Project Sample for B02

Intro: your name, your topic

Good morning, ladies and gentlemen. Today I am going to talk about   Two Members of my family: my mom and my dad.

My mother's name is Claudia. She is in her 40s. She is a nurse, and she works in a hospital. She is taking classes at the university these days. She is majoring in medicine. She wants to be a doctor.

She helps patients every day. 

Her favorite food is ceviche. It is a typical dish in Peru. It has fish, onions, corn, limo pepper, and lemon.

Introduce your mother

What does she do?

What is she doing these days?

What is her favorite food?

My father's name....

Conclusion:

In conclusion , these are my parents. Thank you very much for your attention.

To talk about 3 members in your family
individual, power point or poster
Thursday 19th --> first projects -->
07 nitzy
22 eliana
04 estefany
03 daniela
02 cruz maria
20 josselyn
15 gino
08 maria maribel
09 willian
06 pamela
17 adriana
14 emil
16 oleska
19 camila
18 milagros

Friday 20th ---> exam

Monday 23rd , last day , last projects
10 luz gabriela
13 carlos
12 yanira
01 anthony
11 hans
05 liz
21 patricia

Writing Process for ESL Basic Students

STEP 1. BRAINSTORMING

1. Write your topic title on top and centered (Escribe el titulo de tu tema en la parte superior y centrado)
2. Jot down all ideas that come into your mind NONSTOP (Plasma toda idea que venga a tu mente SIN PARAR)
3. Include only phrases, words, or even abbreviations (NEVER FULL SENTENCES) (Incluye solo frases, palabras, o incluso abreviaciones PERO NUNCA ORACIONES COMPLETAS)

Sample:

• idea 1     * idea 4
• idea 2     * idea 5
• idea 3     * idea 6

STEP 2. CATEGORIZE

1. Analize the list of ideas that you created above (Analiza la lista de ideas que haz creado arriba)
2. Select the ideas that are relevant to your topic (Selecciona las ideas que son relevantes a tu tema)
3. Cross out the ideas that are irrelevant and/or not pertaining to your topic (Elimina las ideas que no sean relevantes y que no esten conectados al tema)

STEP 3. PLAN

1. In the previous step, you decided whether the ideas were relevant to your topic. (En el paso anterior decidiste si las ideas eran solo relevantes a tu tema)
2. Now you need to decide which idea is going to be introduced first, which one second, and so on. Number the ideas in order of importance (Ahora necesitas decidir cual idea vas a escribir primero, cual segundo, y asi sucesivamente. Numera las ideas en orden de importancia)
3. Make up your outline (Prepara tu esquema de desarrollo del tema)

Sample:

1. idea 6                   < ------------ 1st most important idea
1. detail 1
2. detail 2
2. idea 2                   < ------------ 2nd most important idea
1. detail 3
2. detail 4
3. idea 4                     < ------------ 3rd most important idea

STEP 4. WRITE

1. Look at your outline and develop each section carefully (Mira tu esquema y desarrolla cada seccion con cuidado de no omitir nada)
2. Use transitions such as, FIRST, ...  ; THE SECOND SOLUTION IS... ; THE LAST SOLUTION IS... ; etc.(Utiliza palabras transiciones)

STEP 5. PROOFREADING

1. Revise content: make sure that all ideas from your plan were included in your writing. (Revisa el contenido: asegurate que todas las ideas de tu plan han sido incluidas y desarrolladas)
2. Edit: Check grammar, vocabulary; etc.(Edita: Revisa que la gramatica, el vocabulario esten bien)

ATTENTION!!!!
 I found on-line internet web pages that proofread your pieces of writing!!! THAT´S COOL! I tried them myself and they are good! 
Try sending your piece of writing to ayudatareaingles@gmail.com . It is a good service with a very cheap subscription! 
(Econtre paginas web que corrigen tus composiciones escritas!!!! Que bueno!!!! Ya los he usado yo mismo y son muy buenos y confiables!!
Intenten enviando sus composiciones a ayudatareaingles@gmail.com. Es un buen servicio con una subscripcion muy barata!!)

