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.

Reader's Digest - July 2009

My dear I05 and I09 students, this month, July 2009, we are to read and report on two different articles from the June 2009 Reader's Digest edition. Yep, I am going to say it again: only two articles. With the extra internet resources you are to work with on the Icpna web page, it is more convenient to reduce your homework load.

"The first article to report for Monday the 13th is ´Heroes´ on page 31."

"The second article to report for Monday the 20th is ´A New Leaf´ on page 39."

Do not forget to use the RD Form that corresponds. You can click here on the pictures to maximize and print them if you prefer.

Reminder: The magazine will be used for four months. That is, if you study continuously without taking a month off, you won't need to buy another magazine for the following 3 courses.
For I05 / I09 , you will be reading from pages 1 to page 89 in July.
For I06 / I10 , you will be reading from pages 90 to page 117 in August.
For I07 / I11 , you will be reading from pages 112 to page 135 in September.
For I08 / I12 , you will be reading from pages 146 to page 196 in October.

Beyonce Knowles (If I Were a Boy)

If I were a boy even just for a day

I’d roll out of bed in the morning

And throw on what I wanted

And go drink beer with the guys

And chase after girls

I’d kick it with who I wanted

And I’d never get confronted for it

‘Cause they stick up for me

If I were a boy

I think I could understand

How it feels to love a girl

I swear I’d be a better man (chorus 1)

I’d listen to her

‘Cause I know how it hurts

When you lose the one you wanted

‘Cause he’s taking you for granted

And everything you had got destroyed (chorus)

If I were a boy

I would turn off my phone

Tell everyone it’s broken

So they’d think that I was sleeping alone

I’d put myself first

And make the rules as I go

‘Cause I know that she’d be faithful

Waiting for me to come home, to come home

Chorus

It’s a little too late for you to come back

Say it’s just a mistake

Think I’d forgive you like that

If you thought I would wait for you

You thought wrong

But you’re just a boy

You don’t understand

And you don’t understand, oh

How it feels to love a girl

Someday you wish you were a better man

You don’t listen to her

You don’t care how it hurts

Until you lose the one you wanted

‘Cause you’re taking her for granted

And everything you had got destroyed

But you’re just a boy

MID-TERM AND FINAL EXAMS IN GENERAL

Hello my dear students,

I remind you that exams and evaluations are a little different between (basic & intermediate courses) from (advanced courses). Every month, each course is made up of 18 classes, so you only need to calculate when your exams are coming up.

BASIC 01 to 11 & INTERMEDIATE 01 to 11 COURSES
My dear basic and intermediate students,
the WRITTEN FINAL EXAM is on the 16th day of class every month,
ALPs (AUTONOMOUS LEARNING PROJECTS) are to be presented on the 17th day of class every month, and the ORAL FINAL EXAM is on the last day of class, when you receive your final grade card to register for the next course (if you are ready for it, of course).

ADVANCED COURSES
My dear advanced students,
the WRITTEN MIDTERM EXAM is on the 9th day of class every month, ALPs (AUTONOMOUS LEARNING PROJECTS) are to be presented on the 16th day of class, and the WRITTEN FINAL EXAM is on the 17th day of class. You receive your final grade card on the 18th day.

A08W Homework SUMMARIES

Please my A08 Writing Students, here is your chance to send your homework.

1. Click on comentarios , (be careful with clicking on the link that corresponds to this article and not to another article, do not click on the time 9:33)
2. Write your summary which corresponds to Practice 5 page 138 on your Writing Academic English book (remember that a summary should not be long just 5 or 6 lines),
3. Write your name at the end of your summary
4. Scrolldown to choose the identity: anonimo
5. Post your comment.

B01 - B02 - B03 INVITATION RECURSOS EN LINEA

Se invita a todos los alumnos de B01, B02 y B03 a las clases de demostración del uso de los recursos en línea (E-workbook, E-exams, E-readings, Picture Dictionary and World Link) que se llevarán a cabo mensualmente a cargo de nuestros supervisores en el Study Hall, ICPNA Lima Centro.

¡Vengan y absuelvan todas sus dudas con respecto al uso de nuestros recursos en línea! Averigua las fechas y horarios acercándote a las oficinas ICPNA Lima Centro, 2do piso.

NO FALTES!!!

SUMMARY AND PARAPHRASE SAMPLES

Original Passage (85 words)
Language is the main means of communication between peoples. But so many different languages have developed that language has often been a barrier rather than an aid to understanding among peoples. For many years, people have dreamed of setting up an international universal language which all people could speak and understand. The arguments in favor of a universal language are economic ties might be much closer, and good will might increase between countries (Kispert).

Paraphrase (63 words, about the same length as the original)
Humans communicate through language. Because there are so many different languages, however, people around the world have a difficult time understanding one another. Some people have wished for a universal international language that speakers all over the world could understand. Their reasons are straightforward and clear. A universal language would build cultural and economic bonds. It would also create better feelings among countries (Kispert).

Unacceptable Paraphrase 1
Humans communicate through language. However, because there are so many languages in the world, language acts as an obstacle instead of as an aid to understanding. People have long wished for a universal international language that speakers all over the worl could understand. A universal langage would certainly build cultural and economic bonds. It would also create better feelings among countries. <--- It is plagiarism because the source is not cited.

