.

- CREAR TABLAS DE CONCEPTOS


En esta sesión en lugar de aprender algo nuevo, utilizaremos los conocimientos ya adquiridos en sesiones anteriores para crear una tabla con informción sobre un tema en nuestra wiki para que veamos que las tablas no sólo las podemos utilizar para crear una tabla de contenidos y hacer enlaces a otras páginas, sino que también podemos crear una tabla que distribuya información que ayuden a los alumnos en su estudio del idioma.

En esta ocasión os mostraré posible tablas de información, y el objetivo de esta semana es que creeis al menos una y que cuando vayais desarrollando vuestra wiki tengais esta idea en mente para que vayais añadiendo más.


EJEMPLO 1:

1. one
11. eleven



100. a hundred / one hundred
1.000. a thousand / one thousand

1.000.000. a million /one million

2. two
12. twelve

20. twenty

200. two hundred
2.000. two thousand

1.000.000.000.000. a billion / one billion

3. three
13. thirteen

30. thirty

300. three hundred
3.000. three thousand



4. four
14. fourteen

40. forty

400. four hundred
4.000. four thousand



5. five
15. fifteen

50. fifty

500. five hundred
5.000. five thousand



6. six
16. sixteen

60. sixty

600. six hundred
6.000. six thousand



7. seven
17. seventeen

70. seventy

700. seven hundred
7.000. seven thousand



8. eight
18. eighteen

80. eighty

800. eight hundred
8.000. eight thousand



9. nine
19. nineteen

90. ninety

900. nine hundred
9.000. nine thousand



10. ten








Obsevad, en inglés, por ejemplo no sólo podemos escribir una tabla desarrollando la idea de cómo se escriben los número en inglés, sino que por colores podemos destacar esos cambios que sabemos que los alumnos deben aprender (nótensen los colores morado y azul) o bien los aspectos ortográficos que sabemos que les suelen costar mucho y que suelen equivocarse al escribir (véanse las letras resaltadas en negrita).


EJEMPLO 2:

A /ei/
B /bi:/
C /si:/
D /di:/
E /i:/
F /ef/
G /dʒi:/
H /eitʃ/
I /ai/
J /dʒei/
K /kei/
L /el/
M /em/
N /en/
O /əʊ/
P /pi:/
Q /kiu:/

R /a:(r)/
S /es/
T /ti:/
U /iu:/
V /vi:/
W /ˈdʌbəl iu:/
X /eks/
Y /uai/
Z /zed/
Podemos escribir palabras y su fonética, en este caso estamos viendo el alfabeto en inglés y su pronunciación. Los que trabajamos con el libro de texto sabemos que en el libro no viene una tabla donde resuma la fónética, pero sí podemos dársela a los alumnos nosotros mismos desde nuestra wiki y que la puedan repasar en casa.


EJEMPLO 3:

POSSESSIVE ADJECTIVES:
I
my (My dog. / My dogs.)
you
your (Your pencil. / Your pencils.)
he
his (His car. / His cars.)
she
her (Her cat. / Her cats.)
it
its (Its toy. / Its toys.)
we
our (Our book. / Our books.)
you
your (Your notebook. / Your notebooks.)
they
their (Their dictionary. / Their dictionaries.)

Podemos hacer una comparativa de los "pronouns" y los "possessive adjectives" en una sola tabla y añadir un posible ejemplo de cada uno. Esta idea, al igual que el ejemplo 2, no vienen en el libro y a los alumnos les resulta muy útil.


EJEMPLO 4:



3rd person singular:

plurals:
normal rule
-s
play - plays
live - lives
walk - walks

key - keys
car - cars
book - books
vowel, ch, sh, x, s
-es
go - goes
teach - teaches
wash - washes
fix - fixes
pass - passes

potato - potatoes
watch - watches
dish - dishes
box - boxes
kiss - kisses
consonant -y
-ies
study - studies

country - countries

Podemos presentar una tabla que compare conceptos que los estudiantes suelen confundir mucho pensando que son diferentes cuando no lo son, como por ejemplo el añadir una "-s" a una tercera persona del singular y a un sustantivo plural.


