British Festivals.
1.- Where does the word tradition come from?
2.- What does it mean?
3.- British holidays: Halloween - Christmastime - Easter
miércoles, 28 de octubre de 2009
Greg´s PP summaries
28th, October
British Festivals.
1.- Where does the word tradition come from?
2.- What does it mean?
3.- British holidays: Halloween - Christmastime - Easter
British Festivals.
1.- Where does the word tradition come from?
2.- What does it mean?
3.- British holidays: Halloween - Christmastime - Easter
martes, 27 de octubre de 2009
SPEAKING DEVELOPMENT
http://www.eslgold.com/writing/topics.htm
http://http//www.talkenglish.com/Default.aspx
http://http//www.mister-wong.es/tags/speaking/
http//www.canteach.ca/elementary/prompts.htm
http//www.eduplace.com/kids/hme/k_5/brightideas/1-2/persuasive_essay1-2.html
http//www.creativity-portal.com/howto/writing/writing.prompts.html
http://http//www.talkenglish.com/Default.aspx
http://http//www.mister-wong.es/tags/speaking/
http//www.canteach.ca/elementary/prompts.htm
http//www.eduplace.com/kids/hme/k_5/brightideas/1-2/persuasive_essay1-2.html
http//www.creativity-portal.com/howto/writing/writing.prompts.html
martes, 20 de octubre de 2009
LAST ANNOUNCEMENT
19th, October
YOUR POWERPOINT MUST BE READY ON FRIDAY: CHICAGO - DUBLIN - EDINBURGH - WYOMING
TOMORROW YOU´LL HAVE A LISTENING TEST.
LAST OPPORTUNITY TO GIVE ME YOUR AMERICAN PENPAL´ S LETTER AND ESSAYS
YOUR POWERPOINT MUST BE READY ON FRIDAY: CHICAGO - DUBLIN - EDINBURGH - WYOMING
TOMORROW YOU´LL HAVE A LISTENING TEST.
LAST OPPORTUNITY TO GIVE ME YOUR AMERICAN PENPAL´ S LETTER AND ESSAYS
jueves, 15 de octubre de 2009
PLACEMENT TESTS
http://www.examenglish.com/leveltest/index.php
http://www.britishcouncil.org/learnenglish-central-test-test-your-level.htm
http://www.learn4good.com/languages/english_level.htm
http://www.englishjet.com/english_courses_files/test_level.asp
http://www.englishtag.com/tests/level_test.asp
http://www.wordskills.com/level/
http://www.er.uqam.ca/nobel/r21270/levels/index.html
http://googlees.englishtown.com/master/home/interstitial/testMemLanding.asp
htpp://www.englishenglish.com
http://www.britishcouncil.org/learnenglish-central-test-test-your-level.htm
http://www.learn4good.com/languages/english_level.htm
http://www.englishjet.com/english_courses_files/test_level.asp
http://www.englishtag.com/tests/level_test.asp
http://www.wordskills.com/level/
http://www.er.uqam.ca/nobel/r21270/levels/index.html
http://googlees.englishtown.com/master/home/interstitial/testMemLanding.asp
htpp://www.englishenglish.com
BOOK REVIEWS
Book Reviews
1.Writing a Book Review
To begin your research, you need to have the following information:
Title of the book, Name of the author, and the Date of first publication.
Book reviews and reports generally include the following kinds of information:
·Identification of the book, including the full title, name of the author, the publisher, the edition, the place and date of publication.
·A description or summary of the book's content, format, organization, and development.
·A description or summary of the purpose of the book and its general argument or theme.
·A statement about the book's intended audience.
·Information about the author.
·A critical evaluation, which discusses the book's strengths and weaknesses.
·Personal opinions and reactions to the book.
2. Book reports are a way to show how well you understood a book and to tell what you think about it. Many teachers have their own rules about what a book report should look like so be sure to check, but the following parts a book report are very common and may be helpful.
Introduction:
Things to include in the introduction:·The title (underlined) and author of the book.·Why you chose the book. ·What kind of story is it? (adventure? family? fantasy/make believe? animal? true life? scary?)
Body:
In this section you want to describe the main parts of a story: theme, plot, setting, and characters. Then you can give your opinions about the book.
The Theme is the main idea of the story. Some examples might be the importance of friendship or how to be courageous in a difficult situation. Tell what you think the theme is and how you know.The Setting is the time and place of the story. Is it set a long time ago or now. Does it take place in another country or in an imaginary place? How much time passes in the story—a day? a year? a lifetime?
The Plot is what happens.You want to tell what the story is mostly about. What is the main event or conflict? What things lead up to it? What happens as a result? How does the story end? (Sometimes you want to avoid telling the ending, or giving away the secrets of the story.)Be careful not to re-tell the whole story in detail—you want room in your report to write about other things; instead, just say enough about it so the rest of your report will make sense.
The Characters are who the story is about. The main character is called the protagonist. Who are the other important characters? Do they help or hinder the protagonist?
Once you have summarized the book, you can tell what you think about it. You can write about whatever opinions you have. Some questions you might want to answer are:·Did you like the story? Why or why not?·What was the best part of the book? Why?·How did the story make you feel? Did you feel different things at different points in the story?·Would you recommend it to friends?·Would you read other books by this author?· What new things did you learn from this book?
Conclusion:
This is just a sentence or two to sum up your report.
Give your overall opinion of the book and the most important thing you want other people to know about it.
1.Writing a Book Review
To begin your research, you need to have the following information:
Title of the book, Name of the author, and the Date of first publication.
Book reviews and reports generally include the following kinds of information:
·Identification of the book, including the full title, name of the author, the publisher, the edition, the place and date of publication.
·A description or summary of the book's content, format, organization, and development.
·A description or summary of the purpose of the book and its general argument or theme.
·A statement about the book's intended audience.
·Information about the author.
·A critical evaluation, which discusses the book's strengths and weaknesses.
·Personal opinions and reactions to the book.
2. Book reports are a way to show how well you understood a book and to tell what you think about it. Many teachers have their own rules about what a book report should look like so be sure to check, but the following parts a book report are very common and may be helpful.
Introduction:
Things to include in the introduction:·The title (underlined) and author of the book.·Why you chose the book. ·What kind of story is it? (adventure? family? fantasy/make believe? animal? true life? scary?)
