Friday, July 14, 2017

PROJECTS



How To Write A Good Project

1 Plan!
What do you want to find out? Where can you find the information? What is your opening sentence? Will you use photos and pictures? Will you have a conclusion?
2 Search!
Find good internet sites. Compare information from different sites to make sure it is accurate. Also, use your local library, information bureaus, newspapers and magazines to get further material and pictures.
3 Communicate! 
Talk to family and friends about their experiences and knowledge of a particular topic. 
4 Variety!
Use a range of sources and websites in your own language and in English. 
5 No Copying and Pasting!
Rewrite the material you find in your own words so it sounds natural. If sites are in your native language, paraphrase what you have read in English. Do not use Google Translator!
5 Sources!
List and acknowledge your source material.
All projects can also be done as Webpages, Slide presentations or Blogs.

Let`s do it!
Choose one of the topics and make your project.

1.Heroes
Write a webpage about someone who is a hero to you or people in your country. Find out about their biographical information, what they did and describe why they are a hero. Use the questions and ideas below as a guide.
  • Personal info
    What was his/her name? What is his/her nationality? When was he/she born? What did his/her father/mother do? Was he/she married? Did he/she have any children? When did he/she die?
  • Profession
    What was his/her job?
    actor author poet musician politician soldier pilot sportsman/woman explorer scientist inventor
  • Achievements
    What is he/she famous for? What amazing thing did he/she do? Why do you admire him/her?
Plan your webpage:
  • Divide your page into different sections to look at their career and achievements.
  • Use photos and think of catchy titles.
  • Include descriptive words and phrases like: talented, amazing, beautiful, creative, intelligent, clever, brave, courageous, fearless, strong, fascinating, brilliant, a genius, ahead of his/her time.


2Life in the past
Write a project about life where you live 40 years ago. Find out differences between now and then. Research facts on the net, look at surveys, read books and interview older people you know. Use the questions below as a guide.
  • Families
    Were families bigger or smaller than today? Was there any divorce or separation? Did women work?
  • Accommodation and Work
    Did most people have a job? What kind of jobs were there? What were salaries like? Were houses different? If so, how? How many people owned their own home? How many people rented? Did most people have a job? What kind of jobs were there? What were salaries like?
  • Inventions
    Which invention(s) made life easier or better? Did people use computers?
  • Fashion Music & Film
    What was the fashion at the time? What were the favourite shops?
    What bands/performers were popular at the time? How did people listen to music?
    Which films/TV programmes/ actors were popular?
Plan your project
  • Divide your page into different sections: families, accommodation and work etc. and include photos of the fashions, the hairstyles, films and celebrities of the time
  • Draw a timeline for any new inventions showing when they happened.
  • Summarise the differences between now and then at the end.
  • Include comparative words like: good, bad, higher, lower, bigger, smaller, slower, better, worse.
3Holidays in my country
Write a project about the sort of holidays and destinations that are popular in your country. Find out about places people like to go. Research facts on the net, look at surveys and interview people you know. Use the ideas and questions below as a guide.
  • Popular holiday destinations
    Which towns are popular holiday destinations in your country? Which resorts are popular? Which are the most popular holiday destinations abroad? Why do people like these places? What is special about them? Look at Tourist Board brochures and publicity about your country. How is it shown?

  • What do people look for in a holiday destination?
    beautiful countryside lots of sports activities lots of interesting historic sites wonderful food great cafes and restaurants good museums and art galleries interesting shops and markets

  • What do people do on holiday?
    sightseeing visiting museums and castles swimming hiking sailing paragliding canoeing?

  • Where do people usually stay?
    in a hotel rent a cottage stay in your holiday home stay with family go camping.
Plan your project
  • After your interviews, write up your findings about holidays destinations in your country.
  • Divide your page into different sections and include photos of favourite holiday destinations and activities.
  • Find out interesting facts about the most popular seaside resorts and cities in your country on the net and include them in your project.
  • Include words and phrases like: easy to get to, out of the way, in the hills, good value for money, luxurious, seaside, mountain, beach, holiday village, on the coast, inland, swimming pool, sports facilities



Thursday, March 9, 2017

INTERESTING ARTICLES



INTERESTING ARTICLES







Muchos jóvenes no tienen idea de lo que el inglés puede hacer por sus vidas”

El profesor Rod Ellis, experto en lingüística de la Universidad de Auckland en Nueva Zelanda, habló con Semana Educación sobre por qué en Colombia ha sido tan difícil aprender inglés.
 El profesor Ellis sostiene que para hablar dos idiomas o más, se necesita disciplina y determinación más que todo. Foto: Youtube

