Contents Standards

Every teacher most be aware of the level in which they supposed to teach, in order to help their students to reach their goals, the main goal of students is to develop the oral community skill, important to be successful.


Through the content standards, both, students and teachers have the opportunity to know in which level they are what they will be able to do at the end of their learning, describing in details their knowledge and skills acquired.


Three main purpose of the standards:


1. Planning instructions to guide students in their learning


2. Describing for teachers students progression from one level of instructions to another


3. Reporting students achievement for accountability and funding requirements


When planning our lessons based on standards, we can analyze those standards in order to find a direction for planning and choosing materials as well as the indicators indicator for students’ progress.


Then the use of content standards in adults may professionalize the teaching and a common language to talk about what they are doing, as well as a guide to institutions or administrator for what they have to guarantee to their students according to their policies.

RESOURCES AND MATERIALS FOR TEACHING ENGLISH TO ADOLESCENTS AND ADULTS

GROUP

DEIVIS ARMANDO DIAZ SUAREZ

JORGE LUIS LAMBRAÑO

ISSI ANTONIA HAWKINS

EDUAR DE JESUS ALEMAN

TUTOR

CLAUDIA YULIANA RAMIREZ

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

LICENCIATURA EN INGLES COMO LENGUA EXTRANJERA

GROUP 14

2015

RESOURCE FOR TEACHING PAST SIMPLE TO TEENAGERS

Students at this stage have a general knowledge of the structures and rules of the past simple.

Teacher can use this resource to strengthening listening skill and revising past simple in context.

First students listening the audio two times: http://dl.dropbox.com/u/40568792/LISTENINGS/33%20Track%2033.mp3

Teacher goes over some unfamiliar vocabulary

Students receive their workshop

I Part. Multiple Choice.

1. When did Maggie fly to Puerto Rico?

a) July 23^th            b) August 4^th                   c) July 22^nd

2. Who was worried on the plane?

a) Maggie               b) Pablo                          c) his friend

3. When did Maggie meet her host family?

a) July 23^th            b) August 4^th                   c) July 22^nd

4. What language did Pablo and Sonia speak?

a) English               b) Puerto Rican                c) Spanish

5. Maggie felt _____________ because she didn’t understand them.

a) excited              b) frustrated                  c) exhausted

6. On August 4^th Maggie __________________.

a)    wrote on her diary                                   c) flew back home

b)   wasn’t exhausted

Instructions: Maggie kept a diary of her trip.  Listen,then, choose the correct alternative

Reference

Islcollective.(2012). Retrieved November 5, from : https://en.islcollective.com/resources/printables/worksheets_doc_docx/listening_simple_past_exercise/past-simple-simple/25094

EXTRA RESOURCES FOR TEACHING PAST SIMPLE TO ADULTS.

1)                THE SIMPLE PAST TENSE

Read the fallowing passage and try to see how the verbs are formed and used.

Wolfgang Amadeus Mozart was an Austrian musician and composer. He lived from 1756 to 1791. He started composing at the age of five years old and wrote more than 600 pieces of music. He was only 35 years old when he died.

Ø  The verbs "was, lived, started, wrote, died" are in the simple past tense.

Regular verbs:

 The verbs "lived, started, died" are regular past forms.

Examples

The infinitive	The simple past
live	lived
start	started
die	died
visit	visited
play	played
watch	watched
phone	phoned
marry	married

The rules of the simple past tense forms:

1. Regular verbs ending in a silent e take /-d/ in the simple past and past participle:
   Example:
   close=closed
2. Regular verbs ending in a vowel + y take /-ed/ in the simple past and past participle:
   Example:
   play=played
3. Regular verbs ending in a consonant + y take /-ied/ in the simple past and past participle (the y becomes an i followed by /-ed/)
   Example:
   marry=married
4. All the other regular vebs take /-ed/ in the simple past and past participle.
   Example:
   visit=visited.

2) GRAMMAR EXERCISES - SIMPLE PAST TENSE.