Body:
In this section you want to describe the main parts of a story: theme, plot, setting, and characters. Then you can give your opinions about the book.
The Theme is the main idea of the story. Some examples might be the importance of friendship or how to be courageous in a difficult situation. Tell what you think the theme is and how you know.The Setting is the time and place of the story. Is it set a long time ago or now. Does it take place in another country or in an imaginary place? How much time passes in the story—a day? a year? a lifetime?
The Plot is what happens.You want to tell what the story is mostly about. What is the main event or conflict? What things lead up to it? What happens as a result? How does the story end? (Sometimes you want to avoid telling the ending, or giving away the secrets of the story.)Be careful not to re-tell the whole story in detail—you want room in your report to write about other things; instead, just say enough about it so the rest of your report will make sense.
The Characters are who the story is about. The main character is called the protagonist. Who are the other important characters? Do they help or hinder the protagonist?
Once you have summarized the book, you can tell what you think about it. You can write about whatever opinions you have. Some questions you might want to answer are:·Did you like the story? Why or why not?·What was the best part of the book? Why?·How did the story make you feel? Did you feel different things at different points in the story?·Would you recommend it to friends?·Would you read other books by this author?· What new things did you learn from this book?
Conclusion:
This is just a sentence or two to sum up your report.
Give your overall opinion of the book and the most important thing you want other people to know about it.
LESSONS PLANNING
16th October - Friday
1. Check who handed in the writing essays.
2. Check pag. 15 .from textbook and pg.4 & 5 from workbook.
Using the whiteboard for Oral practice and Cultural background: Harvest Festival
Homework: Revision Unit 1 and pg.6,7,8 from Workbook.
19th October.
1. Tips for a good presentation.
2. Tips for a good writing assey.
3. Today´ s News
4. Find information on these questions:
a) Who were the three men who claimed the English throne after King Edward
died?
b) In what part of England is Stamford Bridge where king Haraold won a victory?
c) Where did William of Normandy land in 1066?
d) What was the name of the famous battle when William defeated the English?
e) When and where was William crowned king of England?
28th, October
Oral Test for those students who didn´t go to Zamora.
21th October.
1. Remind students´s last opportunity to hand in their writing essays.
2. Cultural File: " Spelling National Bee."
3 Workbook
4. Reading Test
2ND nOVEMBER
1. See Greg´s PP Presentation.
2. Today´s News:
a) Who is ordered to give a compensation?
b) Who were accused of torturing and killing a German couple? Which was the verdict? Which were deciding factors in the verdict?
c) Why is Miquel Barceló on the spotlight today?
d) Who attended the opening?
e) How long did it take him to paint ceiling in the offices of the United Nations in Geneva?
How many people helped him?
f) Why did anyone get the impression they rushed for the event to be held?
g) What does Regional Co uncillor for Tourism, Luciano Alonso, complain about?
2.Video : Horses under the big top
After the Wall fell
3.- Remind Homework . Unit 2 Reading C. Test with questions and Vocabulary.
All the exercise from Unit 1 - Workbook
Upload pictures from Zamora with some comment underneath.
3rd November
1. Check everybody´s work
2. Unit 2
3. A bit of History
4. Workbook - Unit 1
5. Listening
4th November
1.Greg´s Presentation
2. Students´PP Presentations
1. Check who handed in the writing essays.
2. Check pag. 15 .from textbook and pg.4 & 5 from workbook.
Using the whiteboard for Oral practice and Cultural background: Harvest Festival
Homework: Revision Unit 1 and pg.6,7,8 from Workbook.
19th October.
1. Tips for a good presentation.
2. Tips for a good writing assey.
3. Today´ s News
4. Find information on these questions:
a) Who were the three men who claimed the English throne after King Edward
died?
b) In what part of England is Stamford Bridge where king Haraold won a victory?
c) Where did William of Normandy land in 1066?
d) What was the name of the famous battle when William defeated the English?
e) When and where was William crowned king of England?
28th, October
Oral Test for those students who didn´t go to Zamora.
21th October.
1. Remind students´s last opportunity to hand in their writing essays.
2. Cultural File: " Spelling National Bee."
3 Workbook
4. Reading Test
2ND nOVEMBER
1. See Greg´s PP Presentation.
2. Today´s News:
a) Who is ordered to give a compensation?
b) Who were accused of torturing and killing a German couple? Which was the verdict? Which were deciding factors in the verdict?
c) Why is Miquel Barceló on the spotlight today?
d) Who attended the opening?
e) How long did it take him to paint ceiling in the offices of the United Nations in Geneva?
How many people helped him?
f) Why did anyone get the impression they rushed for the event to be held?
g) What does Regional Co uncillor for Tourism, Luciano Alonso, complain about?
2.Video : Horses under the big top
After the Wall fell
3.- Remind Homework . Unit 2 Reading C. Test with questions and Vocabulary.
All the exercise from Unit 1 - Workbook
Upload pictures from Zamora with some comment underneath.
3rd November
1. Check everybody´s work
2. Unit 2
3. A bit of History
4. Workbook - Unit 1
5. Listening
4th November
1.Greg´s Presentation
2. Students´PP Presentations
TIPS FOR A GOOD WRITING ESSAY
http://www.goodluckielts.com/ielts-writing-keywords.html
By learning to use common phrases and set expressions, you can add variety and interest to your writing. You will also be able to write more quickly and effectively during exams, when time is limited.Of course, you won't need to use all of the expressions on the IELTS. Ideally, you should be comfortable using at least three or four expressions from each group below, so they come to mind easily during the IELTS.
It is also helpful to have someone call them out so you can test your spelling. Unfortunately, students sometimes make spelling errors even in these commonly occurring expressions. Practice sufficiently so you don't lose points unnecessarily on something that's within your control.