Semana Educación
SEMANA EDUCACIÓN: ¿Por qué en Colombia no hablamos inglés? Rod Ellis: Bueno, eso no es del todo cierto. Algunas personas que me he cruzado durante mi estadía hablan inglés. Es obvio que mucha gente en la calle no lo habla, pero puedo decir que una gran cuota lo hace y muy bien. Lo que puede pasar es que Bogotá no es un gran destino turístico en el país y por eso la población no ha sentido la necesidad de aprenderlo. Por ejemplo, en la costa Caribe llegan más turistas internacionales y allí la necesidad de hablar inglés se siente. Estoy seguro de que es más fácil encontrar más personas que hablen inglés en la costa que en Bogotá.
S.E.: Sin embargo, hay personas en el país que consideran que no es importante hablar inglés, ¿Cree que es un problema de mentalidad o del Estado por no diseñar mejores sistemas de aprendizaje de esta lengua?R.E.: El inglés es la lengua global y le sirve a mucha gente que viaja por todo el mundo para comunicarse sin ningún problema, casi como una “lingua franca”. No tengo una clara imagen de lo que pasa en Colombia, si el problema es por la mentalidad de la población o del Estado que no ha diseñado una clara estrategia para diseñar un sistema eficiente en la enseñanza del inglés. Sin embargo, he notado que en el país la mayoría de inmigrantes que llegan vienen de países que hablan español. Por eso es notorio que desde la tradición no se sienta tanto la necesidad de hablarlo. Quienes vienen a vivir aquí se adaptan, para mí eso no es un problema, pero si uno es un cliente que llega a Colombia y sólo habla inglés tendrá serios inconvenientes para hacerse entender. 
S.E.: ¿Cuáles deben ser las estrategias para implementar el aprendizaje de una segunda lengua en Colombia? R.E.: Aprender bien otro idioma toma mucho tiempo. No es algo que se pueda hacer en un par de horas a la semana, se debe trabajar muy duro para llegar a ser una persona competente en el idioma que se desea aprender. De lo que tengo entendido, en las escuelas de educación media solo hay de tres a cuatrohoras por semana para aprender inglés. No creo que sea posible desarrollar un conocimiento de la lengua que sea fluido con tan solo un acceso de 6 horas a la semana, y mucho menos si no se dejan tareas. Aprender un idioma en el colegio no es como aprender las reglas en matemática; jamás bastará con saber las reglas gramaticales, hay que vivirlo. Para mí, la única manera para incrementar el nivel de inglés es con actividades que se desarrollen fuera del salón de clases.
S.E.: ¿Qué sugeriría usted para que en Colombia se hable más y mejor inglés? R.E.: Para poder aprender un idioma bien hay que estar constantemente expuesto a esa lengua, no bastan, como lo dije anteriormente, con 6 horas por semana en el colegio. Ver inglés como si se tratara de una materia más en el colegio hace que los jóvenes se gradúen sin confianza y sin habilidades para que puedan desenvolver de una manera adecuada lo que medianamente aprendieron. Lo que se necesita es que se desarrolle un programa con más tareas y actividades en casa para que los estudiantes estén más tiempo expuestos al inglés fuera del salón de clases. Y ciertamente hoy en día es muy fácil estar expuesto a este idioma gracias a la tecnología: hay un mayor acceso a internet, sitios web especializados, películas, libros y juegos de video para estar en contacto con el inglés. 
S.E.: Pero, ¿Cómo motivar a los colombianos para que estudien inglés?R.E.: Uno de los factores claves para aprender una lengua extranjera es la motivación. Si la gente aprende inglés con un propósito claro para su vida y mira hacia el futuro qué quiere lograr con este aprendizaje, claramente llegará a un buen dominio de la lengua gracias a esta motivación. Muchos jóvenes no tienen idea de lo que el inglés puede hacer por sus vidas, existen mayores posibilidades de conseguir un trabajo. Es cierto que el país podría beneficiarse económicamente si hay una mayor cantidad de personas que hablen inglés, pero si el individuo como tal no se empeña por su propia cuenta y no ve que este idioma puede traer consigo grandes beneficios, no se esforzará de verdad, he ahí la determinación de hablar una segunda lengua. El inglés será necesario para trabajar, para viajar y un sinfín de actividades, por eso es importante hablarlo, incluso si vas a Alemania o Francia, seguramente con el inglés te comunicarás sin ningún problema. 
S.E.: ¿Cómo fue su experiencia de profesor enseñando una segunda lengua y cómo aplicar su conocimiento en Colombia? R.E.: Bueno, Colombia y Nueva Zelanda tienen los mismos problemas cuando se habla de aprender un segundo idioma. Allá no es obligatorio aprender las lenguas que son minoría y en el currículo de los colegios no es obligatorio aprender una segunda lengua. Si hablas inglés tienes todo resuelto. Algo muy parecido pasa en Colombia, pues si hablas español puedes vivir cómodamente sin tener que aprender un segundo idioma. El tema con Nueva Zelanda es complicado porque la lengua oficial es el inglés y si un neozelandés viaja al exterior fácilmente encontrará alguien que hable su idioma porque el inglés es una lengua global. El segundo idioma en el país es el Maorí, muy pocas personas lo hablan, incluso quienes lo saben hablan muy poco, a pesar de que exista un canal de televisión que transmite completamente sus programas y noticias en Maorí. Lo fundamental con esas herramientas es motivar a los estudiantes para que se lancen a vivir una segunda lengua y vean los beneficios que esto puede llevar saber. Si en Colombia hicieran eso y el esfuerzo y determinación por parte de la población aumentara, las cifras de bilingüismo serían más altas. 
PARA EL DEBATE ¿Cree que saber inglés en Colombia es un factor determinante de oportunidades? Deje sus comentarios en nuestro Twitter @SemanaEd y @apalpati.