GALLERY VISIT

Answer the following questions

1. What areas appear clearest or harpest in the photograph? what do not?
2. What areas of the photograph are most higlighted? Are there any shadows? Does the photograph allow you to guess the time of day?
3. Are there objects in the photograph that act as lines? Are they straight, curvy, thin, or thick? Do the lines show movement or energy?
4. Are there any objects, shapes or lines which repeat and create a pattern?
5. Do you see geometric or organic shapes? What are they?
6. Is there depth to the photograph or does it seem shallow? What creates this appearance?
7. How do the objects in the picture look like they would feel?
8. Is there a range of tones from dark to light? Where is the darkest value? Where is the lightest?
9. Why do you like the photo you selected? Does it convey any special meaning or feeling to you?
10. What do you think were the photographers's intentions for making a photograph of that particular subject?

AUTONOMOUS PROJECT - 2012 (All my students in INTERMEDIATE COURSES)

Hello MY INTERMEDIATE STUDENTS,

This month, the SECOND OPTION for Autonomous Projects for YOU in INTERMEDIATE courses consist on working on a play.
That is,

1. Create a dialog USING the contents of all three units (1 point)
2. Perform this dialog in class using props (visuals, costumes, and realia) (1 more point)
3. Audience responsiveness with enthusiasm and attention (1 last point)

Topic is free.
NUMBER OF STUDENTS PER GROUP: Students' Criteria
DUE DATE: 17th Day of Class

More details and SAMPLES at http://www.yourenglishprojects.blogspot.com/
Your Friendly Teacher

HOMEWORK CORRECTION!!!

My dear students,


If you are my current students this month, you can send all your writings to mrjaramillochristian@gmail.com to be corrected for FREE!!!
Si eres alumno mio este mes, puedes enviar todos tus writings to mrjarmillochristian@gmail.com para corregirlos completamente GRATIS!!!


Mr. Jaramillo

CLASSROOM LANGUAGE I - Impresiona a tu teacher!!!

Si quieres impresionar a tu teacher, háblale en inglés incluso cuando quieras preguntar por algo que no sabes!!!

Aquí te mando una lista de las expresiones más indispensables para poder interactuar en clase con el profesor, solo hablandole en ingles!!!

CLASSROOM LANGUAGE (for Basic Ss)

What page are we on? -----------------------> ¿En qué página estamos?
Sorry. -----------------------------------------> Disculpe. (Cuando haces algo mal)
Excuse me. -----------------------------------> Disculpe. (Cuando haces algo mal o quieres atencion)
Help! ------------------------------------------> ¡Ayúdeme!
I don´t understand. -------------------------> No comprendo.
Please repeat. --------------------------------> Por favor repita.
Please help me answer the question. ------> Por favor ayúdeme a responder esta pregunta.
Is my answer correct? -----------------------> ¿Está bien mi respuesta?
Is this OK? ------------------------------------> ¿Esto está bien?
What did you say? -----------------------------------> ¿Qué dijo Ud.?
What did he say? -----------------------------------> ¿Qué dijo el?
What did she say? -----------------------------------> ¿Qué dijo ella?

Is it correct to say ... ? -----------------------> ¿Es correcto decir ... ?
Example: Is it correct to say computation ? --> ¿Es correcto decir computation?

May I ... ? -------------------------------------> ¿Puedo ... ?
Example: May I go out for a moment? --> ¿Puedo salir un momento?

What does ... mean? -------------------------> ¿Qué significa ___?
Example: What does welcome mean? --> ¿Qué significa welcome?

How do you say ... ? --------------------------> ¿Como dices ... ?
Example: How do you say auto ? --> ¿Cómo dices auto (en inglés) ?

How do you pronounce this word? --------> ¿Cómo pronuncias esta palabra?
Example: How do you pronounce triumph ? --> ¿Como pronuncias triumph?

In my opinion, ... ----------------------------> En mi opinion, ...
Example: In my opinion, it is letter a. --> En mi opinion, es la letra a.
In my opinion, it is wrong. --> En mi opinión, está mal.

A05F Grammar Autonomous Project

Main Objective: To improve your Reading Skills by Using Grammar and Writing Concepts

Look for a 500 word reading academic passagef from a TOEFL or Michigan exam, perhaps. Do the following:
A. What's the gist?
B. What's the organization? (parts)
C. Number each sentence.
D. Locate the following elements
1. The thesis
2. The topic sentences in each paragraph
3. The elements of the conclusion (author's opinion, paraphrase, food for thought)
4. The longest sentence in the passage. Analize its different parts.
5. The shortest sentence in the passage. Analize its different parts.
6. Classify all sentences into 4 types (simple, compound, complex, and compound-complex)
E. Read the text nonstop vocalizing from beginning to end, and record your time. Do the same thing as many times as necessary to improve your timing 4 more times . Your timing has to be recorded.
F.

