
Big dogs are gentlerthan small dogs. Of all the dogs in the world, English Mastiffs are the gentlest.

Big dogs are more gentlethan small dogs. Of all the dogs in the world, English Mastiffs are the most gentle.
21 Adjetivo angry bad big bitter black bland bloody blue bold bossy brave brief bright broad busy Comparativo angrier worse bigger bitterer blacker blander bloodier bluer bolder bossier braver briefer brighter broader busier Superlativo angriest worst biggest bitterest blackest blandest bloodiest bluest boldest bossiest bravest briefest brightest broadest busiest Espaol enfadado, enojado malo grande amargo, resentido, agrio negro soso sanguinolento deprimido audaz mandn valiente breve brillante, luminoso ancho, amplio ocupado,

ajetreado calm cheap chewy chubby 22 classy clean clear clever close cloudy clumsy coarse cold cool crazy creamy creepy crispy cruel crunchy classier cleaner clear cleverer closer cloudier clumsier coarser colder cooler crazier creamier creepier crispier crueler crunchier classiest cleanest clearest cleverest closest cloudiest clumsiest coarsest coldest coolest craziest creamiest creepiest crispiest cruelest crunchiest elegante limpio, sano claro, despejado listo, ingenioso cerca nubiado torpe spero, grosero fro fresco loco cremoso espeluznante, repugnante crujiente cruel crujiente calmer cheap chewier chubbier calmest cheaper chewiest chubbiest tranquilo barato correoso, gomoso rechoncho

curly curvy cute damp 23 dark deadly deep dense dirty dry dull dumb dusty early easy faint curly curvier cuter damper darker deadlier deeper denser dirtier drier duller dumber dustier earlier easier fainter curliest curviest cutest dampest darkest deadliest deepest densest dirtiest driest dullest dumbest dustiest earliest easiest faintest rizado, crespo, quebrado curvo mono hmedo oscuro, moreno mortal, mortfero profundo denso sucio seco aburrido, soso, tonto, romo estpido polvoriento pronto, temprano facl leve, tenue, vago, ligero claro, sereno, recto, justo lujoso lejos, distante rpido
fair fancy far fast
fairer fancier further/farther faster
fairest fanciest furthest/farthest fastest

fat few fierce filthy fine firm fit flaky flat fresh fatter fewer fiercer filthier finer firmer fitter flakier flatter fresher fattest fewest fiercest filthiest finest firmest fittest flakiest flattest freshest gordo pocos fiero, encarnizado aaqueroso, obsceno fino firme, estricto apto, en forma desconchado llano, liso, plano fresco, nuevo, original agradable, amable, amistoso lleno, completo gracioso, curioso, raro tierno, afectuoso, suave oscuro, abatido, decado bueno grandioso, ambicioso, impotente grave
24
friendly full funny
friendlier fuller funnier
friendliest fullest funniest
gentle
gentler
gentlest
gloomy good
gloomier better
gloomiest best
grand
grander
grandest
grave
graver
gravest

greasy great greedy greasier greater greedier greasiest greatest greediest grasiento grande, genial goloso, codicioso, vido asqueroso, grosero, craso culpable velludo, peludo prctivo, til, habilidoso, maoso feliz, contento, alegre duro, difcil spero, duro sano, saludable pesado, grueso, fuerte, duro alto, elevado, agudo moderno caliente, caluroso, picante humilde hambriento helado, fro
gross 25 guilty hairy
grosser guilter hairier
grossest guiltiest hairiest
handy
handier
handiest
happy hard harsh healthy heavy
happier harder harsher healthier heavier
happiest hardest harshest healthiest heaviest
high hip hot humble hungry icy
higher hipper hotter humbler hungrier icier
highest hippest hottest humblest hungriest iciest

itchy juicy itchier juicier itchiest juiciest pica jugoso, zumoso, suculento amable, benvolo, carioso grande tarde, restrasado, reciente perezoso ligero, claro probable pequeo, poco animado, vivo solitario largo fuerte, alto precioso, bello, lindo bajo enfadado, enojado, loco malo, mezquino, tacao sucio, desordenado, desastroso
kind large 26 late lazy light likely little lively lonely long loud lovely low mad
kinder larger later lazier lighter likelier littler livelier lonlier longer louder lovelier lower madder
kindest largest latest laziest lightest likeliest littlest liveliest lonliest longest loudest loveliest lowest maddest
mean
meaner
meanest
messy
messier
messiest