Wednesday, March 1, 2017

FOR TEACHERS!







Here we can share different tools to help us teaching in a creative and attractive way.


  • This ELT lesson plan is designed around a short film titled Alike by Pepe School Land. In the lesson students practise using alike, adjectives to describe character and routines, watch a short film, predict how the film will end and speak about the film.
http://film-english.com/2017/02/27/alike/

Teaching for Success: Lessons and Teaching Look at lessons, courses and resources with this continuing professional development course for English language teachers.

https://www.futurelearn.com/courses/english-language-teaching?utm_source=BC_TE_Facebook&utm_medium=Social&utm_campaign=TfS2_Mar17


Keeping your students motivated to learn is one of the biggest challenges any teacher faces.


There’s nothing worse than going into a class full of people who don’t really want to be there. As an EFL teacher most of us have the chance to work with a variety of age groups. Adults are usually in your classroom because they have made the choice to be there and in most cases they have made a financial commitment towards their learning and they know exactly what they want to achieve by improving their language skills.
However, children and teenagers often haven’t made their own decision to attend the English class and they are obliged either by their parents or school to do so. It is sometimes appropriate for teachers to take an active role in trying to improve the motivation levels of a group. A highly motivated group of students is generally a lot easier and more fun to teach. Obviously there’s only so much you can do, but most teachers have come across de-motivated students at some time in their careers and it’s often worth addressing the problem when you recognise it before it escalates further. Don’t however feel personally responsible for a student’s lack of motivation. There are often many factors that contribute towards a lack of motivation and these should be taken into account. Here are some ideas that I’ve put together which may go some way towards increasing motivation levels in a group or at least addressing the problems and bringing them out into the open.
Star charts and effort charts
Star charts are a simple way to acknowledge the effort students make in your class. If your students are too grown up to get stars think up another point system. Draw up a chart with all the students’ names down one side and at the end of each class mark a smiley face or an A, B, C or D for effort. Introduce the idea at the beginning of the class and explain your marking system. Try to get the students to endorse the idea of the chart before you implement it. You could work with the group to decide how they would like their effort to be recorded. When they get used to the idea of this sort of evaluation you can ask the students to rate themselves on their performance in the class.
Set goals
Try to negotiate some realistic goals with the group. What do they want to be able to do in English by the end of the course? Find out, and think of ways of achieving those goals together. Achieving the goals will take effort on both parts, it’s not only up to you; so be sure they accept their part of the bargain and take some responsibility for their own learning goals.
 Progress markers
All language learners know that there are times when you seem to be getting nowhere and making no progress. You reach a plateau and there seems to be no way to get better. If this is the case for some of your students take a snap shot of where the learners are. By this I mean gather some evidence of their level by keeping a piece of their written work, recording them on tape or keeping the results of a test. Then set a date in the future (end of term or Easter holidays) and tell them they will redo the piece of work at the future date. When they have done this, give them back the old piece of work and look for evidence of improvement. Did they make less mistakes or use a bigger range of vocabulary the second time? Usually this helps students to ‘see’ their improvement in a more tangible way.
 Questionnaires
How do your students feel about learning English? How do they feel about it becoming an ‘international language’? Some students resent the widespread use of English and can even see it as a threat to their mother tongue. Designing a questionnaire about the student’s attitudes towards English may be a nice way to bring their feelings out into the open.
 Feedback sheets