Unacceptable Paraphrase 2
Language is the principal means of communication between peoples. However, because there are numerous languages, language itself has frequently been a barrier rather than an aid to understanding among the world population. For many years, people have envisioned a common universal language that everyone in the world could communicate in. The reasons for having a universal language are clearly understandable. If the same tongue were spoken by all countries, they would undoubtedly become closer culturally and economically. It would probably also create good will among nations (Kispert). <--- It is plagiarism because it is too similar to the original passage.

Summary (28 words, much shorter)
People commmunicate through language; however, having different languages creates communication barriers. A universal language could bring countries together culturally and economicallly as well as increase good feelings among them (Kispert).

Writing an Essay

Cool Link !!

Enjoy this link:

http://www.csu.edu.au/division/studserv/learning/essay/

A01 ALP

Your task for the ALP will be to watch a video, listen carefully, TAKE NOTES, and summarize what Professor Pausch lectured. To do that you will have to click on the following link and you will be able to watch the video



For the folder
1. Use the split page format (divide the paper in three, use 1/3 for the questions and ideas section and the other 2/3 to take INDENTED notes)
2. Write 3 comprenhension questions and 2 opinion questions
3. Write a summary of the speech.
Present everything on a printed copy. Hand in to the teacher.
For the speech
1. Make a small presentation summarizing and commenting about Randy Pausch's message to the world.
2. Talk about your reaction to his video
3. Use all the techniques to make a good public presentation

Good luck!

PARAPHRASING - How To

There are two ways to report what others have said. One way is to use quotation marks around the exact words. The other way is to paraphrase _that is, to put someone else´s ideas into your own words. In both cases, when you quote or paraphrase, it is essential to use attribution, which means that you indicate who the speaker is.
Below are examples of quoting and paraphrasing. Notice the use of attribution in each sentence.

1. Change the word order. For example, change from ctive voice to passive voice (or passive to active):
Quotation: Lillian Glass says, "I encourage all of my clients to read the newspaper, ..."
Paraphrase: Lillian Glass's clients are all encouraged to read the newspaper.

2. Change a word from one part of speech to another.
Quotation: According to Lillian Glass, "The best way to entice a person to have a conversation with you is by being sincere and respectful..."
Paraphrase: According to Lillian Glass, the best way to get someone to talk to you is by showing sincerity and respect.

3. Use synonyms.
Quotation: According to Lillian Glass, "The best way to entice a person to have a conversation with you is by being sincere and respectful..."
Paraphrase: According to Lillian Glass, the best way to get someone to talk to you is by showing sincerity and respect.

4. Use a negative or some other reversal that does not change the meaning.
Quotation: Glass asserts that "The best kind of ice breaker is one that's positive."
Paraphrase: Glass asserts that the best kind of ice breaker isn't negative.

5. Combine sentences. It can be helpful to combine sentences when you want to paraphrase, especially if the original sentences were short.
Quotation: Another recommendation that Glass gives is to "have a sencse of humor. Everyone enjoys a humorous story or joke."
Paraphrase: Glass also recommends that people have a sense of humor because everyone likes funny jokes and stories.

6. Use pronouns to replace names.
Quotation: "Dr. Glass has coached many celebrities on their voices, accents, and dialects."
Paraphrase: She has taught many celebrities how to use their voices, accents, and dialects.

(adapted from Improving the Grammar of Written English: The Handbook by Patricia Byrd and Beverly Benson. Wadsworth Publishing Company, Inc., 1989.)

SUMMARIZING

A summary is an oral or written explanation of something you heard, saw, or read. You can summarize a lecture that you heard or a movie you saw. You can also summarize a newspaper article or a reading from a book. A summary is always shorter than the original material.

It is important to learn how to write a summary because you need to learn how to tell other people the main idea of what you heard, saw, or read. If people ask you what a movie was about, you first tell them the main idea of the story. If they are interested, you might give them a few details. Telling everything about a movie isn't summarizing.

Remember that you need to put the main idea first. You should add details if you think the people who listen to or read your summary won't understand the main idea without more explanation. Also, consider what you are asked to do. If your teacher asks for a one-sentence summary, give only the main idea. If your teacher asks for a brief summary, write the main idea plus a few details. If your teacher asks for a detailed summary, include some, but not all the details.

What to include in the first sentence
State the main idea in the first sentence. Here are some suggestions for ways to start:
According to Lillian Glass, ...
In Lillian Glass's opinion, ...
In the listening passage, Lillian Glass discusses/discussed...
The listening passage is/was about...

If you know the title of the source, use it in the first sentence between quotation marks. Write, for example:
The listening passage, "How to Be a Good Conversationalist," is/was about...
In her column, "So What's New with You?," Adair Lara talks about...

What not to include
Do not express your own opinion, and don't add information that was not in what you heard or read.

You should try to use your own words. If you must copy, do not copy too much, and be sure to put what you copy between quotation marks.

I06 PAST MODALS FOR SPECULATION

Hi, my dear students,

Past modals, mmm, there are two main categories of the use of past modals: The first one is the past modals used for speculation and the second one is the ones used for regret.

Past Modals for speculation
When we are not very sure about what happened in the past, we use past modals. Watch out: if you are sure, you do not use modals, but simple past.
Example:
Present: Mario is supposed to be at home now. He hasn't arrived.
He must be at the university. He must have a meeting with his group members.