KEY WORDS for IELTS WRITING
Stating Your Opinion
In my opinion,According to me,
In my view, To me,
From my point of view,
I thinkIt seems to me that
I believe
From my perspective
To my way of thinking
It appears that
I suppose
I realize
I understand
I imagine
I feel
Giving Examples
For example,
For instance,
such as
In other words,
as
like
that isnamely
To illustrate
To paraphrase
Comparing
Similar to
As...asi
In common
also
Either...or
In the same way,
Neither...nor
At the same time
Just asresemble
Contrasting
However,
But
On the contrary,
On the other hand,
Differ from
Nevertheless
Although
Though
Otherwise
Instead
Alternatively,
Even though
Generalizing
Generally, Generally speaking,
Overall,
On the whole,
In general,
By and large,
It seems to me that
I believe All in all,
Basically,
Essentially,
As a rule,
All things considered
For the most part
Expressing Certainty
Certainly,
Undoubtedly,
Doubtless,
No doubt,
Definitely,
Of course,
Expressing Partial Agreement
More or less,
To some extent,
Up to a point,
Almost,
In a way,
So to speak,
The "in my point of view" sounds rather Spanglish. It should be "from my point of view". We normally drop the "point of" and say just "in my view".
Other, less formal possibilities could be:to my mind: to emphasise that this is your opinionI reckon:
usually to express an opinion about what is likely to happenI feel: to express a strong personal opinionif you ask me: to express an opinion that may be criticalto be honest (with you):
to express a critical opinion without seeming rudeas far as I'm concerned: to express an opinion that may be different from othersFormal examples, for academic essays etc.:I think that…It seems to me that…I would argue that…I do not believe that…I am unconvinced that…I do not agree that…
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/parout.html#outline
WRITING PARAGRAPHS A thesis is a single, focused argument, and most paragraphs prove or demonstrate a thesis through explanations, examples and concrete details. This chapter will help you learn to write and analyse the types of paragraphs common in academic essays.Start with an Outline:
Start with an Outline
A brief outline will make it easier to develop topic sentences and to arrange your paragraphs in the most effective order.You should begin your outline by stating the thesis of your paper:
The English Civil War was caused by a combination of factors, including the empowerment and organization of Puritan forces, the absolutist tendencies of James I and the personal ineptitude of his son Charles I.
Next, list the topic sentences for each of the paragraphs (or sections) of the paper.Writing Topic Sentence:
I
Review: Topic Sentences:Choose the best among the several topic sentences.
Dividing your ArgumentStarting a new paragraph is a signal to your reader that you are beginning a new thought or taking up a new point. Since your outline will help you divide the essay into sections, the resulting paragraphs must correspond to the logical divisions in the essay. If your paragraphs are too long, divide your material into smaller, more manageable units; if they're too short, find broader topic sentences that will allow you to combine some of your ideas.Review:
Developing Unified and Coherent ParagraphsA paragraph is unified when every sentence develops the point made in the topic sentence. It must have a single focus and it must contain no irrelevant facts. Every sentence must contribute to the paragraph by explaining, exemplifying, or expanding the topic sentence. In order to determine whether a paragraph is well developed or not, ask yourself:
"What main point am I trying to convey here?" (topic sentence) and then "Does every sentence clearly relate to this idea?"There are several ways in which you can build good, clear paragraphs.
This section will discuss three of the most common types of paragraph structure:
development by detail, comparison and contrast, and process.
Finally, it will suggest that most paragraphs are built of a combination of development strategies.
Paragraph Development by DetailThis is the most common and easiest form of paragraph development: you simply expand on a general topic sentence using specific examples or illustrations.
Paragraph Development by Comparison and ContrastYou should consider developing your paragraph by comparison and contrast when you are describing two or more things which have something, but not everything, in common.
Paragraph Development by ProcessParagraph development by process involves a straightforward step-by-step description. Those of you in the sciences will recognise it as the formula followed in the "method" section of a lab experiment. Process description often follows a chronological sequence.
Paragraph Development by CombinationVery often, a single paragraph will contain development by a combination of methods. It may begin with a brief comparison, for example, and move on to provide detailed descriptions of the subjects being compared. A process analysis might include a brief history of the process in question.
By learning to use common phrases and set expressions, you can add variety and interest to your writing. You will also be able to write more quickly and effectively during exams, when time is limited.Of course, you won't need to use all of the expressions on the IELTS. Ideally, you should be comfortable using at least three or four expressions from each group below, so they come to mind easily during the IELTS.
It is also helpful to have someone call them out so you can test your spelling. Unfortunately, students sometimes make spelling errors even in these commonly occurring expressions. Practice sufficiently so you don't lose points unnecessarily on something that's within your control.
KEY WORDS for IELTS WRITING
Stating Your Opinion
In my opinion,According to me,
In my view, To me,
From my point of view,
I thinkIt seems to me that
I believe
From my perspective
To my way of thinking
It appears that
I suppose
I realize
I understand
I imagine
I feel
Giving Examples
For example,
For instance,
such as
In other words,
as
like
that isnamely
To illustrate
To paraphrase
Comparing
Similar to
As...asi
In common
also
Either...or
In the same way,
Neither...nor
At the same time
Just asresemble
Contrasting
However,
But
On the contrary,
On the other hand,
Differ from
Nevertheless
Although
Though
Otherwise
Instead
Alternatively,
Even though
Generalizing
Generally, Generally speaking,
Overall,
On the whole,
In general,
By and large,
It seems to me that
I believe All in all,
Basically,
Essentially,
As a rule,
All things considered
For the most part
Expressing Certainty
Certainly,
Undoubtedly,
Doubtless,
No doubt,
Definitely,
Of course,
Expressing Partial Agreement
More or less,
To some extent,
Up to a point,
Almost,
In a way,
So to speak,
The "in my point of view" sounds rather Spanglish. It should be "from my point of view". We normally drop the "point of" and say just "in my view".
Other, less formal possibilities could be:to my mind: to emphasise that this is your opinionI reckon:
usually to express an opinion about what is likely to happenI feel: to express a strong personal opinionif you ask me: to express an opinion that may be criticalto be honest (with you):
to express a critical opinion without seeming rudeas far as I'm concerned: to express an opinion that may be different from othersFormal examples, for academic essays etc.:I think that…It seems to me that…I would argue that…I do not believe that…I am unconvinced that…I do not agree that…
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/parout.html#outline
WRITING PARAGRAPHS A thesis is a single, focused argument, and most paragraphs prove or demonstrate a thesis through explanations, examples and concrete details. This chapter will help you learn to write and analyse the types of paragraphs common in academic essays.Start with an Outline:
Start with an Outline
A brief outline will make it easier to develop topic sentences and to arrange your paragraphs in the most effective order.You should begin your outline by stating the thesis of your paper:
The English Civil War was caused by a combination of factors, including the empowerment and organization of Puritan forces, the absolutist tendencies of James I and the personal ineptitude of his son Charles I.