Asking for feedback on your classes can be a daunting thought! You leave yourself open to both positive and negative comments. However, it is one way to show that you are thinking about your learners. Simple questions such as which activities they enjoy and feel they benefit most from will help you to plan the classes and select activities for each group. Remember that you will never please all your students all the time!
Personalise
Find out what your students are into and base your lesson around their interests. If you discover that a few members of the class like a certain group or singer you could ask them to bring in the CD and make an activity out of the lyrics. Or if there are several members who support the same football team you could get some information from the internet or some pictures of the team and base an activity around that.
Personalising classes is also about giving the students to find out about you. Obviously it’s up to you to decide how much you want to give away but you will be a lot more interesting to the class than the photo of Billy in their text book! If you haven’t already, bring in some photos of friends and family from home to show them. Most students will be fascinated.
Look outside the classroom
Encourage your students to look at how English is used outside the classroom and exploit any examples you can find. The internet is an obvious source of authentic English, but also advertising, tourist information, menus, original version films etc. This should remind students that learning English can be useful in all sorts of areas of their lives. If you have any students who have travelled to an English speaking country use their experiences with the group.
 Think to the future
Do your students think they will ever need to use English in the future? Will they have more job opportunities with a higher level of English? If it is the case that some of your students may answer yes to these questions it may be worth while reminding students of this. Find some local job advertisements where English is required. You could base a lesson around jobs and offer help with writing CVs. For some of the students this may make students think of English as more than just another subject and more as a tool to help them achieve their future goals.
These are just a few ideas of how to keep motivation levels up. 
WHY TEACHERS ARE SO TIRED? 
http://teacherhabits.com/why-teachers-are-so-tired-and-what-to-do-about-it/




















Friday, February 10, 2017

TO PRACTICE


Practice the studied topics in class


 GRAMMAR PRACTICE 


  • Dictation 1
  • Dictation 2
  • Listening practice present simple
  • PET listening.
  • Listening: spending time
  • Listen and complete
  • a small talk - Listening
READING

WRITING

Wednesday, January 25, 2017

LET'S SING AND LEARN




LET´S SING!


TOOLS FOR SELF LEARNING







TOOLS FOR SELF LEARNING





HERRAMIENTAS DE APRENDIZAJE AUTÓNOMO 


En los siguientes enlaces encontrarás algunos cursos y/o tutoriales para reforzar o profundizar tu proceso de aprendizaje de la lengua.
  • Lecciones de Inglés Básico: En esta plataforma encontrarás un listado de 30 lecciones con las bases de gramática y vocabulario necesarias para alcanzar el nivel mínimo requerido para ingresar a la educación media. http://www.saberingles.com.ar/curso/index.html
  • Videos para diferentes niveles Esta página cuenta con vídeos donde los profesores nativos abordan contenidos prácticos sobre vocabulario, pronunciación y frases utilizadas frecuentemente según diferentes contextos. http://www.engvid.com/

Saturday, November 19, 2011

DUOLINGO







DUOLINGO FOR SCHOOLS.

DUOLINGO es una plataforma que fortalece el aprendizaje del idioma inglés, esta puede ser utilizada fuera del aula, a través de ella, podrás reforzar las habilidades que necesitas para complementar el trabajo que haces dentro del aula. 

En los siguientes enlaces encontrarás instrucciones detalladas para iniciar tu trabajo con DUOLINGO. Tu profesor podrá orientarte si encuentras dificultades o dudas en los ejercicios que realices en esta  plataforma; además, tu profesor seguirá tu progreso a través del correo con el que lo compartirás.

Si ya estás en DUOLINGO,  ingresa a configuración y dale compartir progreso, a continuación ingresa el correo: rochygteacher@hotmail.com. 
Para iniciar,ingresa al siguiente enlace, lee atentamente las instrucciones y toma nota del correo de tu profesor, con el cual compartirás tu progreso en DUOLINGO. Selecciona el curso: "LET´S LEARN MORE ENGLISH"





















TO PRACTICE