He may be at the university. He may have a meeting with his group members.
He might be at the university. He might have a meeting with his group members.
(have is a verb here not an auxiliary)
Formula: S + modal + be + C. / S + modal + do + C.

Past: Mario was supposed to be at home last night. He didn't arrive.
He must have been at the university. He must have had a meeting. (aprox. 95% certainty)
He could have been at the university. He could have had a meeting. (aprox. 65% certainty)
He may have been at the university. He may have had a meeting. (aprox. 30% certainty)
He might have been at the university. He might have had a meeting. (aprox. 25% certainty)
(have is an auxiliary, had is the past participle form)
Formula: S + modal + HAVE + been + C. / S + modal + HAVE + done + C.


Past Modals for Regret
When we did something and we feel it was wrong, we regret by saying we wanted the opposite.
When we didn't do something and we feel it was wrong, we regret by saying we wanted the opposite.

Example:
We did something wrong: We played video games all day. (Knowing that we had an exam.
Regret: We shouldn't have been irresponsible. We shouldn't have played video games.
(The opposite to reality --> negative sentence)
Formula: S + modal + been + C. / S + modal + HAVE + done + C.

We didn't do something: We didn't study for the test.
Regret: We should have been more responsible. We should have studied for the test.
(The opposite to reality --> affirmative sentence)
Formula: S + modal + been + C. / S + modal + HAVE + done + C.

ALPs for B04 STUDENTS - OPTION 02 FASHION SHOW

Mis queridos alumnos de B04,

Este es la descripción de su proyecto autónomo:

1. Tienen que desarrollar un FASHION SHOW delante de todos sus compañeros de aula.


2. El tema es: Utilizar todos los contenidos de las tres unidades estudiadas durante el ciclo (gramática, vocabulario y expresiones de las unidades 10, 11 y 12). Por ejemplo: Hablar de la vestimenta, las habilidades y las profesiones o estudios de los modelos.


3. Tiempo: Máximo 2 minutos por modelo. Al respecto, tengo que ser muuuuy estricto con el tiempo puesto que debe alcanzar para que todos los 25 alumnos puedan hacer su presentacion.


4. Número de palabras: 80 palabras mínimo por minuto por modelo. Si te demoras 2 minutos son 160 palabras.

Nota: No se va ha llamar por orden de lista. Solo se pedirá que voluntariamente empiece el grupo que se sienta listo. Esto quieredecir que si para el final de la hora no te haz hecho voluntario para dar tu exposición, por falta de seguridad y preparacion, ya no tendrás oportunidad de hacerlo y tu nota será de cero. Atención: solo aquel que se hace voluntario saldrá adelante y no se va a llamar a nadie que no se haya hecho voluntario.

Criterio de evaluación: 1 punto por el material visual (vestimenta de los modelos, musica o gigantografía, 1 punto por la presentación correcta, y 1 punto por hacer participar a tus compañeros (por ejemplo una pregunta de comprensión sobre tu tema).

Recomendaciones: Para pronunciar correctamente por favor ver en "tips" dentro del blog.

Partes de tu presentación: Tu presentación tiene tres partes: Primero. Presentación de tu grupo y el tema. Segundo: Desarrollo del show. Tercero: Despedida y agradecimiento. Mira el ejemplo:

Ejemplo:

• Primero: My name is _____. Today my group and I are showing you the spring/summer season fashion show.


• Segundo: Our first model is Mario. He is wearing ..... ................ ..... I (Desarrollo del tema)


• Tercero (Agradecimiento): Thank you very much for your attention.

Alguna duda, consultar conmigo en clase. Bye

Mr. Jaramillo

Talking about Time. Simple Present - Verb BE

With verb BE =========> Wh-word + BE + SUBJECT + --- + COMPLEMENT?
With Ordinary verbs ==> Wh-word + do/does + SUBJECT + ord. verb + COMPLEMENT?

QUESTION: Is it --- 6?
ANSWER: Yes, it is at 6. / No, it isn't at 6.
QUESTION: When is it --- ?
ANSWER: It is at 6.

QUESTION: Is it --- from 6 to 8?
ANSWER: Yes, it is from 6 to 8. / No, it isn't from 6 to 8.
QUESTION: When is it --- ?
ANSWER: It is from 6 to 8.
QUESTION: How long is it --- ? = How long does it last?
ANSWER: It is from 6 to 8.

QUESTION: Is it --- for 2 hours? = Is it --- 2 hours long? = Does it last 2 hours?
ANSWER: Yes, it is for 2 hours. / No, it isn't for 2 hours.
QUESTION: How long is it --- ? = How long does it last?
ANSWER: It is for 2 hours. = It is 2 hours long. = It lasts 2 hours.

ICPNA Ss - Pick up Your ICPNA CARDS

March 12th, 2009

Señores Recojan sus Llaveros de Matrícula

Starting today the students that haven't picked up their ICPNA Cards can pick them up in The administration offices (Desde hoy todos los alumnos que no cuenten con su llavero de Matricula pueden recogerlo en las oficinas en secretaria en el segundo piso). This is the schedule (Este es el horario):

A, B, and C ===========> Lunes, 16 de Marzo.
Monday, March 16th.
D, E, F, G, H =========> Martes, 17 de Marzo.
Tuesday, March 17th.
I, J, K, L ============> Miércoles, 18 de Marzo.
Wednesday, March 18th.
M, N, O. P, Q =========> Jueves, 19 de Marzo.
Thursday, March 19th.
R, S, T, U, V, Y, Z ===> Viernes, 20 de Marzo.
Friday, March 20th.