Get ready for step F in class for the conclusion of this exercise.

TYPES OF SENTENCES

When using English communicatevely, try to make up as many types of sentences as possible to make your English more mature.
1. Simple Sentences
I went to a party.
2. Compound Sentences
2a. With a Coordinator (FAN BOYS: for, and, nor, but, or, yet, so)
I went to a party, for I needed to relax.
2b. With a Conjunctive Adverb
I went to a party; indeed, i needed to relax .
2c. With a Semicolon
I went to a party ; I needed to relax.
3. Complex Sentences
Adjective Clauses
3a1. Adjective Clauses Defining
I have a car which runs on gas.
I have a car which my father gave me.
I talked to a friend who lives next door.
I talked to a friend who I’ve known for years.
I went to the house where I grew up.
I bought the house where I grew up.
I saw her the day when she got married.
3a2. Adjective Clauses Non-defining
I have the Toyota, which runs on gas.
I have the Toyota, which my father gave me.
I talked to Manuel, who lives next door.
I talked to Manuel, who I’ve known for years.
I went to Ica, where I grew up.
I saw her on Christmas, when all families honor Jesus Christ’s birth.
Adverb Clauses
3b1. Adverb Clauses of Reason
They are extreme sports because they push to extreme levels.
They are extreme sports since they push to extreme levels.
3b2. Adverb. Clauses of Contrast
Although sports have long been popular, something significant has changed in the last ten to twenty years.
Something significant has changed in the last ten to twenty years, although sports have long been popular,
3b3. Adverb. Clauses of Condition
Aaron will admit he likes sports at least a little bit if he is really honest with himself.
If he is really honest with himself, Aaron will admit he likes sports at least a little bit.
Aaron, if he is really honest with himself, will admit he likes sports at least a little bit.
3b4. Adverb. Clauses of Time
When we finish with the tent, the young man and woman will look for more logs for the fire.
3b5. Adverb. Clauses of Place
Wherever we go, we meet interesting people.
3b6. Adverb. Clauses of Comparison
There seem to be far fewer singular, individualized experiences today than there were in the past.
3b7. Adverb. Clauses of Result
The elastic cords attached to their backs are so strong and flexible that they allow the young people to drop close to the canyon floor below without hitting it.
Noun Clauses
3c1. Noun Clauses from Sentences
I know that he comes every day.
3c2. Noun Clauses from Yes/No Questions
I don’t know if he comes every day.
I don’t know whether he comes every day or not.
3c3. Noun Clauses from Wh-Questions
I know when he comes.
3c4. Subjunctives
I suggest that he come every day.
It is important that he be here every day.
4. Compound-Complex Sentences
The powerful flow of water in major rivers maintains channels that are deep enough for navigation by ocean–bound vessels, and the rivers themselves provide transportation of goods to points farther inland.

ALP for I09

Hello my dear I09 Students,

OBJECTIVE: Improve your pronunciation by yourself!!!

This is your autonomous project:

STEP 1: Pick one of the conversations in the book within Units 1 and 3.
STEP 2: According to the number of speakers in the selected conversation, form a group.
STEP 3: Record the conversation on a recording device such as a video camera (using props),
an MP3 player (with acoustic effects), etc.

REMINDER
Your project may seem to be a little simple; in fact it is, if you observe the following suggestions:
Look up the pronunciation of each word on an Oxford or Longman dictionary
Observe the symbols which represent the English phonemes
Try your best reading each symbol

Give me your recording burned on a blank CD.
Your project is due Thursday, July 23rd. So don't forget!!!

Reading Strategy by Mr. Jaramillo

In order to get the most out of the reading passage, I strongly suggest that you use a very specific reading strategy.

STEP 1. Fast Reading:

This first time, you need to read from beginning to end nonstop trying to understand the main idea and the reading passage organization.
The main purpose is to understand the gist (or main idea) of the text and the organization of the whole reading passage. The second most important thing is to circle unknown words and underline the words that you do not know how to pronounce.

STEP 2. Academic Reading
Guess the meaning of circled words from context then verify if you are right or wrong by looking up those unknown words in the dictionary.

STEP 3. Reading for Pleasure
The main purpose is to understand the situations in the passage very well by "reading between the lines". It is easier to understand those ideas between the lines especially when you are not worried about that unknown vocabulary or grammar.