Next, list the topic sentences for each of the paragraphs (or sections) of the paper.Writing Topic Sentence:
I
Review: Topic Sentences:Choose the best among the several topic sentences.
Dividing your ArgumentStarting a new paragraph is a signal to your reader that you are beginning a new thought or taking up a new point. Since your outline will help you divide the essay into sections, the resulting paragraphs must correspond to the logical divisions in the essay. If your paragraphs are too long, divide your material into smaller, more manageable units; if they're too short, find broader topic sentences that will allow you to combine some of your ideas.Review:
Developing Unified and Coherent ParagraphsA paragraph is unified when every sentence develops the point made in the topic sentence. It must have a single focus and it must contain no irrelevant facts. Every sentence must contribute to the paragraph by explaining, exemplifying, or expanding the topic sentence. In order to determine whether a paragraph is well developed or not, ask yourself:
"What main point am I trying to convey here?" (topic sentence) and then "Does every sentence clearly relate to this idea?"There are several ways in which you can build good, clear paragraphs.
This section will discuss three of the most common types of paragraph structure:
development by detail, comparison and contrast, and process.
Finally, it will suggest that most paragraphs are built of a combination of development strategies.
Paragraph Development by DetailThis is the most common and easiest form of paragraph development: you simply expand on a general topic sentence using specific examples or illustrations.
Paragraph Development by Comparison and ContrastYou should consider developing your paragraph by comparison and contrast when you are describing two or more things which have something, but not everything, in common.
Paragraph Development by ProcessParagraph development by process involves a straightforward step-by-step description. Those of you in the sciences will recognise it as the formula followed in the "method" section of a lab experiment. Process description often follows a chronological sequence.
Paragraph Development by CombinationVery often, a single paragraph will contain development by a combination of methods. It may begin with a brief comparison, for example, and move on to provide detailed descriptions of the subjects being compared. A process analysis might include a brief history of the process in question.
TIPS FOR A GOOD PRESENTATION
Making an Oral Presentation
When making an oral presentation in class, you must know your subject well and convince your audience that they have something to gain from listening to you. Here are some things you can do to make an effective oral presentation.
Be prepared. Research your subject to ensure that you are knowledgeable. Practice your presentation until you feel comfortable.
Make sure you can present your information within whatever time limits you will have. Anticipate questions you may be asked and prepare answers to these.Know your audience. Tailor your presentation to your audience’s level of knowledge about the subject of your presentation, what they need to know, and their interests.
Be positive. Make it clear that you are knowledgeable and enthusiastic about your subject.Provide examples. Try to make your presentation as concrete and “down to earth” as possible.
Add appropriate anecdotes and humor to drive home a point.
Use visual aids. Supplement what you say with visual aids such as handouts, charts, transparencies, and slides. Make sure that everyone can easily see the visual aids. Don’t use visual aids that are so complex that the audience will spend its time trying to read them instead of listening to you. Visual aids are supplements to what you say, not replacements for what you say.Maintain eye contact.
Shift your eye contact around the room so that everyone feels that you are talking to them.
Actively involve your audience. People can only listen so long without their attention wandering. Making your presentation interesting will help you to capture and keep your audience’s attention for a while, but you must do more.
Build in some simple and quick activities for your audience so that they are actively involved in your presentation. Ask questions that you are confident your audience will be able to answer.
Use your voice effectively. Vary the tone of your voice and be careful not to talk too quickly.
End on a high note. Leave your audience feeling upbeat about what they have just heard.
USEFUL WEBSITES:http://www.bbc.co.uk/schools/gcsebitesize/english/speaking/speakingact.shtml
http://www.bbc.co.uk/worldservice/le
When making an oral presentation in class, you must know your subject well and convince your audience that they have something to gain from listening to you. Here are some things you can do to make an effective oral presentation.
Be prepared. Research your subject to ensure that you are knowledgeable. Practice your presentation until you feel comfortable.
Make sure you can present your information within whatever time limits you will have. Anticipate questions you may be asked and prepare answers to these.Know your audience. Tailor your presentation to your audience’s level of knowledge about the subject of your presentation, what they need to know, and their interests.
Be positive. Make it clear that you are knowledgeable and enthusiastic about your subject.Provide examples. Try to make your presentation as concrete and “down to earth” as possible.
Add appropriate anecdotes and humor to drive home a point.
Use visual aids. Supplement what you say with visual aids such as handouts, charts, transparencies, and slides. Make sure that everyone can easily see the visual aids. Don’t use visual aids that are so complex that the audience will spend its time trying to read them instead of listening to you. Visual aids are supplements to what you say, not replacements for what you say.Maintain eye contact.
Shift your eye contact around the room so that everyone feels that you are talking to them.
Actively involve your audience. People can only listen so long without their attention wandering. Making your presentation interesting will help you to capture and keep your audience’s attention for a while, but you must do more.
Build in some simple and quick activities for your audience so that they are actively involved in your presentation. Ask questions that you are confident your audience will be able to answer.
Use your voice effectively. Vary the tone of your voice and be careful not to talk too quickly.
End on a high note. Leave your audience feeling upbeat about what they have just heard.
USEFUL WEBSITES:http://www.bbc.co.uk/schools/gcsebitesize/english/speaking/speakingact.shtml
http://www.bbc.co.uk/worldservice/le
Powerpoint Presentations
23rd OCtober
2. Dublin: (nº 2 Sergio& José Cayuela) 25 october
3.
4. Wyoming (nº4 & ) Francisco- José Maiquez 6th november
16th November
1. Comenius ( nº5 & ) Marta -Anabel
2. Edinburgh(nº 6 & ) Carlos-Pablo
3. Advantages and disadvantages of social networks (nº 7 & ) Lucia - Paula
4. Chicago (Victor - Miguel)
5. Chicago ( antonio Losa-Alvaro Molina
23rd November
1. New York (nº 9 Alicia &Carolina )
2. Boston (nº 10 & )
3. London(nº11 & )
4. English most outstanding people in History (nº 12 & )
5.Edinburgo (Lorena & Carmen)
2. Dublin: (nº 2 Sergio& José Cayuela) 25 october
3.