Thanks for your cooperation.

THE LOOK UP AND SAY TECHNIQUE

A COOL TECHNIQUE TO PRACTICE CONVERSATIONS
UNA TECNICA GENIAL PARA PRACTICAR CONVERSACIONES

Most of the times, when your teacher asks you to practice a conversation from your book, you tend to look at the book all the time. Even though this is ok, it is not the best thing to do. Why don't you try this?
Muchas de las veces, cuando tu profesor te pide que practiques una conversación de tu libro, tu tiendes a mirar el libro todo el tiempo. Aunque esto esta bien, no es lo mejor que se puede hacer. ¿Porqué no intentas algo diferente?

Procedure (Procedimiento):
1. Look at the book and read the sentence. Memorize the whole line. It is easier if you divide the sentence in intelligible phrases (Mira a tu libro y lee la oración que vas a memorizar varias veces. Es más fácil si tu divides la oración en frases inteligibles).
Example:
He is going to have an appointment / in Doctor O'brien's office / on Monday evening.
Never stop in between these intelligle phrases (Nunca pares en medio de estas frases inteligibles). For instance, this would sound weird (por ejemplo, esto sonaría raro):
He is going / to have an appointment in Doctor / O'brien's office on Monday / evening.
Nor (ni tampoco):
He / is / going / to / have / an / appointment / in / Doctor / O'brien's / office / on Monday / evening.

2. Look up (despega tu mirada del libro). Stare at your partner's face, say the line by heart with correct pronunciation, intonation, and speed (Mira fijamente el rostro de tu compañero y di la oración de memoria con correcta pronunciación, entonación, y velocidad). If you forget, stuck, hesitate, or suddenly glance at the book to remember the line, it is not ok (Si te olvidas, detienes, dudas, o de repente regresas tu mirada al libro para recordar la línea, no es correcto). Start the line again and again until it is right (Empieza con la línea de nuevo una y otra vez hasta que lo digas correctamente).

3. Your partner is next and does the same (Tu compañero sigue con su siguiente línea y hace lo mismo que tu). Do not let your partner hesitate, stuck, or suddenly glance at the book (No dejes que tu compañero dude, se detenga, or mire de reojo a su libro). Ask him to start the line again (Pídele que empiece su línea de nuevo).
4. Continue with the rest of the conversation (Continúa con el resto de la conversación).

Benefits (beneficios):
1. You develop your fluency incredibly. (Desarrollas tu fluidez increíblemente)
2. You are more likely to remember expressions and collocations (words that go together). (Es más fácil que recuerdes expresiones y las palabras que van juntas)
3. Making complete sentences becomes easier. (Hacer oraciones completas se hace más sencillo)
4. You develop your pronunciation (Mejoras tu pronunciación). You are more likely to pronounce well, as well as to discriminate what other native speakers say (Es más fácil que pronuncies mejor y además discriminas mejor cuando un hablante de inglés nativo te dice algo).

ALPs for B04 STUDENTS - OPTION 01 SPEECH

Mis queridos alumnos de B04,

Este es la descripción de su proyecto autónomo:

1. Tienen que desarrollar una presentación delante de todos sus compañeros de aula.
   
2. Los temas son: "Mi Profesión de Ensueño" (My Dream Job) y "La Moda Cotidiana en Lima (Daily Life Fashions in Lima)". Tienen que preparar un visual uno para cada tema (es decir el dibujo acerca de tu Dream Job y de Fashions in Lima)
   
3. Tiempo: Mínimo 1 minuto, maximo 2. Al respecto, tengo que ser muuuuy estricto con el tiempo puesto que debe alcanzar para que todos los 25 alumnos puedan hacer su presentacion.
   
4. Número de palabras: 80 palabras mínimo por minuto. Si te demoras 2 minutos son 160 palabras.

Nota: No se va ha llamar por orden de lista. Solo se pedirá que voluntariamente empiece el que se sienta listo. Esto quiere decir que si para el final de la hora no te haz hecho voluntario para dar tu exposición, por falta de seguridad y preparacion, ya no tendrás oportunidad de hacerlo y tu nota será de cero. Atención: solo aquel que se hace voluntario saldrá adelante y no se va a llamar a nadie que no se haya hecho voluntario.

Criterio de evaluación: 1 punto por el material visual (sea papelógrafo o gigantografía, 1 punto por la presentación correcta, y 1 punto por hacer participar a tus compañeros (por ejemplo una pregunta de comprensión sobre tu tema).

Recomendaciones: Pueden preparar gigantografías en Wilson. No se dejen sorprender: una gigantografía de 60 cm X 90 cm cuesta aprox. 9 soles (Solo la impresión, pídanlo sin ojales, sin tubos, sin basta) Pueden descargar imágenes grandes en Google, seleccionen la carpeta Imágenes y seleccionar sólo figuras grandes o muy grandes (PARA EVITAR FIGURAS FANTASMAS AL AGRANDARLAS). Para pronunciar correctamente por favor ver en "tips" dentro del blog.