mild moist narrow nasty 27 naughty near neat needy new naughtier nearer neater needier newer naughtiest nearest neatest neediest newest malo, travieso, picante cercano, prximo ordenado, aseado, pulcro necesitado nuevo, fresco, reciente, moderno simpatico, agradable, bueno ruidoso, clamaroso raro, extrao grasiento, aceitoso viejo, anciano, antiguo claro, sencillo educado, corts pobre milder moister narrower nastier mildest moistest narrowest nastiest afable, suave, leve hmedo estrecho, escaso asqueroso, desagradable
nice
nicer
nicest
noisy odd oily
noisier odder oilier
noisiest oddest oiliest
old plain polite poor
older/elder plainer politer poorer
oldest/eldest plainest politest poorest

pretty prettier prettiest bonito, lindo, hermoso orgulloso, soberbio, digno puro rpido tranquillo, silencioso raro crudo, agrietado rico, abundante maduro, curado arriesgado, peligroso espacioso spero, tosco, bruto, ronco maleducado, grosero, tosco oxidado triste, lamentable, penoso seguro salado cuerdo, sensato
proud pure quick 28 quiet rare raw rich ripe risky roomy rough
prouder purer quicker quieter rarer rawer richer riper riskier roomier rougher
proudest purest quickest quietest rarest rawest richest ripest riskiest roomiest roughest
rude rusty sad safe salty sane
ruder rustier sadder safer saltier saner
rudest rustiest saddest safest saltiest sanest

scary scarier scariest espantoso, asustadizo superficial, poco profundo afilado, cerrado, agudo brillante, reluciente corto, bajo, chaparro tmido tonto sencillo, simple, facl sincero, genuino flaco adormilado, sooliento delgado, fino viscoso, pegajoso, empalagoso lento pequeo listo, inteligente, agudo apestoso
shallow
shallower
shallowest
sharp
sharper
sharpest
29
shiny
shinier
shiniest
short shy silly simple sincere skinny sleepy slim slimy slow small smart smelly
shorter shyer sillier simpler sincerer skinnier sleepier slimmer slimier slower smaller smarter smellier
shortest shyest silliest simplest sincerest skinniest sleepiest slimmest slimiest slowest smallest smartest smelliest

smoky smokier smokiest humeante, ahumado liso, suave, llano, fluido blando, suave pronto dolorido lamentable agrio, cido picante, especiado, sazonado empinado, pronunciado tacao, rcano, raqutico raro, extrao, desconocido estricto, rgido fuerte, slido, intenso, marcado soleado, radiante sudoroso dulce alto bronceado,
smooth soft soon 30 sore sorry sour
smoother softer sooner sorer sorrier sourer
smoothest softest soonest sorest sorriest sourest
spicy
spicier
spiciest
steep
steeper
steepest
stingy
stingier
stingiest
strange strict strong sunny sweaty sweet tall tan
stranger stricter stronger sunnier sweatier sweeter taller tanner
strangest strictest strongest sunniest sweatiest sweetest tallest tannest

moreno tasty tastier tastiest rico, sabroso, apetitoso grueso, denso, espeso, poblado delgado, fino sediento diminuto, minsculo fuerte, resistente, duro, difcil cierto, verdadero, leal, fiel feo caliente, templado, clido dbil, flojo rico, pudiente raro, extrao mojado, hmedo, lluvioso ancho, amplio, extenso salvaje, silvestre, descontrolado ventoso
thick thin 31 thirsty tiny
thicker thinner thirstier tinier
thickest thinnest thirstiest tiniest
tough
tougher
toughest
true ugly warm weak wealthy weird wet
truer uglier warmer weaker wealthier weirder wetter
truest ugliest warmest weakest wealthiest weirdest wettest
wide
wider
widest
wild windy
wilder windier
wildest windiest

wise worldly worthy young 32 1. Paul is
taller
wiser worldlier worthier younger
wisest worldliest worthiest younges
sabio, sensato, prudente mundano, terreno virtuoso, digno joven
(tall) than Jack .