4. Wyoming (nº4 & ) Francisco- José Maiquez 6th november
16th November
1. Comenius ( nº5 & ) Marta -Anabel
2. Edinburgh(nº 6 & ) Carlos-Pablo
3. Advantages and disadvantages of social networks (nº 7 & ) Lucia - Paula
4. Chicago (Victor - Miguel)
5. Chicago ( antonio Losa-Alvaro Molina
23rd November
1. New York (nº 9 Alicia &Carolina )
2. Boston (nº 10 & )
3. London(nº11 & )
4. English most outstanding people in History (nº 12 & )
5.Edinburgo (Lorena & Carmen)
ASSESSMENT ORAL CRITERIA
Oral Presentation Evaluation Criteria
Author (Last Name): _________________________ Committee member:
Presentations will be evaluated using the following criteria:
I. Content – 10 points
Accurately follows the title and abstract and stays on topic 1 2 3 4 5
Instructive and mind-provoking 1 2 3 4 5(I)
Total content score: _____
II. Organization – 20 points
Secures audience attention 1 2 3 4 5
Objective and outline well formulated in the introduction 1 2 3 4 5
Well structured, flowing logically and with good transitionbetween the sections 1 2 3 4 5
Offers summary of ideas and provides closure 1 2 3 4 5
(II) Total organization score: _____
III. Delivery – 25 points
Consideration given to the understanding of English by the audience,i.e.
clear pronounciation and speech rhythm 1 2 3 4 5
Effectively uses vocal variety in rate, pitch, and intensityto maintain
audience interest in speech 1 2 3 4 5
Good visual quality (content displayed well visible, good choice
offont, colours, pictures, well balanced screens) 1 2 3 4 5
Uses physical behavior that supports the message (including
appropriate eye contact, facial expressions, gestures,posture,
personal appearance) 1 2 3 4 5
Adheres to time requirements
1 2 3 4 5
(III) Total delivery score: _____
TOTAL SCORE (I + II + III): __________________________
Criteria on the feedback sheet or assessment form for assessing learners' performance in the oral presentation:
http://education.yuikee.com.hk/teacher_training/primary_english/download/session4/feedbacksheets.pdfThe following descriptions can be used when making a global assessment of a student’s performance:
Excellent (A) – a skillful presentation which was easy to follow. Student used clear, accurate and appropriate language and the presentation was effectively planned and well structured. It left listeners with a clear idea of the main thesis and supporting or associated ideas. Stimulated interest amongst listeners, as evident in audience behaviour and questions.
Very good (B) – above acceptable. Well handled presentation with well developed ideas and clear, intelligible delivery. Some minor problems with use of language and/or delivery but these did not cause major difficulties for listeners.
Good (C) – an acceptable level. Managed to achieve “yes” in most categories. No major difficulties with the language and a clear thesis with supporting ideas were evident.
Fair (D) – barely acceptable level of performance. May have prepared but had some fairly major problems with content and/or delivery. This made listening to this presentation a strain for audience.
Poor (E) – of unacceptable standard. Poorly prepared and difficult to follow. Structure of talk not clear and inaccurate use of language or poor delivery caused a lot of strain for listeners. No or little attempt / ability to engage listeners.
Author (Last Name): _________________________ Committee member:
Presentations will be evaluated using the following criteria:
I. Content – 10 points
Accurately follows the title and abstract and stays on topic 1 2 3 4 5
Instructive and mind-provoking 1 2 3 4 5(I)
Total content score: _____
II. Organization – 20 points
Secures audience attention 1 2 3 4 5
Objective and outline well formulated in the introduction 1 2 3 4 5
Well structured, flowing logically and with good transitionbetween the sections 1 2 3 4 5
Offers summary of ideas and provides closure 1 2 3 4 5
(II) Total organization score: _____
III. Delivery – 25 points
Consideration given to the understanding of English by the audience,i.e.
clear pronounciation and speech rhythm 1 2 3 4 5
Effectively uses vocal variety in rate, pitch, and intensityto maintain
audience interest in speech 1 2 3 4 5
Good visual quality (content displayed well visible, good choice
offont, colours, pictures, well balanced screens) 1 2 3 4 5
Uses physical behavior that supports the message (including
appropriate eye contact, facial expressions, gestures,posture,
personal appearance) 1 2 3 4 5
Adheres to time requirements
1 2 3 4 5
(III) Total delivery score: _____
TOTAL SCORE (I + II + III): __________________________
Criteria on the feedback sheet or assessment form for assessing learners' performance in the oral presentation:
http://education.yuikee.com.hk/teacher_training/primary_english/download/session4/feedbacksheets.pdfThe following descriptions can be used when making a global assessment of a student’s performance:
Excellent (A) – a skillful presentation which was easy to follow. Student used clear, accurate and appropriate language and the presentation was effectively planned and well structured. It left listeners with a clear idea of the main thesis and supporting or associated ideas. Stimulated interest amongst listeners, as evident in audience behaviour and questions.
Very good (B) – above acceptable. Well handled presentation with well developed ideas and clear, intelligible delivery. Some minor problems with use of language and/or delivery but these did not cause major difficulties for listeners.
Good (C) – an acceptable level. Managed to achieve “yes” in most categories. No major difficulties with the language and a clear thesis with supporting ideas were evident.
Fair (D) – barely acceptable level of performance. May have prepared but had some fairly major problems with content and/or delivery. This made listening to this presentation a strain for audience.
Poor (E) – of unacceptable standard. Poorly prepared and difficult to follow. Structure of talk not clear and inaccurate use of language or poor delivery caused a lot of strain for listeners. No or little attempt / ability to engage listeners.
LISTENING PRACTICE
READING COMPREHENSION TESTS
AN ADVENTURE
My Adventure
One day, when I was seven years old, I was doing shopping with my mother and my little sister. We were buying food. Then, my sister said that she wanted to go to the toilet and my mother asked me to go with her, so I did it. My mother also told us: "When you finish, come here, I am going to be in the same place as now".