Partes de tu presentación: Tu presentación tiene tres partes: Primero. Presentación de ti y tu tema. Segundo: Desarrollo de tu tema. Tercero: Despedida y agradecimiento. Mira el ejemplo:

Ejemplo:

• Primero: My name is _____. Today I am talking about my dream job and Fashions in Lima .


• Segundo: MY DREAM JOB IS TO BECOME AN __ASTRONAUT__ (Desarrollo del tema.) .................. ................ ..... IN LIMA, PEOPLE USUALLY WEAR CASUAL AND FORMAL CLOTHERS. __________________ (Desarrollo del tema)


• Tercero (Agradecimiento): Thank you very much for your attention.

Alguna duda, consultar conmigo en clase. Bye

Mr. Jaramillo

ALPs for B03 STUDENTS

Mis queridos alumnos de B03,

Este es la descripción de su proyecto autónomo:

1. Tienen que desarrollar una presentación delante de todos sus compañeros de aula.
2. Los temas son: "Mi Rutina Diaria" (My Daily Routine) y "Una Celebración Importante del Peru y el Mundo (An Important National or International Holiday or Festivity)". Tienen que preparar un visual uno para cada tema (es decir el dibujo acerca de tu rutina diaria y el dibujo de una festividad o celebración)
3. Tiempo: Mínimo 1 minuto, maximo 2. Al respecto, tengo que ser muuuuy estricto con el tiempo puesto que debe alcanzar para que todos los 25 alumnos puedan hacer su presentacion.
4. Número de palabras: 70 palabras mínimo por minuto. Si te demoras 2 minutos son 140 palabras.

Nota: No se va ha llamar por orden de lista. Solo se pedirá que voluntariamente empiece el que se sienta listo. Esto quiere decir que si para el final de la hora no te haz hecho voluntario para dar tu exposición, por falta de seguridad y preparacion, ya no tendrás oportunidad de hacerlo y tu nota será de cero. Atención: solo aquel que se hace voluntario saldrá adelante y no se va a llamar a nadie que no se haya hecho voluntario.

Criterio de evaluación: 1 punto por el material visual (sea papelógrafo o gigantografía, 1 punto por la presentación correcta, y 1 punto por hacer participar a tus compañeros (por ejemplo una pregunta de comprensión sobre tu tema).

Recomendaciones: Pueden preparar gigantografías en Wilson. No se dejen sorprender: una gigantografía de 60 cm X 90 cm cuesta aprox. 9 soles (Solo la impresión, pídanlo sin ojales, sin tubos, sin basta) Pueden descargar imágenes grandes en Google, seleccionen la carpeta Imágenes y seleccionar sólo figuras grandes o muy grandes (PARA EVITAR FIGURAS FANTASMAS AL AGRANDARLAS). Para pronunciar correctamente por favor ver en "tips" dentro del blog.

Partes de tu presentación: Tu presentación tiene tres partes: Primero. Presentación de ti y tu tema. Segundo: Desarrollo de tu tema. Tercero: Despedida y agradecimiento. Mira el ejemplo:

Ejemplo:

• Primero: My name is _____. Today I am talking about my daily routine and an interesting festivity.
• Segundo: MY ROUTINE IS VERY BUSY__________ (Desarrollo del tema.) .................. ................ ..... THE FESTIVITY I AM TALKING ABOUT IS __________________ (Desarrollo del tema)
• Tercero (Agradecimiento): Thank you very much for your attention.

Alguna duda, consultar conmigo en clase. Bye

Mr. Jaramillo

I06 - Making Questions

My dear I06 students,
Watch the following video and make questions about the video.



Post your questions by clicking on comments below. Do not forget to write your name next to your question.

A07W - Topic Sentences

What is a good topic sentence for the following paragraph? Write your suggestions and names by clicking on comments. (comentarios)

______________________________________________.
The mantle is the region of the Earth that extends from the outer edge of the core almost to the surface; it is 2,900 kilometers thick and contains about 84 percent of the total volume of the Earth. The crust, on the other hand, is the thin outer layer of the Earth. The term Moho is used to indicate where the mantle ends and the crust begins.

I06 VOCABULARY LIST

NOUNS:
1. activism: the act of being an activist
2. activist: a person who works to achieve political or social change, especially as a member of an organization with particular aims
3. announcement: (U) the act of publicly informing people about sth
4. applications: a formal request for sth. such as a job, permission to do sth or a place at a college or university
5. circumstances: situations and events that affect and influence your life and that are not in your control
6. escapist: a person who does any activity, any form of entertainment, etc. to help him/her avoid or forget unpeasant or boring things
7. expenses: money spent in doing a particular job, or for a particular purpose
8. generation x: the group of people who were born between the early 1960s and the middle of the 1970s, who seem to lack a sense of direction in life and to feel that they have no part to play in society
9. immunizations: protection to a person or animal from a disease, especially by giving them an injection of a vaccine
10. issues: important topics that people are discussing or arguing about
11. lawns: an area of ground covered in short grass in a garden/yard or park, or used for playing a game
12. tradition: a belief, custom or way of doing sth that has existed for a long time among a particular group of people; a set of these beliefs or customs
13. voyages: long journeys or trips, especially by sea or in space

Add more words you do not know from Unit 4 by clicking on comments. Do not forget to write your name.

