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 ).