When we came back, we didn't see my mother anywhere, so I started to worry about it. I looked and looked around me, but I still didn't see her. I started to cry because I thought we were lost. A woman that worked there asked me the reason I was crying. I told her what had happened. She took my sister an me to the information point and there, everybody treated us really well and they called my mother by loudspeakers. In the end, my mother appeared and we came home very happily.
Lorena Cuenca
I had an adventure last summer. I went to an English summer camp, and the night before I go, I packed my suitcase. First of all, I put my toilet bag with my toothbrush, my comb... And then, I put all my clothes and shoes on my toilet bag. So the next morning, when I woke up, I needed my toothbrush and my comb...So the problem was that they were at bottom of the suitcase! I had to take out all my clothes and shoes, get my toilet bag and kept all the things again in the suitcase, I only had about 15 minutes. But finally, with a lot of patience and sweat, I did it! It was horrible! Carmen Valverde
AN ADVENTURE
On holiday, I went to a cottage /country house in Barranda near Caravaca. I was there for one week. I went with my parents, uncles and their children and my dog. Near my house there was another house and in this house a boy the same age as mine was spending his holidays . Old days we went to go rafting, we went to the swimming pool, played video games, rode a bicycle , andwe did some more things . One day in this village there was a festival . In the programme a football match was scheduled and my friend and I was played with others friends and won. The village gave medals.
The last day I said: “ bye bye” and I became to Murcia.
Francisco Lorente Almagro
Last summer I went to a camp to The Pyrenees. At the beginning I didn’t know what it was like is because it was the first time that I had gone to a camp. Soon I met new friends. The Pyrenees were fantastic and wonderful. There, there were a lot of activities to do like rappel, mountaineering, climbing , etc. I spent 12 days there and it was breathtaking . The best thing in the camp was the rafting and all the nights in cottages with my friends. I will never forget this aventure and perhaps I’ll repeat it every summer. It has been a unforgettable experience.
Anabel Galvez Belando
My best experience was a day when I went fishing to the sea. I was 2 hours fishing and I had fishing only 2 small fish. Before I left I wanted to catch a big fish. Then I thought of putting pieces of fish as a bait to fishing and I quitted the worms. Then I caught a very big fish. It was very exciting.Antonio Losa
One day, when I was seven years old, I was doing shopping with my mother and my little sister. We were buying food. Then, my sister said that she wanted to go to the toilet and my mother asked me to go with her, so I did it. My mother also told us: "When you finish, come here, I am going to be in the same place as now".
When we came back, we didn't see my mother anywhere, so I started to worry about it. I looked and looked around me, but I still didn't see her. I started to cry because I thought we were lost. A woman that worked there asked me the reason I was crying. I told her what had happened. She took my sister an me to the information point and there, everybody treated us really well and they called my mother by loudspeakers. In the end, my mother appeared and we came home very happily.
Lorena Cuenca
I had an adventure last summer. I went to an English summer camp, and the night before I go, I packed my suitcase. First of all, I put my toilet bag with my toothbrush, my comb... And then, I put all my clothes and shoes on my toilet bag. So the next morning, when I woke up, I needed my toothbrush and my comb...So the problem was that they were at bottom of the suitcase! I had to take out all my clothes and shoes, get my toilet bag and kept all the things again in the suitcase, I only had about 15 minutes. But finally, with a lot of patience and sweat, I did it! It was horrible! Carmen Valverde
AN ADVENTURE
On holiday, I went to a cottage /country house in Barranda near Caravaca. I was there for one week. I went with my parents, uncles and their children and my dog. Near my house there was another house and in this house a boy the same age as mine was spending his holidays . Old days we went to go rafting, we went to the swimming pool, played video games, rode a bicycle , andwe did some more things . One day in this village there was a festival . In the programme a football match was scheduled and my friend and I was played with others friends and won. The village gave medals.
The last day I said: “ bye bye” and I became to Murcia.
Francisco Lorente Almagro
Last summer I went to a camp to The Pyrenees. At the beginning I didn’t know what it was like is because it was the first time that I had gone to a camp. Soon I met new friends. The Pyrenees were fantastic and wonderful. There, there were a lot of activities to do like rappel, mountaineering, climbing , etc. I spent 12 days there and it was breathtaking . The best thing in the camp was the rafting and all the nights in cottages with my friends. I will never forget this aventure and perhaps I’ll repeat it every summer. It has been a unforgettable experience.
Anabel Galvez Belando
My best experience was a day when I went fishing to the sea. I was 2 hours fishing and I had fishing only 2 small fish. Before I left I wanted to catch a big fish. Then I thought of putting pieces of fish as a bait to fishing and I quitted the worms. Then I caught a very big fish. It was very exciting.Antonio Losa
jueves, 8 de octubre de 2009
WRITING PARAGRAPHS
A thesis is a single, focused argument, and most paragraphs prove or demonstrate a thesis through explanations, examples and concrete details. This chapter will help you learn to write and analyse the types of paragraphs common in academic essays.
Start with an Outline:
Start with an Outline
A brief outline will make it easier to develop topic sentences and to arrange your paragraphs in the most effective order.
You should begin your outline by stating the thesis of your paper:
The English Civil War was caused by a combination of factors, including the empowerment and organization of Puritan forces, the absolutist tendencies of James I and the personal ineptitude of his son Charles I.
Next, list the topic sentences for each of the paragraphs (or sections) of the paper.
Writing Topic Sentence:
Start with an Outline
A brief outline will make it easier to develop topic sentences and to arrange your paragraphs in the most effective order.
You should begin your outline by stating the thesis of your paper:
The English Civil War was caused by a combination of factors, including the empowerment and organization of Puritan forces, the absolutist tendencies of James I and the personal ineptitude of his son Charles I.
Next, list the topic sentences for each of the paragraphs (or sections) of the paper:
Review: Topic Sentences:Choose the best among the several topic sentences
Dividing your Argument
Starting a new paragraph is a signal to your reader that you are beginning a new thought or taking up a new point. Since your outline will help you divide the essay into sections, the resulting paragraphs must correspond to the logical divisions in the essay. If your paragraphs are too long, divide your material into smaller, more manageable units; if they're too short, find broader topic sentences that will allow you to combine some of your ideas.