B03 TELLING TIME (COLLOQUIAL TIME)

3:00 ----->THREE O'CLOCK

( # minutes) AFTER (hour )

formula 01.. 29 minutes

3:01 ----> 1 after 3
3:02 ----> 2 after 3
3:15 -----> a quarter after 3
3:16 ----> 16 after 3
3:25 -----> 25 after 3

3:30 -----> HALF PAST 1

( # minutes) TO (next hour )

formula 31 .. 59 minutes

3:31 -----> 29 to 4 <--- 4:00 - 3:31 = 0:29
3:32 -----> 28 to 4 <--- 4:00 - 3:32 = 0:28
3:45 -----> a quarter to 4 <--- 4:00 - 3:45 = 0:15
3:58 -----> 2 to 4 <--- 4:00 - 3:58 = 0:02
3:59 -----> 1 to 4 <--- 4:00 - 3:59 = 0:01


4:00 -----> FOUR O'CLOCK

COMPLETE SENTENCES III

STRUCTURE OF AN INDEPENDENT CLAUSE

1. (SUBJECT) + (VERB be) + (COMPLEMENT)
a. I was tired.
b. She will be a police officer.
c. They have been in the park all day.

2. (SUBJECT) + (VERB intransitive*) + (COMPLEMENT)
d. I walked around the park in the morning***.

3. (SUBJECT) + (VERB transitive**) + (COMPLEMENT)
e. She is talking to a police officer now.
f. I wrote a letter to that woman in the morning.

4. [comment], (SUBJECT) + (VERB intransitive*) + (COMPLEMENT)
(SUBJECT) + (VERB intransitive*) + (COMPLEMENT), [comment].
g. Incredibly, I ran around the park in the morning.
I ran around the park in the morning, incredibly.
I ran , incredibly, around the park in the morning.

* An intransitive verb does not have a DIRECT OBJECT.
** A transitive verb has a DIRECT OBJECT and/or an INDIRECT OBJECT
*** [the place expression] + [the time expression]

ALP for A12 METHODOLOGY

Hello again my dear students,

Today I bring to you the description of your project.

Let's put your knowledge and talent into practice!!!

INSTRUCTIONS:
1. Have you ever attended a seminar or workshop? You need to create a seminar or workshop; that is to document it fully. You are not to perform the seminar in class, but be ready to explain its different parts. This is about preparing people who are interested in going to the USA, and do not have the necessary English skills.

2. The seminar lasts 2 days, 3 hours each. Create activities and presentations that cover 6 hours total. Think of activities that are going to be useful for the situation.

3. Do not forget to prepare the syllabus, the lesson plans of the activities (that will not last more than 3 hours), and the evaluation (and corresponding feedback)

DOCUMENTATION STRUCTURE:
PART I: THE MULTI-SYLLABUS

First, think about which situations apply to your topic. Then think of which functions apply to each situation. Next, which grammar and lexis are necessary for each function. Document it all.

PART II: THE PLAN

Second, think of which activities (tasks) you will use to create the plan. Here, I suggest you look at the interchange activities at the end of your Interchange books and select the ones that apply to your situations and functions. The only problem with them is that you need to include more "Useful Expressions" Charts. Document it all, including: Class description; Timetable fit; Lesson Aims; Activities, procedures, and timing; and Problems and possibilities.

PART III: THE EVALUATION

Third, think of a placement test to know the level of the participants in your seminar. You can give them a small 10-minute test when they register to the seminar. Then, you can create a progress test at the end of the first session to find out how much your participants are achieving. Finally, create a proficiency test that you will give your participants at the end of the second session to find out how much they finally achieved. Document it all.

Any questions? Feel free to ask.

CHAPTER 20: SEQUENCING VIDEO ACTIVITIES

Hello my dear A12T Students,


COMMON VIDEO TEACHING TECHNIQUES:

Technique 01: Fast Forward. T. asks what segment was about or what the characters are saying.
Technique 02: Silent Viewing (for language). T. asks what the characters are saying.
Technique 03: Silent Viewing (for music). T. asks what kind of music Ss. would put behind it and why. Did the Ss. choose the right mood?
Technique 04: Freeze frame. T. asks Ss. what they think will happen next or what the characters will say.
Technique 05: Partial Viewing. T. covers the screen with pieces of cardboard. Ss. are to guess.

EXAMPLE 1:

Objective: Witness Statement

Step 01: T. asks Ss. to watch the video segment and to remember as much as possible.
Step 02: Ss. share ideas of what they have seen for 2 minutes..
Step 03: T. posts questions on the board or orally.
Step 04: Ss. answer questions in pairs for 3 minutes.
Step 05: Ss. check answers with another couple or group.
Step 06: Ss. watch again.
Step 07: T. provides feedback.

EXAMPLE 2:

Objective: Subtitles. Comparing languages

Step 01: T. brings discussion on film subtitles in general.
How accurate are they? Why do they sometimes miss out bits of dialogue?
Step 02: T. instructs Ss. should concentrate on the story.
Step 03: T. plays silent viewing with subtitles on.
Step 04: Whole class discussion. What have Ss. seen?
Step 05: T. stops at every subtitle so Ss. write down their predictions on what the characters are saying.
Step 06: Ss. check answers in pairs.
Step 07: Ss. watch segment again.
Step 08: T. provides feedback.

