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.

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.