EJEMPLO 5:

Activity: Describe each person using this chart:

Famous Person 1
Famous Person 2
Famous Person 3
Nationality
American


body
tall, very strong, handsome


hair colour
black


age
about 50


Famous for ...?
Actor and Governator


family
married / children



Podeis crear actividades para que los alumnos las preparen en casa y luego en clase las podeis practicar o corregir directamente. La actividad de este ejemplo trata de que el alumno describa a una persona famosa hablando de su nacionalidad, cuerpo, color del pelo, edad, motivo por el que es famoso y su familia. Bajo "Famous Person 1" se les da el ejemplo y luego ellos tendrán que formar frases con "Famous Person 2" y "Famous Person 3".


EJEMPLO 6:

When did they celebrate the Tomatina in Spain last year?
in August.

in 2012.

in the morning.

in the afternoon.

in the evening.

in the summer.



on Wednesday.

on Wednesday morning.

on Wednesday in August 2012.

on the last Wednesday in August.

on 29th August. (on the 29th of August)



at night

at 11 o'clock in the morning.

at midday.

at midnight.

Cuando una pregunta admita posible diferentes respuestas y sabemos que a los alumnos les cuesta manejar sus diferencias, podemos crear una tabla donde se las mostremos para que las vean claras.


EJEMPLO 7:

Lyrics:
Anything you can do,
I can do better.
I can do anything
Better than you.

No, you can't.
Yes, I can. No, you can't.
Yes, I can. No, you can't.
Yes, I can,
Yes, I can!

Anything you can be
I can be greater.
Sooner or later,
I'm greater than you.

No, you're not. Yes, I am.
No, you're not. Yes, I am.
No, you're NOT!. Yes, I am.
Yes, I am!

I can shoot a partridge
With a single cartridge.
I can get a sparrow
With a bow and arrow.
I can live on bread and cheese.
And only on that?
Yes.
So can a rat!
Any note you can reach
I can go higher.
I can sing anything
Higher than you.
No, you can't. (High)
Yes, I can. (Higher) No, you can't. (Higher)
Yes, I can. (Higher) No, you can't. (Higher)
Yes, I can. (Higher) No, you can't. (Higher)
Yes, I can. (Higher) No, you can't. (Higher)
Yes, I CAN! (Highest)
Anything you can buy
I can buy cheaper.
I can buy anything
Cheaper than you.

Fifty cents?
Forty cents! Thirty cents?
Twenty cents! No, you can't!
Yes, I can,
Yes, I can!
Anything you can say
I can say softer.
I can say anything
Softer than you.
No, you can't. (Softly)
Yes, I can. (Softer) No, you can't. (Softer)
Yes, I can. (Softer) No, you can't. (Softer)
Yes, I can. (Softer)
YES, I CAN! (Full volume)
I can drink my liquor
Faster than a flicker.
I can drink it quicker
And get even sicker!
I can open any safe.
Without bein' caught?
Sure.
That's what I thought--
you crook!
Any note you can hold
I can hold longer.
I can hold any note
Longer than you.

No, you can't.
Yes, I can No, you can't.
Yes, I can No, you can't.
Yes, I can
Yes, I-I-I-I-I-I-I-I-I
No, you C-A-A-A-A-A-A-A-A-A-A-A-A-N'T--
CA-A-A-A-N! (Cough, cough!)
Yes, you ca-a-a-an!
Anything you can wear
I can wear better.
In what you wear
I'd look better than you.
In my coat?
In your vest! In my shoes?
In your hat! No, you can't!
Yes, I can
Yes, I CAN!
Anything you say
I can say faster.
I can say anything
Faster than you.
No, you can't. (Fast)
Yes, I can. (Faster) No, you can't. (Faster)
Yes, I can. (Faster) Noyoucan't. (Faster)
YesIcan! (Fastest)
I can jump a hurdle.
I can wear a girdle.
I can knit a sweater.
I can fill it better!
I can do most anything!
Can you bake a pie? No.
Neither can I.
Anything you can sing
I can sing sweeter.
I can sing anything
Sweeter than you.
No, you can't. (Sweetly)
Yes, I can. (Sweeter) No, you can't. (Sweeter)
Yes, I can. (Sweeter) No, you can't. (Sweeter)
Yes, I can. (Sweeter) No, you can't, can't, can't (sweeter)
Yes, I can, can, can (Sugary)

Yes, I can! No, you can't!

Si queremos publicar la letra de una canción que es muy larga y no queremos utilizar el típico "bis", una posibilidad es exponerla en una tabla.


