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