EXAMPLE 3:

Objective: Different season/different sex. Making changes

Step 01: Ss. watch excerpt.
Step 02: T. discusses content, grammar, and vocabulary.
Step 03: Ss. watch excerpt again.
Step 04: T. asks Ss. to imagine how the scene would be different: their dialogue, their clothing, and their behaviour.
For example:
different season (icy winter instead of summer): How would the scene be different if it were winter?
sex of characters reversed: How would it be different if the characters' sex were reversed?

EXAMPLE 4:

Objective:News bulletin. Presenting information clearly.

Step 01: T. asks Ss. to watch news bulletins and analyze the language that is particular to this genre.
Step 02: Ss. decide in groups the stories and the order of the stories they will talk about.
Step 03: Ss. write the scripts of the news stories.
Step 04: T. videotapes Ss. broadcasting their news stories.
Step 05: T. gives feedback.

EXAMPLE 5:

Objective: Put it on screen. Acting from a script and interpreting text.

Step 01: Ss. read a story.
Step 02: T. asks Ss. to disregard illustration that may come with the reading passage.
Step 03: T. asks Ss. to edit and prepare their own versions of the stories.
Step 04: T. films the Ss.´ version.
Step 05: Ss. can even change the ending of the story with their own version.

EXAMPLE 6:

Objective: The grammar lecture. Language description.

Step 01: Ss. select, or are given, a particular grammar topic.
Step 02: T. gives ideas about sources of information for their research.
Step 03: T. asks Ss. to do their research.
Step 04: Ss. film the lecture with acted out examples.
Step 05: T. gives constant tutoring.

IMPROVING YOUR PRONUNCIATION

Ya es conocido que las palabras en inglés, generalmente, no se pronuncian como se escriben. ¿Cómo hacer para poder ser independiente en cuanto a aprender la pronunciacion de las palabras en ingles?

Por supuesto que hay solución. ¿Quieres saber cómo?
1. Una posible solución sería conseguirte un diccionario electrónico que con un clic pronuncia la palabra buscada. Existen en el mercado diccionarios que vienen con un CD conteniendo el mismo diccionario pero para la computadora.

2. La segunda solución sería ingresar al SAC del ICPNA y pedirle a la encargada del área que te active el diccionario interactivo LIAD instalado en las máquinas del servidor. Lo bueno de este programa es que tiene un icono para escuchar la pronunciacion de la palabra buscada y además tiene la opción de grabar tu voz y luego escuchar que tan parecido al modelo lo haz pronunciado.

3. Algunos diccionarios en linea cuentan con un icono que pronuncia la palabra buscada. Y ahi tengo que pedir tu apoyo, si encuentras un diccionario en línea que cuente con esta característica, recomiendalo en este blog. Desafortunadamente, el website con el que contaba ya no esta disponible sin subscripcion.

4. Y la mejor de las soluciones, incluiría no solo el icono de la pronunciacion de la palabra buscada, sino también la simbología que representa a cada uno de todos los fonemas que se utilizan en el idioma inglés. ¿Te imaginas? Ver unos símbolos y pronunciarlos tal y como se leen!!! Sería fantástico. Desafortunadamente, se necesita entrenamiento previo. Mínimo unas 4 sesiones de terapia de la articulacion de estos sonidos americanos.

Mr. Jaramillo

CHAPTER 19: SEQUENCING SPEAKING ACTIVITIES

Hello my dear A12T Students,

EXAMPLE 1:

Objective: Communication game

Step 01: 4 or 5 Ss. are chosen to be a panel of experts. They sit in the front of class.
Step 02: The class chooses a topic for the experts: soccer, volleyball, etc.
Step 03: All Ss. write down the questions they want to ask the "experts" in pair or in groups.
Step 04: Ss. ask the questions to the experts. Experts can only say one word at a time.
Step 05: The last S finishes the story with one word.
Step 06: T. provides feedback as necessary

EXAMPLE 02: FILMS

Objective: Questionnaire

Step 01: T. brings schema. T. asks about the most popul.ar films.
Step 02: T. explains task: Which of these films is the most popular among us. Find out.
Step 03: T. hands in the form on page 277.
Step 04: Ss. do the task by completing their chart with their partner's responses. Provide the language that is necessary.
Step 05: T. promotes discussion on different topics related to the films: favorite actors, the best part of it, etc..

Example 03:

Objective: Whose Line is it anyway, Improvisation game

Step 01: T. asks if Ss. know TV show. Tell Ss. they will play a game.
Step 02: Ask for 2 Ss. to come forward.
Step 03: Ask Ss. to choose who these volunteers are: Ask for creativity
Step 04: Ask Ss. to choose where these volunteers are: the street, a cinema, etc.
Step 05: Ask Ss. to think of what these volunteers are going to talk about.
Step 07: T. gives (optionally) a secret card telling the volunteers how they speak: politely, romantically, etc. so Ss. can guess at the end of their turn.
Step 08: The two volunteers start the activity. You can give the volunteers some preparation time. They have to improvise who, where, and what they are talking about to get points according to the audience ratings.