EJEMPLO 8:

subject pronouns
object pronouns
I
me
You
you
He
him (masculine)
She
her (feminine)
It
it (thing)
We
us
You
you
They
them (people and things)
·they go before the verb
(Subject), e.g. He likes swimming.
· they go after the verb,e.g. He loves her.
NOT He loves she.
· use them after prepositions (with, to, from, etc.)
e.g. Listen to me! I'm in love with her.
NOT I'm in love with she.

Se puede no sólo comparar dos aspectos gramaticales que les resulta confusos, sino que también se puede añadir al final de la tabla ejemplos que aclaren su uso. Esta tabla la podemos utilizar durante la clase para explicarles estos conceptos, y también la usarán ellos en casa para repasar lo que han aprendido.


EJEMPLO 9:

Vocabulary bank:
shirt
trousers (Br)/ pants (USA)
uniform
dress
ring
wallet *
pyjamas (Br) / pajamas (USA)
undershirt *
T-shirt
(blue) jeans
suit
(evening) gown *
earrings
purse / bag *
nightgown *
tank top *
polo / sport shirt *
shorts
vest *

necklace
umbrella
bathrobe *
pants (Br) / underpants (USA) *
blouse
skirt
tuxedo *

bracelet
gloves
slippers *
panties *
sweater

tracksuit*

watch
mittens
tights / pantyhose *
bra *
cardigan *



belt
hat
stockings *

jacket



socks *
cup


coat



shoes
tie


raincoat



(high) heels *
scarf *






sneakers *
ear muffs *






tennis shoes *







sandals*







boots



  • *polo = polo; *cardigan = rebeca; *vest = chaleco; *tuxedo = esmoquin; *tracksuit = chandal; * evening gown = vestido de fiesta, de baile; *gown = bata; *socks = calcetines; *high heels = zapatos de tacón alto / *heels = zapatos de tacón; *sneakers = zapatos de estilo deportivo; *tennis shoes = zapatillas de deporte; *sandals = sandalias; *wallet = billetera; *purse/bag = bolso; *scarf = bufanda; *ear muffs = orejeras; *nightgown = camisón; *bathrobe = albornoz; *slippers = zapatillas de casa; *tights/pantyhose = medias hasta la cintura; *stockings = medias a media pierna; *undershirt = camiseta interior; *tank top = camiseta de tirantes, sin mangas; *pants / underpants = calzoncillos; *panties = bragas; *bra = sujetador;


Podemos presentarles el vocabulario de la unidad y si queremos podemos darles la traducción fuera o dentro de la tabla. Esto nos puede ahorrar mucho el uso de las fotocopias para darles vocabulario extra.



EJEMPLO 10:

SHOP ASSISTANT
CUSTOMER
May I help you ma'am?
Yes, I'm looking for a jacket.
Oh, certainly. What kind were you thinking of?
I'm not sure. Maybe a leather one?
Oh, I see. This one is very nice.
Oh, yes. It really is gorgeous.
How much is it?
Nine ninety-nine.
Only nine dollars and ninety-nine cents?
No, nine hundred and ninety-nine dollars, ma'am.
Oh, I see.

Podemos darles un ejemplo de diálogo para que lo imiten en clase o en casa.



EJEMPLO 11:

1. voiced ending (all the rest
not included in 2. or 3.) + -ed = /d/

2. unvoiced ending (/k/, /p/, /f/,
/s/, /ʃ/, /tʃ/) + -ed = /t/

3. /d/ or /t/ ending + -ed /ɪd/










(/v/) arrive
arrived

/k/ - book
/k/ - ask
/k/ - bake
booked
asked
baked

/d/ - need
/d/ - attend
/d/ - decide
needed
attended
decided

(/ʒ/) change
changed

/p/ - drop
/p/ - hope
/p/ - escape
dropped
hoped
escaped

/t/ - want
/t/ - arrest
wanted
arrested

(/ʊ/) - show
showed

/f/ - laugh
laughed







/s/ - pass
passed







/ʃ/ - wash
washed







// - watch
watched




Se puede hacer un cuadro comparativo sobre cuál es la pronunciación del pasado regular en inglés jugando con la cursiva y el color.



EJEMPLO 12:

DO / DOES

DO / DOES
TO BE

TO HAVE GOT

TO HAVE

TO WATCH
I am a student.

I have got a house.

I have a house.

I watch TV.
You are a student.

You have got a house.

You have a house

You watch TV.
He is a student.

He has got a house.

He has a house.

He watches TV.
She is a student.

She has got a house.

