See you Next Year!

Our best wishes to you.

HAPPY NEW YEAR!!!! :)

TASKS, EXERCISES AND ACTIVITIES

TASK

Write your curriculum vitae.

Now, imagine you’re applying for one of these 

jobs. Your partner is applying for the other. 

(Students have two job advertisements)

Compare your partner with other applications for 

the job. Who is the best candidate?

LANGUAGE EXERCISE

Write the past tense form of these verbs: go, is, are, 
do, have, work, study, buy, pick, make, put, read.

Now think of four things you did yesterday. Write 
sentences in the blanks.
First I got up and Then…, Next, …Finally...

COMMUNICATIVE ACTIVITY

Write three hobbies or activities you like / like 
doing.

1. ___      2. ____ 3. ______

Ask each person in your group what they like / like 
doing. Decide on a suitable gift for each person.

Characteristics of activities and tasks 

WRITING CORRECTION CODES

Hello again, In class we have seen different writing correction codes.
Look at the following board:

SYMBOL	KIND OF ERROR		EXAMPLE		CORRECT SENTENCE
Sp	Spelling mistake		My freind is here.		My friend is here.
W.O	Word order		I like very much music.		I like music very much.
Gr	Grammar		You’re gooder than me at maths. She talked to he in the pub.		You’re better than me at maths. She talked to him in the pub.
A	Article ( a, the)		I like the cheese.            A		I like cheese.
Prep	Preposition		Don’t laugh of me.                     Prep.		Don’t laugh at me.
L.W	Linking Word		There was no bus, although she walked home.		There was no bus, so she walked home.
W.F	Word form		She Works slow.                     The exercise is bored.		She Works slowly. The exercise is boring.
T	Wrong tense		Last week I’ve been to Madrid.		Last week I was to Madrid.
( )	Word not needed. Delete		I’m going (to) shopping.		I’m going shopping.
P	Wrong punctuation		She said yes thank you.		She said: “Yes, thank you”.
!!!	Very serious mistake		I is angry. I have 21 years old.		I am angry. I’m 21 years old.
[     ] s    s	Sentence is too long.
-----} -----}	Alternative word or expression		I go {home         to my house} after school.		Both sentences are correct.
M		Missing word		As our plane flew over the mountains __ saw snow.
RW		Try re-writing		Our vehicle flies, we snow find, over mountains you saw it.

Learning to Learn

Hi again! We have decided to do an scheme that summarize the main ideas of this concept.

READING STRATEGIES 

“Thinking about how you read”

Before Reading

During Reading
 

- Cross-check

-    Reread

-       Predict and Confirm

-       Skip, Read On, and Go Back

-      Connect Background Knowledge to the Information in the Text

-      Think about Explicit and Implicit Information

-      Stop and Review

After Reading

Why use strategies?

Good readers have developed good habits when they read. They call these habits strategies. 

Strategies help you learn HOW to understand. If you know HOW to understand, then you are more likely TO understand.

Moreover strategies help you realize HOW you are thinking so that you can think more deeply and more consciously.

There are seven reading strategies:

-  Make connections.

§  Text to self (similar events in your life)

§   Text to text (books, movies, T.V., etc.)

§  Text to life (real world events)

CONNECT yourself to the text! Go passed the OBVIOUS!

-  Ask Questions.

What do you get?

What other questions do you have?

What do you wonder about as you read?

Why ask questions?

§  Asking questions helps keep you focused on the text.

§   If you run into problems, things you just don’t understand, then you can check yourself with a question.

-  Determine Importance.

Why is important?

Determine importance is important because you have to decide what is important, you don’t have to remember everything. You can prioritize the information you need in order to understand.

 

- Think about what a teacher might ask on a test.

- Think about what the author hints might be important later on.

-  Infer and Predict.

Good readers are like detectives.

They use clues to determine what is happening in a story. This is called INFERENCE! 

KNOWLEDGE + TEXT = INFERENCE

- Visualize.

It is important visualize. If you don’t picture the events of the story, you will get bored.    

- Synthesize

What is the meaning of what you are reading?

-   Use Fix up Strategies

           Reread                                          Underline

                                                                                  

                                                            

                                                                      

                          

             Use a dictionary                                             Read aloud

                                                                                                       

                                        

                                                                                                                          

           

ELICITING ACTIVITY USING FLASHCARDS

Teacher have to make questions about a flashcard in this order.

1) Questions in which children don’t have to respond verbally.

2) Alternative (or choice) questions

3) Yes-no questions

4) Wh- questions

• convergent questions. Ej. what colour is this? (there is only one response).
• Open or divergent questions (There are some right responses )
• Embedded questions (a question in a question)

Example

 

T: Look at this picture. Can you point the doctor?
Ss: (they point the doctor).
T: Very good! he is a doctor who work in the hospital. And...do you think the job of the blonde woman is a nurse or a teacher?
Ss: She is a nurse.
T: Well done! she is a nurse. i think they are in a hospital. Have you ever been in a hospital?
Ss: yes!
Ss: No!
T: I haven't been in a hospital. What is the doctor doing?
Ss: He is listening.
T: Why do you think the woman who is wearing a red skirt is in the hospital?
Ss: She is ill.
Ss: She has a heartache.
Ss: she can’t breathe very well.
T: Can you tell me if you would prefer to be a doctor or to be a nurse? Why?
Pedro: I would prefer to be a doctor.
T: Why?
Pedro: because I like to cure people.
T: And you María?
María: I would prefer to be a nurse because she doesn’t have to operate on people

The PEPP model

                                      

Present: Introduce new english items. Learnes NOT produce the new language. The teacher has to SET a CONTEXT, trough visual information, sounds, etc.

Extensive exposure: The teacher provides students a lot of INPUTS, to exposure them the new knowledge in different contexts and activities. Learners NOT produce the new language. How exposure? By flashcards (pointing, claping their hands...), songs, stories, etc.

Practice: Repetiting, imitating. The main idea is stay your children in controlled activities, where they START to produce the new language, when they use them in a correct way you pass to the next step.

Produce: They produce the new language in free activities.