EXAMPLE 4:

Objective: discussion

Step 01: T. brings schema.
Step 02: T. gives floor map with information on it. (or Ss. turn to page 279 on their books). T. asks Ss. to look at it briefly. T. pre teaches some of the difficult vocabulary (not necessarily all of it).
Step 03: T. explains task. Ss. have to decide which bedroom would be the most suitable for each member of the family. Optionally, Ss. choose two members of the family and say how these members would decorate and furnish their rooms.
Step 04: T. provides a useful expression chart on board, on a flip chart, or on a piece of paper for Ss. to use as they discuss their choices.
Step 05: T. asks Ss. to report to class.
Step 06: T. gives feedback if appropriate.

EXAMPLE 5:

Objective:

Step 01: Bring schema.
Step 02: Set the scene.
Step 03: Explain task.
Step 04: Present useful expression on a chart.
Step 05: Assign roles. Ss. moves.
Step 06: Ss. start activity. Give time.
Step 07: T. circulates and gives feedback:
a. recording mistakes
b. gentle correction
Step 08: Ss. report.
Step 09: T. gets it right (points out recorded mistakes ).

CHAPTER 18: SEQUENCING WRITING ACTIVITIES

Hello my dear A12T Students,

EXAMPLE 1:

Objective: Punctuating a text

Step 01: Ss. look at the pctures on page 262. They describe what they might be about.
Step 02: T. explains task: Ss. have to listen to passage and punctuate.
Step 03: Ss. work individually first. T. reads passage.
Step 04: T. makes Ss. compare their answers in groups of 3.
Step 05: T. circulates and gives assessment.
Step 06: T. places flip chart with passage on the board and asks Ss. to take turns coming to the front to punctuate. Use the "Choose a victim technique"
Step 07: T. checks and gives feedback.
Step 08: T. wraps up : Remember to use commas, apostrophes, capital letters, and full stops.

EXAMPLE 2:

Objective: Writing Movie Reviews

Step 01: Look at the collection of reviews.
Step 02: Ask them to answer the questions about them.
Step 03: Show them a video.
Step 04: Show the video again and ask them to make notes.
Step 05: Ask them to draft their reviews.
Step 06: T. gives constructive feedback to Ss.
Step 07: Ss write final version of their reviews.
Step 08: The class votes for the best one. T. posts their reviews on a bulletin board.

EXAMPLE 3:

Objective: Running Dictation

Step 01: Ss. are asked whether they enjoy poetry or not. T. elicits answers from Ss.
Step 02: T. explains they will work with a poem and posts the poem in front on the board.
Step 03: S. form groups of 5.
Step 04: T. explains task and checks comprenhension.
Step 05: Ss. start activity. The first representative goes to board, reads from poem, memorizes a line, goes back to group, and dictates.
Step 06: A second representative does the same things from step 05.
Step 07: Activity goes on until first groups finish with task.
Step 08: T. checks the whole version of their poems.

Step 09: T. asks Ss. to write a reaction about what the poem means to them. Give 5 minutes to freewrite on their reactions.

Step 10: T. moves around giving proper feedback.

EXAMPLE 4:

Objective: Story circle. Writing a narrative.

Step 01: Ss. are told they will write a story. Explain the task.
Step 02: Ss. are put in groups of 5.
Step 03: T. dictates the first sentence and Ss. copy on their piece of paper.
Step 04: T. asks Ss. to creatively write the next sentence to follow the story.
Step 05: The teacher tells the students to continuously pass their paper to the person on their left to write a new sentence until the papers return to the original owners.
Step 06: T. forces the last person to write the end of the story.
Step 07: Ss. are encouraged to read the final story.
Step 08: T. gives feedback making sure that the stories are heard by the whole class.

EXAMPLE 5:

Objective: Note taking techniques, looking at notes.

Step 01: T. asks Ss. when they would need to take notes.
Step 02: T. points out they can use abbreviations, puntuacion, initials, drawings, etc. to take notes. T. asks Ss. when would they find these helpful.
Step 03: T. asks if Ss. have their own note taking techniques.
Step 04: T. asks Ss. to look at the symbols on page 266 and are asked to write examples of each in an appropriate context.
Step 05: Ss. look at the passage on page 266. They are asked to try to figure out what it means
Step 06: T. shows other note taking techniques (spidergrams, numbered points, etc.) for Ss. to determine which one suits their personal style.

EXAMPLE 6:

Objective: Report writing.

Step 01: T. brings schema by asking Ss. opinions on the topic: What do you think of women's role in society? or so.
Step 02: T. makes Ss. pay attention to passage on page 267: Everybody, we'll find out more interesting information about women in the U.S. on page 267.
Step 03: T. goes over passage quickly. Then, T. explains task: You have to work in groups of 3. You've got 4 minutes to decide which topics go together to make a coherent paragraph. T. chcks comprehension: Matias, what do you have to do in this task? Are you going to work in pairs or groups? and so on. Call on different Ss.
Step 04: Ss. work on task: Ok, start discussing right now. Which topics do you think could go together? Remind of time constantly: 4, 3, 1 minute left!! Hurry!
Step 05: Ss. individually choose one of their paragraphs and use cohesive devices such as: whereas, but, in spite of the fact, etc. Give 5 minutes or so.

Step 06: As a group, each S. they organize which paragraph goes firs, next, and last. Give time and make them write their final report.

Step 07: T. posts on bulletin or web site. Ss. discuss which one is more coherent or easy to read.