Put the verbs into the simple past:

1. Last year I (go)  to England on holiday.
2. It (be)  fantastic.
3. I (visit)  lots of interesting places. I (be)  with two friends of mine.
4. In the mornings we (walk)  in the streets of London.
5. In the evenings we (go)  to pubs.
6. The weather (be)  strangely fine.
7. It (not / rain)  a lot.
8. But we (see)  some beautiful rainbows.
9. Where (spend / you)  your last holiday?

Write the past forms of the irregular verbs.

INFINITIVE	SIMPLE PAST
DRIVE
SPEAK
PUT
WRITE
SING
DO
SIT
STAND
RUN
MEET

Put the sentences into simple past.

1.    We move to a new house. → 

2.    They bring a sandwich. → 

3.    He doesn't do the homework. → 

4.    They sell cars. → 

5.    Does he visit his friends? → 

Write sentences in simple past.

1. Janet / miss / the bus → 
2. she / tidy / her room → 
3. Nancy / watch / not / television→ 

4.    she / read / a book → 

RESOURCES FOR TEACHING THE SIMPLE PAST TO TEENAGERS

1. LET ME TELL YOU ABOUT THE TIME . . .

Materials: Board

Dynamic: Whole class

Time: 30 minutes

Procedure:

1. Write a list of descriptive adjectives on the board.

Examples: shocking, embarrassing, funny, crazy, wonderful,

ridiculous, terrible

2. Each student chooses an adjective and writes two to four brief

sentences to describe an experience he/she had that illustrates the

adjectives chosen. (You might give a real or fictitious example of

your own.) Tell the class that you will read their stories aloud, so

they should not get too personal unless they are prepared for

everyone to know. Students should not sign their papers.

Examples:

I had a terrible evening. I ran out of gas and walked in the

dark to a gas station, but it was closed. I had to wait for

someone to pass by and help me.

The most embarrassing thing I did was to talk about the

teacher when she was standing behind me!

A crazy thing I did was to go swimming, naked, in my

neighbor’s pool.

3. Collect the papers and read them aloud. The students (other than

the author) should guess who wrote which experiences.

2. TELL THE STORY

Materials: Short video

Dynamic: Small groups

Time: 45 minutes

Procedure:

1. Choose a video of no more than 30 minutes. You might use a

children’s story (such as Where the Wild Things Are), a short video

(such as The Red Balloon), or an excerpt from a longer video as

long as the scene is self-contained, that is, tells a story itself. Tell

the class to pay close attention to the story.

2. After the class watches the video, put them into small groups of no

more than four. You can list difficult vocabulary on the board or

give them a handout. Or you may want to circulate and answer

questions about vocabulary as they arise.

3. The students discuss the video they watched and retell the story

in writing. Each group chooses one recorder, but all group

members check over their finished draft.

Variation:

Copy a child’s picture book. Delete any words on the pages. Put the

students into small groups and give one copy of the pictures to each

group. Have them write the “text” to correspond to the pictures.

Fun with Grammar by Suzanne Woodward

http://www.azargrammar.com/materials/FWG_TOC.html

Selecting and Developing Teaching/Learning Materials

Language instruction has five important components--students, a teacher, materials, teaching methods, and evaluation.

Materials are very important in language instructions not only because they teach students to learn, but also because they may be suitable for students needs, they should be resource books for ideas and activities for instruction/learning.
In some cases books determine the components and methods of learning, and in many cases teachers and students rely heavily on textbooks, the way the textbook presents materials is the way student learn it.
Experienced teachers can teach English without a textbook but it's complicated if theyr are too busy because this requires enough time to make supplementary materials and select all the lessons and procedures by themselves.

The teacher have to provide, make and choose materials for students following the curriculum, materials include textbooks, video and audio tapes, computer software, and visual aids. It's very important for teachers to know how to choose the best material for instruction, how to make supplementary materials for the class and how to adapt materials.

CHARACTERISTICS OF MATERIALS

Materials have an underlying instructional philosophy, approach, method, and content, including both linguistic and cultural information.

LANGUAGE

English textbooks should have correct, natural, recent, and standard English. This is very important because students need that books have a vocabulary that may be familiar to them.

INFORMATION ON CULTURE

it is important that books provide cultural information and images that students can relate with that information, so learning will be meaningful.

FROM LEARNERS' VIEWPOINTS

Content English textbooks should be useful, meaningful and interesting for students.