She has a house.

She watches TV.
It is a cat.

It has got a house.

It has a house.

It watches TV.
We are students.

We have got a house.

We have a house.

We watch TV.
You are students.

You have got a house.

You have a house.

You watch TV.
They are students.

They have got a house.

They have a house.

They watch TV.







I'm not a student.

I haven't got a house.

I don't have a house.

I don't watch TV.
You aren't a student.

You haven't got a house.

You don't have a house.

You don't watch TV.
He isn't a student.

He hasn't got a house.

He doesn't have a house.

He doesn't watch TV.
She isn't a student.

She hasn't got a house.

She doesn't have a house.

She doesn't watch TV.
It isn't a cat.

It hasn't got a house.

It doesn't have a house.

It doesn't watch TV.
We aren't students.

We haven't got a house.

We don't have a house.

We don't watch TV.
You aren't students.

You haven't got a house.

You don't have a house.

You don't watch TV.
They aren't students.

They haven't got a house.

They don't have a house.

They don't watch TV.







Am I a student?

Have I got a house?

Do I have a house?

Do I watch TV?
Are you a student?

Have you got a house?

Do you have a house?

Do I watch TV?
Is he a student?

Has he got a house?

Does he have a house?

Does he watch TV?
Is she a student?

Has she got a house?

Does she have a house?

Does she watch TV?
Is it a student?

Has it got a house?

Does it have a house?

Does it watch TV?
Are we students?

Have we got a house?

Do we have a house?

Do we watch TV?
Are you students?

Have you got a house?

Do you have a house?

Do you watch TV?
Are they students?

Have they got a house?

Do they have a house?

Do they watch TV?







Yes, I am. / No, I'm not.

Yes, I have. / No, I haven't.

Yes, I do. / No, I don't.
Yes, you are. / No, you aren't.

Yes, you have. / No, you haven't.

Yes, you do. / No, you don't.
Yes, he is. / No, he isn't.

Yes, he has. / No, he hasn't.

Yes, he does. / No he doesn't.
Yes, she is. / No, she isn't.

Yes, she has. / No, she hasn't.

Yes, she does. / No she doesn't.
Yes, it is. / No, it isn't.

Yes, it has. / No, it hasn't.

Yes, it does. / No it doesn't.
Yes, we are. / No, we aren't.

Yes, we have. / No, we haven't.

Yes, we do. / No, we don't.
Yes, you are. / No, you aren't.

Yes, you have. / No, you haven't.

Yes, you do. / No, you don't.
Yes, they are. / No, they aren't.

Yes, they have. / No, they haven't.

Yes, they do. / No, they don't.

Se puede hacer un cuadro comparativo, mucho más grande, de cuáles son los verbos que usan auxiliar y cuáles no. Podemos destacar las diferencias también usado colores y la negrita.



EJEMPLO 13:

Quantifiers:

Answers to questions:
Sentences:


+ +
A lot.
A lot of ... /
Lots of ... (colloquial)
There is a lot of sugar in the kitchen.
There are a lot of biscuits in the kitchen.
There is lots of sugar in the kitchen. (colloquial)
There are lots of biscuits in the kitchen. (colloquial)
· for big quantities.
+
Quite a lot.
Quite a lot of ...
There is quite a lot of sugar in the kitchen.
There are quite a lot of biscuits in the kitchen.

-
Not much. (uncountable)/
Not many. (countable)
Not much ... / Not many ...
There isn't much sugar in the kitchen.
There aren't many biscuits in the kitchen.
· in negative sentences and questions.
· many is also sometimes used in + sentences
in formal English (e.g. Many people live in houses
in the UK), but much.
-- (0)
None.
not any ...
There isn't any sugar in the kitchen.
There aren't any biscuits in the kitchen.


El concepto de los "quantifiers" le suele costar mucho a los alumnos. Es muy práctico crear una tabla donde en la primera columna vean la gradación de ++ a --, en la segunda columna pueden ver ejemplos de cómo se usan para responder, en la tercera de cómo se usan para hacer frases, en la cuarta pueden ver ejemplos y en la quinta pueden ver la regla gramatical.
Así pues, una tabla puede reunir en un solo vistazo diferentes partes de un mismo concepto.




- OBJETIVO DE LA SEMANA:


En esta semana trataremos de crear en nuestra wiki tablas que estén relacionadas con los conceptos de la unidad que estamos trabajando.


.