Review: Dividing your Argument:a shift in emphasis or topic suggests that a new paragraph should have been started.
Developing Unified and Coherent Paragraphs
A paragraph is unified when every sentence develops the point made in the topic sentence. It must have a single focus and it must contain no irrelevant facts. Every sentence must contribute to the paragraph by explaining, exemplifying, or expanding the topic sentence. In order to determine whether a paragraph is well developed or not, ask yourself: "What main point am I trying to convey here?" (topic sentence) and then "Does every sentence clearly relate to this idea?"
There are several ways in which you can build good, clear paragraphs. This section will discuss three of the most common types of paragraph structure: development by detail, comparison and contrast, and process. Finally, it will suggest that most paragraphs are built of a combination of development strategies.
Paragraph Development by Detail
This is the most common and easiest form of paragraph development: you simply expand on a general topic sentence using specific examples or illustrations.
Paragraph Development by Comparison and Contrast
You should consider developing your paragraph by comparison and contrast when you are describing two or more things which have something, but not everything, in common.
Paragraph Development by Process
Paragraph development by process involves a straightforward step-by-step description. Those of you in the sciences will recognise it as the formula followed in the "method" section of a lab experiment. Process description often follows a chronological sequence.
Paragraph Development by Combination
Very often, a single paragraph will contain development by a combination of methods. It may begin with a brief comparison, for example, and move on to provide detailed descriptions of the subjects being compared. A process analysis might include a brief history of the process in question. Many paragraphs include lists of examples.
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/parout.html#outline
Start with an Outline:
Start with an Outline
A brief outline will make it easier to develop topic sentences and to arrange your paragraphs in the most effective order.
You should begin your outline by stating the thesis of your paper:
The English Civil War was caused by a combination of factors, including the empowerment and organization of Puritan forces, the absolutist tendencies of James I and the personal ineptitude of his son Charles I.
Next, list the topic sentences for each of the paragraphs (or sections) of the paper.
Writing Topic Sentence:
Start with an Outline
A brief outline will make it easier to develop topic sentences and to arrange your paragraphs in the most effective order.
You should begin your outline by stating the thesis of your paper:
The English Civil War was caused by a combination of factors, including the empowerment and organization of Puritan forces, the absolutist tendencies of James I and the personal ineptitude of his son Charles I.
Next, list the topic sentences for each of the paragraphs (or sections) of the paper:
Review: Topic Sentences:Choose the best among the several topic sentences
Dividing your Argument
Starting a new paragraph is a signal to your reader that you are beginning a new thought or taking up a new point. Since your outline will help you divide the essay into sections, the resulting paragraphs must correspond to the logical divisions in the essay. If your paragraphs are too long, divide your material into smaller, more manageable units; if they're too short, find broader topic sentences that will allow you to combine some of your ideas.
Review: Dividing your Argument:a shift in emphasis or topic suggests that a new paragraph should have been started.
Developing Unified and Coherent Paragraphs
A paragraph is unified when every sentence develops the point made in the topic sentence. It must have a single focus and it must contain no irrelevant facts. Every sentence must contribute to the paragraph by explaining, exemplifying, or expanding the topic sentence. In order to determine whether a paragraph is well developed or not, ask yourself: "What main point am I trying to convey here?" (topic sentence) and then "Does every sentence clearly relate to this idea?"
There are several ways in which you can build good, clear paragraphs. This section will discuss three of the most common types of paragraph structure: development by detail, comparison and contrast, and process. Finally, it will suggest that most paragraphs are built of a combination of development strategies.
Paragraph Development by Detail
This is the most common and easiest form of paragraph development: you simply expand on a general topic sentence using specific examples or illustrations.
Paragraph Development by Comparison and Contrast
You should consider developing your paragraph by comparison and contrast when you are describing two or more things which have something, but not everything, in common.
Paragraph Development by Process
Paragraph development by process involves a straightforward step-by-step description. Those of you in the sciences will recognise it as the formula followed in the "method" section of a lab experiment. Process description often follows a chronological sequence.
Paragraph Development by Combination
Very often, a single paragraph will contain development by a combination of methods. It may begin with a brief comparison, for example, and move on to provide detailed descriptions of the subjects being compared. A process analysis might include a brief history of the process in question. Many paragraphs include lists of examples.
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/parout.html#outline
COMPOUND ADJECTIVES
http://www.blogger.com/post-edit.g?blogID=5023265053056828497&postID=7213376070599410666
(forming adjectives that look very similar to participial adjectives that are formed from verbs ( like: a home-made cake ), but forming the adjectives from nouns, instead)
Subj + have/has* + Noun Phrase ---> Subj. + be + (a) adjective-noun +ed + Noun
The stool has three legs. ---> It is a three-legged stool.
Mary has long hair --> Mary is a long-haired beauty.
The soldiers have brown helmets. --> They are brown-helmeted soldiers.
*only if have is used to indicate a PART of the whole, NOT POSSESSION of something separate: !! (We CANNOT say:Mary has two cars. --> Mary is a two-carred housewife. or:
Mary has two sons --> Mary is a two-sonned mother.) !!
A. Can you draw pictures of these?:
a. a candy-striped pole
e. a flowered dress
i. a broad-shouldered hero
m. a stoop-shouldered woman
b. a long-legged animal
f. a bow-legged cowboy
j. a masked man
n. a pigeon-toed child
c. a three-headed monster
g. a freckle-faced child
k. a six-sided figure:
o. a long-handled pan:
d. a knock-kneed man
h. high-heeled shoes
l. a left-handed tennis player
p. a 3-fingered glove
B. Can you guess the meanings of these adjectives?:
1. yellow-bellied
2. red-blooded
3. green-eyed
4. wide-eyed
5. baby-faced 6. stone-faced
7. tight-fisted
8. light-footed
9. sure-footed
10. fair-haired
11. even-handed
12. heavy-handed
13. bull-headed 14. pig-headed
15. broken-hearted 16. cold-hearted
17. hard-hearted
18. kind-hearted
19. loose-lipped
20. tight-lipped
21. chicken-livered
22. stiff-necked 23. blue-nosed
24. hard-nosed 25. thin-skinned
26. short-tempered 27. smooth-tongued 28. long-winded
(forming adjectives that look very similar to participial adjectives that are formed from verbs ( like: a home-made cake ), but forming the adjectives from nouns, instead)
Subj + have/has* + Noun Phrase ---> Subj. + be + (a) adjective-noun +ed + Noun
The stool has three legs. ---> It is a three-legged stool.