Paul is * (tall) than
2. Your ring is 3. It's the 4. It's the 5. Mark is the 6. He is 7. My sister is 8. She is the (difficult) (small) house (fat) of (+ rich) than his ((beautiful)
(expensive) than mine .

more expensive Your ring is * (ex
exercise I've ever seen .

most difficult It's the * (difficult)
I've ever seen .

smallest It's the * (small) h
his family .
fattest Mark is the * (fat)
brother.
as rich as He is * (= rich) his
intelligent) than you.

less intelligent My sister is * (- in
girl in her class.
1. My brother is
taller
(tall) than me. 2. Nancy is 3. Your father is 4. This dress is 5. Is Italian food 6. My dog is (intelligent) girl (old) than (expensive) (good) (big) than your
My brother is * (ta
in the classroom.
the most intelligen Nancy is * (intellig
you.
older Your father is * (o
than those shoes.

more expensive This dress is * (e
than American food?

better Is Italian food * (g

cat.
bigger My dog is * (big) t
7. Your cat is 8. Mary is 9. Marrackech is 10. A diamond is
(small) than (young) of all the (hot) city (solid)
my dog.
smaller Your cat is * (sma
students in the classroom,

the youngest Mary is * (young)
in Morocco.
the hottest Marrackech is * (
33
than wood.
more solid
4.LANGUAGE TEACHING
DESCRIPTION OF THE AREA 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.
DESCRIPTION OF THE CLASS AND 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.
TOPICS:

-The verb should (for giving advice) -Ailments AIMS OF THE LESSON: -To present and practice the verb should shouldnt to ask for and give advice. -To present and practice vocabulary related to ailments. 34 -To recognize the correct use of should or shouldnt according to the situation. 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 shouldnt) to ask for and give advice. -To make students learn and use vocabulary related to ailments in context.
PROCEDURE:
WARM - UP
PRESENTATION OF VOCABULARY RELATED TO PRACTICE OF AILMENTS VOCABULARY RELATED TO AILMENTS
PRODUCTION OF VOCABULARY RELATED TO AILMENTS

PRESENTATION OF SHOULD AND SHOULDNT PRACTICE OF SHOULD AND SHOULDNT PRODUCTION OF SHOULD AND SHOULDNT
35
CLOSING
CONCLUSION: By selecting and adapting different teaching methods and approaches it was easier to fulfill the lessons objectives. Through role-play and other activities students had the opportunity to practice should and shouldnt 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.
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 the lesson finally was a big succeeds because I was aware of everything surrounding my class as for example, materials, instructions, error correction, etc.
36
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 shouldnt in case they suffer the same ailment than her/him. (5 min) 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 shouldnt. 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) 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 shouldnt. (15min) 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 whats wrong with you and ask him/her for advice.
Act. 1
Act. 2
Act. 3

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 shouldnt 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/shouldnt. (20 min) The teacher will review the class by miming his/herself some of the ailments and students will have to say an advice. Eg. T- Whats wrong with me?( by the time she/he touches her/his head) SS- You have a headache. T- What shoud I do? SSYou should take a pain reliever. (5 min)
37 Closing
ATTACHMENT:
health illness disease asthma chickenpox smallpox heart attack heart disease hepatitis ulcer flu mumps wound injury blood hospital doctor family doctor
salud enfermedad (en general) enfermedad (especfica) asma varicela viruela infarto cardiopata hepatitis lcera gripe paperas herida (por un arma) herida sangre hospital mdico mdico de cabecera

nurse injection medicine pill prescription vaccine painful painless 38 bandage band aid crutch plaster wheelchair to feel good to catch a cold to have a cold to sneeze to cough to blow one's nose to feel sick to feel dizzy to faint to pass out to be tired to be exhausted to have backache to have earache to have a headache to have a sore throat to have a stomach-ache to have toothache to have a temperature to have a cough to have diarrhoea to have a rash to have spots to have a black eye enfermera inyeccin medicina pastilla, pldora receta mdica vacuna doloroso indoloro venda tirita, curita muleta yeso silla de ruedas sentirse bien atrapar un resfro tener un resfro estornudar toser sonarse la nariz tener nuseas estar mareado desmayarse desmayarse estar cansado estar agotado tener dolor de espalda tener dolor de odos tener dolor de cabeza tener dolor de garganta tener dolor de estmago tener dolor de dientes tener fiebre tener tos tener diarrea tener erupciones, sarpullido tener granitos tener un ojo morado

to get a bruise to get burnt to lose one's appetite to lose one's voice to break one's arm to sprain one's ankle to twist one's ankle to be constipated 39 to have constipation to be allergic to to suffer from to vomit to throw up to hurt to swell to take an aspirin to take a medicine magullarse quemarse perder el apetito quedarse afnico quebrarse el brazo tener un esguince en el tobillo torcerse el tobillo estar estreido tener estreimiento ser alrgico a sufrir de vomitar vomitar doler hincharse tomar una aspirina tomar un medicamento
THE USE OF SHOULD AND SHOULDNT
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.
Should - Quick Grammar Note 40 To give advice to someone you can also say:

I should do it if I were you. I shouldn't be so rude, if I were you.
When you regret not doing something in the past, you can say:

I shouldn't have spoken to him like that. I should have apologized earlier
Chose should or shouldn't. 1. You

---
be so selfish.
---
2. I don't think you 3. You

---
smoke so much.
exercise more.
---
4. I think you
try to speak to her.

shouldn't
5. You are overweight. You 6. Where 7. You

-----
go on a diet.
we park our car? never speak to your mother like this.

---
8. The kids 9.
---
spend so much time in front of the TV. I tell her the truth or should I say nothing?
10. I think we
---
reserve our holiday in advance.
Read the sentences. Write should or shouldnt 1)If its rainy you 2)Tom 3) a) 41 b) Yes, you take an umbrella.
eat so many lollipops. Its bad for his teeth. I drink hot tea if I have a sore throat? . go to the cinema . They eat lots of sweets.
4) They have a test tomorrow. They stay at home and study! 5) Children
eat lots of vegetables but they
6) I have a party tonight. What 7) The doctor said: "_ You You watch so much TV. You
I wear? A dress or a pair of trousers? eat healthy food. You eat fast food. walk 1 hour a day. You drink wine or beer
drink fruit juice and water. You
1. Listen to that music! Our neighbors hour. 2. If your tooth is still hurting you tomorrow, you 3. Cathy girl now.
play music that loud at this
go to the dentist's.
keep ringing her ex-boyfriend. I think he is with another
4. Before going to Madrid for your holidays, you try and learn something of the language. You will enjoy things a lot more. 5. You office. 6. We otherwise. always knock on the door before entering. This is a private
bring something to Kate's party. I'll feel really embarrassed
7. That model on the TV is too skinny. She
eat more, I think!
8. Lizzie ask Bryan to help her with her studies. He did the same course last year.

9. Pregnant women smoke as it can damage the baby.
5.PLANNING AND EVALUATION

DESCRIPTION OF THE AREA 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. -The establishment of certain criteria (evaluation criteria) -The discernment and judgment of the analyzed information (according to the set evaluation criteria and at the light of the educational objectives). -Drawing conclusions and recommendations which allow the re-orientation and eventual improvement of the 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. DESCRIPTION OF THE CLASS AND COURSE In this course student have to communicate feelings , arguments , thinking , knowledge , ideas , reflexions ,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. TOPIC SIMPLE PRESENT Spelling rules for 3rd person Jobs and daily routine What does your father do? (dialogue , comprehension reading Grammar simple present (affirmative , negative and interrogative) How often do you.? (speaking activity) AIMS OF THE LESSON Make autonomous students
42

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. PERSONAL AIMS 43 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 canread, speak, write and understand the use and form for the simple present; evaluate if they have achieved and acquired competences.
PROCEDURE With the different evaluations methods this areaevaluates 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.
CONCLUSIONS

On this unit its 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. 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 dene the aims of my lesson?
44
Do I plan mylessons Do I use various
including different evaluation techniques? of conducing a course evaluation? language
ways
Do I do needs analysis competence according Do I inform my students them and advise them Do I help my needs? students
and assess my to the CEFR? on on to
students
language examinations the appropriate options further learning to
available to for them? suit their
plan
LESSON PLAN Evaluation Lesson Plan Topic: Simple Present 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 Materials Flashcards Memory game Computer Projector Exams Type of evaluation -Personal And Group -Formative -Summative -Quantitative -Qualitative

describe pictures and daily life activities. 5- To evaluate speaking they will present their projects in class where they have to explain it.
45
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.
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 2. Nice to meet _____! a. now b. he c. you 3. What___ your e-mail address? a. s b. are c. am
d. was d. too
d. you
4. My telephone ________ is 555 667 890 a. address b. name c. color d. number 5. ______ you Michael? a. Is b. Are 6. Yes, I ____. a. m b. not 7. No, Im _____. a. am b. are d. s
c. Am
c. too
d. am
c. not
d. is

