Nombre de la actividad: | |
Nivel: | Pre-intermediate |
Contenidos: | Vocabulary of media |
Habilidad: | Listening speaking |
Objetivos de la actividad: | Ss will be able to describe what the most important things in a radio commercial are. |
Descripción de la Actividad: | Warm-up: Ss will listen to a radio station of their country. Pre-activity: Ss will be asked about the radio advertisements and what is important to consider when making a radio commercial. While-activity: Ss will listen to a radio commercial twice and they will answer some questions while listening to. Post-activity: Ss will give some opinions about what elements make a radio commercial really great, and How does radio advertising differ from other forms of media including television, newspapers, billboards, and magazines. |
Recursos: | CD recorder. Internet. Questions. |
Bibliografía y/o Mesografía: | http://www.esl-lab.com/radio/radiord1.htm “carpet cleaning” |
miércoles, 29 de septiembre de 2010
podcast pre-intermediate activity
SECOND CONDITIONAL
Nombre de la actividad: | |
Nivel: | Pre-intermediate |
Contenidos: | Second conditional |
Habilidad: | Listening Writing |
Objetivos de la actividad: | Ss will be able to practice second conditional through listening and watching the video “ If I were a boy” beyonce. |
Descripción de la Actividad: | Warm-up: Teachers will give some examples of second conditional. Pre-activity: Ss will just listen to the song to be familiar with. While activity: Ss will watch the video Post-activity: Ss will complete the lyric. |
Recursos: | Computer or tape recorder. Board, markers, exercises. video |
Bibliografía y/o Mesografía: | www.youtube.com |
miércoles, 1 de septiembre de 2010
LESSON PLAN VERB "TO BE"
Nombre de la actividad: WHO AM I?
Nivel: beginners
Contenidos: Verb “be” and personal pronouns
Habilidad: Use of english, gramar, speaking.
Objetivos de la actividad: Ss will be able to use the verb “be” in a correct way through giving personal information in a pair conversation.
Descripción de la Actividad: Warm-up: T will do a review of numbers through a dictation.
Pre.activity: Ss will match images with their meanings to acquire more vocabulary.
While activity: T will explain Ss verb “be” in affirmative and questions forms.
Ss will answers some questions.
Post activity: Ss will do an oral presentation giving personal information using verb “be” in affirmative forms in front of the group.
Recursos: Projector, board, eraser, images, markers.
Bibliografía y/o Mesografía:
Nivel: beginners
Contenidos: Verb “be” and personal pronouns
Habilidad: Use of english, gramar, speaking.
Objetivos de la actividad: Ss will be able to use the verb “be” in a correct way through giving personal information in a pair conversation.
Descripción de la Actividad: Warm-up: T will do a review of numbers through a dictation.
Pre.activity: Ss will match images with their meanings to acquire more vocabulary.
While activity: T will explain Ss verb “be” in affirmative and questions forms.
Ss will answers some questions.
Post activity: Ss will do an oral presentation giving personal information using verb “be” in affirmative forms in front of the group.
Recursos: Projector, board, eraser, images, markers.
Bibliografía y/o Mesografía:
viernes, 27 de agosto de 2010
ACCEPTING NEW ROLES FOR TEACHERS IN THE CLASSROOM
Technology integration brings changes to teachers' instructional roles in the classroom. The teacher's roles in a technology-infused classroom often shift to that of a facilitator or coach rather than a lecturer (Henriquez & Riconscente, 1998). Technology use also tends to foster collaboration among students (Tinzmann, 1998). Scheffler and Logan (1999) document these and other changes in the dynamics of the classroom.
As students become more self-directed, teachers who are not accustomed to acting as facilitators or coaches may not understand how technology can be used as part of activities that are not teacher-directed. This situation may be an excellent opportunity for the teacher not only to learn from the student but also to model being an information seeker, lifelong learner, and risk taker. Kozma and Schank (1998) note, "Teachers must become comfortable letting students move into domains of knowledge where they themselves lack expertise, and they must be able to model their own learning process when they encounter phenomena they do not understand or questions they cannot answer
As students become more self-directed, teachers who are not accustomed to acting as facilitators or coaches may not understand how technology can be used as part of activities that are not teacher-directed. This situation may be an excellent opportunity for the teacher not only to learn from the student but also to model being an information seeker, lifelong learner, and risk taker. Kozma and Schank (1998) note, "Teachers must become comfortable letting students move into domains of knowledge where they themselves lack expertise, and they must be able to model their own learning process when they encounter phenomena they do not understand or questions they cannot answer
BELGICA ES UN PAIS A PUNTO DE LA ESCISION.
Bélgica es un constructo del siglo XIX siempre inestable. No consigue formar gobierno desde las pasadas elecciones, hace ya tres meses… Los flamencos (holandeses) del norte quieren más autonomía, incluso la separación, porque están subsidiando a los valones (franceses) del sur. El PIB de los flamencos alcanza el 125% de la media de la UE, el de los valones solo llega al 90%. Entre los valones, el 20% está en el paro (7% en Flandes), y el 40% de los que trabajan (25% en Flandes)son funcionarios. El 6,6% del PIB de los flamencos se gasta en prestaciones sociales para los valones. Los flamencos son liberales y conservadores, los valones socialistas. Como los gobiernos tienen que estar formados por una coalición de ambos grupos nacionales, lo flamencos han acabado siendo rehenes de los valones (de hecho un 50% de los valones puede parar la política del país); pero están ya hartos, por lo que la independencia es cada día más popular.
En Bélgica no se pueden celebrar elecciones hasta el 2011; se prolongaría el actual gobierno, que NO podría tomar “decisiones de estado”, por ejemplo suscribir el nuevo Tratado que los políticos europeos pergeñan estos días… Pero la Comisión también obtendría su tajada, porque Bruselas dse podría converitr en una especie de ciudad independiente, como Washington
En Bélgica no se pueden celebrar elecciones hasta el 2011; se prolongaría el actual gobierno, que NO podría tomar “decisiones de estado”, por ejemplo suscribir el nuevo Tratado que los políticos europeos pergeñan estos días… Pero la Comisión también obtendría su tajada, porque Bruselas dse podría converitr en una especie de ciudad independiente, como Washington
viernes, 20 de agosto de 2010
miércoles, 18 de agosto de 2010
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