Mary has long hair --> Mary is a long-haired beauty.
The soldiers have brown helmets. --> They are brown-helmeted soldiers.
*only if have is used to indicate a PART of the whole, NOT POSSESSION of something separate: !! (We CANNOT say:Mary has two cars. --> Mary is a two-carred housewife. or:
Mary has two sons --> Mary is a two-sonned mother.) !!
A. Can you draw pictures of these?:
a. a candy-striped pole
e. a flowered dress
i. a broad-shouldered hero
m. a stoop-shouldered woman
b. a long-legged animal
f. a bow-legged cowboy
j. a masked man
n. a pigeon-toed child
c. a three-headed monster
g. a freckle-faced child
k. a six-sided figure:
o. a long-handled pan:
d. a knock-kneed man
h. high-heeled shoes
l. a left-handed tennis player
p. a 3-fingered glove
B. Can you guess the meanings of these adjectives?:
1. yellow-bellied
2. red-blooded
3. green-eyed
4. wide-eyed
5. baby-faced 6. stone-faced
7. tight-fisted
8. light-footed
9. sure-footed
10. fair-haired
11. even-handed
12. heavy-handed
13. bull-headed 14. pig-headed
15. broken-hearted 16. cold-hearted
17. hard-hearted
18. kind-hearted
19. loose-lipped
20. tight-lipped
21. chicken-livered
22. stiff-necked 23. blue-nosed
24. hard-nosed 25. thin-skinned
26. short-tempered 27. smooth-tongued 28. long-winded
sábado, 3 de octubre de 2009
My Best Birthday
The students write about a special birthday which they will never forget in their lives:
MY SPECIAL BIRTHDAY
MY SPECIAL BIRTHDAY
For me a birthday is very normal but a lot of people think that is the most important event in the year. In my opinion, a celebration can be perfect without extravagant things. I’d like a trip around Europe, I want to see the most important city and capital ofthe countries in Europe; but the majority of the situation can’t be possible.??? However I’ve never been such a complicated person and I prefer a dinner or lunch with my family and my friends. Normally, I celebrate my birthday this way , and this is the most special birthday I have ever had and this is the only thing I really want.
Lucía Martínez García
Lucía Martínez García
My perfect birthday would be a party on 
the beach. I would invite all my closest friends and we would be on the beach all the day.We would have lunch there, we would swim in the clear water...But my birthday is in winter, so I think I couldn't be on the beach. Well, I would be very happy if my friends or my family organize a surprise party for me with all my friends, it would be fantastic!!!
the beach. I would invite all my closest friends and we would be on the beach all the day.We would have lunch there, we would swim in the clear water...But my birthday is in winter, so I think I couldn't be on the beach. Well, I would be very happy if my friends or my family organize a surprise party for me with all my friends, it would be fantastic!!!LORENA CUENCA BERMEJO
I haven’t got a special birthday because each year my birhday is different. But I think when I was 8 or 9 my birthdays were the best. It was very simple, some friends (Anabel, Laura, Nuria, Nerea, etc.) came to my house. My mother made did the dinner and a cake with chocolate and biscuits, I love my mother’s cake, it’s delicious! Before have having dinner we played with my barbies dolls and my kitchen kit. My father lets us the computer and we played a computer game of the powergirls. Then we had dinner and ate the cake and their parents went to my house to collect tañed away their children. And this is was my birthday when I was eight.
Maria Duro
In On a special birthday, my family woke me up and they give gave me my presents. We eat ate what I wanted. Then, my father take took me to the on Thader Mall with my friends, they bring brought me my gifts. We go went to the cinema, we bought buy a lot of candies and pop corn. After when we left the cinema, we go went and to and played at the machines. We take took a lot of many pictures of us, then we go went and ate to eat kebab or pizza. When I get got home, my family called phoned me to congratulate on my birthday.
Marta Mellado
I think that my best birthday was when I was 10 years old. I was very excited and I wanted to celebrate it with all of my friends and family. I invited my school’s friends to have dinner and they gave me a lot of presents. I remember that I was very cheerful and happy. But that didn´t finish there, because when I arrived home, all of my family, cousins, uncles, aunts, grandparents…, were there and they had a lot of presents fo me.
Anabel Galvez
My best birthday was when I was 13. I was in my village and had a party a feast. After the party we went to play football on the pitch. Then we went to telepizza to eat a pizza together. Then I opened all the presents, among them there was a ball, a mobile phone and many more presents. Finally, we went to the bar and ate a pizza while we were watching the Real Madrid, and we finished the party. That was my best birthday.
Antonio Losa
My special birthday was when i I was am going to be twelve years old.I celebrated it in a bowlling with my best friends.
We arrived
to the bowlling,we played twice times and then all of us went to have dinner to mMcdonald´s.They gave to me a lot of things and we had a great time.Those That nigh two of my friends went to my house to sleep.
We lough laughed a lot,we played the card and played play station.
Marta Ferrer
A SPECIAL BIRTHAY
My best birthday was last year. On this day I went to zig-zag entertainment complex with my friends to watch the film: “Harry Potter and the Goblet of Fire Harry Poter y el caliz de fuego” and we ate pop corn and had some orange juice. Then,Next we went to the McDonald´s to eat ate hamburgers. After that, Next we went to video games and in this place we meeted new friends and all together….??
Later, I went to my friend´s house to sleep because the next day we went to play foootball with in our team. Francisco Lorente Almagro
My best birthday was last year. On this day I went to zig-zag entertainment complex with my friends to watch the film: “Harry Potter and the Goblet of Fire Harry Poter y el caliz de fuego” and we ate pop corn and had some orange juice. Then,Next we went to the McDonald´s to eat ate hamburgers. After that, Next we went to video games and in this place we meeted new friends and all together….??
Later, I went to my friend´s house to sleep because the next day we went to play foootball with in our team. Francisco Lorente Almagro
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