8. A. Whats your _______ name? B. Its 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
46
II. Chose the best response. 1. Good morning! a. Nice to meet you. d. Good night 2. How are you? a. Nice to meet you. d. Good night 3. Bye. See you tomorrow. a. Nice to meet you. d. Ok. See you later 4. Good-bye. Have a nice day. b. Youre welcome c. Good morning
b. Im fine, thanks
c. Good morning
b. Youre welcome c. Good morning
6.- SELF--ASSESSMENT AND DEVELOPMENT. 1.-Description of the area:

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 .
3.- Topic: Daily life. To motivate students, we need the students to realize that they can apply what they practice in class, in a real life situation. If We can make this, we can say that it is a successful lesson because the students will be more

interested in their activities and also they will show interest in their classmates activities. Students will feel motivated when they share their interest with other students.
4.- Aims of the lesson Use prepositions of time correctly. Talk about the frequency they do their activities Students describe weekdays and weekend routines. Talk about interesting activities
47
5.- Personal aims I. To promote learner autonomy. II. Know the simple present form. III. The students will be able to use prepositions of time correctly. IV. To receive feedback on my teaching performance V. To share ideas with colleagues to promote best practice VI. The student will be able to interchange personal information about himself and other person talking about daily activities.
6.- 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. 5.- 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. 6.- 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. 7.- Lesson plan. Icebreaker Before lesson begins, ask students to look at a picture. - Ask what a routine is. - Share their ideas. Icebreaker Before lesson begins, ask students to look at a picture. - Ask what a routine is. - Share their ideas.
48
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 Explain the frequency adverbs and prepositions of time 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) Students walk around the classroom and ask each person to tell them two interesting things or unusual things they do each week The students have to ask and answer questions about their activities with all their classmates.
Act. 2
Act. 3
Act. 4
Act. 5

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 The students will write examples from some interesting or unusual activities to help them stimulate and increase their vocabulary.
Act. 6
49
ATTACHEMENTS
PREPOSITIONS OF TIME in 20th century in 2012 / in that year in summer in September in the morning / in the afternoon/ in the evening on on on at at at at at 4th March Saturday / on Monday morning Christmas Eve the weekend night 6 oclock Easter dinner
in
centuries years seasons months during parts of the day dates days special days weekends nighr time great annual festivals meals
on
at
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 oclock.
HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE 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. 9. We are going skiing ................. Easter.
50
10.
I dont like getting up early .................the morning.
11. We usually go to the pub ................. Saturday night. 12. 13. 14. 15.
Justin Bieber was born ................. 1994. He doesnt drive .................night. ................. winter we go to school by bus. They dont watch TV.................dinne

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HANDBOOK

WRITTEN BY: BLANCA ANA MARIA VALADEZ ALATORRE

TOPIC: SIMPLE PRESENT UNIT 2 LEVEL : ENGLISH I

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE Content

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

DESCRIPTION OF THE CLASS AND COURSE

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

LEARN AND PRACTICE

PRESENT THE GRAMMAR STRUCTURES

LEARNING SPOKEN AND WRITING LANGUAGE

PRODUCTION WITH ALL THE RESOURCES IN THE FOUR SKILLS

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE ATTACHMENT

WRITE THE VERB IN THE 3RD PERSON SINGULAR:

11. Sam's father 12. Your friend 13. She

(buy) in the supermarket on Mondays.

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

Present simple exercises at www.e-grammar.org for free.

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

2.LANGUAGE AND CULTURE

2. Aims of the lesson

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

Time (min s) 15 min

Group plenar Board y Paper Set of cards with countries/nationali ties

Pre-teach grammar: (comparin g cultures)

plenar Projector y computer

Verb to be grammati cal structure

--T. shows OH T/S read OH together

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

Grammar practice. Verb be affirmativ e form

s. practice grammar in a worksheet. s. practice grammar p. 6-7

Conclusio n: (Reflect on cultural difference s

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

COUNTRY Portugal Spain England France Germany Italy

NATIONALITY Portuguese Spanish English French German Italian

COUNTRY Austria Greece The USA Japan Brazil China

NATIONALITY Austrian Greek American Japanese Brazilian Chinese

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

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

3.LANGUAGE LEARNING PROCESSES

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

PRODUCTION OF SUPERLATIVE ADJECTIVES IN CONTEXT

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

biggest thinnest fattest

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

happiest angriest busiest

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

most generous most important most intelligent

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

fair fancy far fast

fairer fancier further/farther faster

fairest fanciest furthest/farthest fastest

HANDBOOK WRITEN BY : LAE BLANCA ANA MARIA VALADEZ ALATORRE

friendly full funny

friendlier fuller funnier

friendliest fullest funniest