Proyect Esp

http://www.mediafire.com/?j8yeeic5dq8du7d

Catedra 2 ready

http://www.mediafire.com/?o65d7imo77agml4

writing skill

Tips For Teaching Writing Skills

Learning how to write can be difficult, especially if you are trying to learn both the rules of writing, writing styles, vocabulary, and grammar all at the same time.  These tips can help you to both teach writing skills and help your students to learn.

• Have students write about familiar subjects.  Things like what they did over their Christmas vacation, about the pets they own, and what kind of food they like are great ways to start.  Over time, start making it more specific.  Things like what Native Americans lived in Montana or what did you do for Christmas last year will start to help them develop analytical thinking skills while still developing their writing skills.
• Teach them brainstorming techniques early.  This will help them to develop clear thoughts and stay organized in their writing.
• Have students write letters and stories to each other.  Note passing may become a problem, but if you build it into your lesson plan, where's the issue.  This will show students how others are writing and bring give them new ideas on how to develop their writing.
• Revision is the best way to learn spelling and grammar.  Those who can edit writing can write, and the other way around.
• Start to introduce different styles of writing and tones, giving young writers a more dynamic range they can build on later.
• Encourage Reading.  This is very important.  Students will gain a more diverse pool of examples they can draw from in their own writing.  Students who read will become students who write well.
• Be patient with students.  If you become frustrated with them, they will become discouraged.  Some people learn faster than others, but all students will learn more from a calm teacher than and angry one.
• Writing does not just include one medium.  Make sure your students are familiar with both electronic writing and handwriting.  Even with the advances in computer technology, handwriting is still a key skill to have. 

http://teachingwritingskills.com/

listening skill

Good listening lessons go beyond the listening task itself with related activities before and after the listening. Here is the basic structure:

• Before Listening
  Prepare your learners by introducing the topic and finding out what they already know about it. A good way to do this is to have a brainstorming session and some discussion questions related to the topic. Then provide any necessary background information and new vocabulary they will need for the listening activity.
• During Listening
  Be specific about what students need to listen for. They can listen for selective details or general content, or for an emotional tone such as happy, surprised, or angry. If they are not marking answers or otherwise responding while listening, tell them ahead of time what will be required afterward.
• After Listening
  Finish with an activity to extend the topic and help students remember new vocabulary. This could be a discussion group, craft project, writing task, game, etc.

The following ideas will help make your listening activities successful.

• Noise
  Reduce distractions and noise during the listening segment. You may need to close doors or windows or ask children in the room to be quiet for a few minutes.
• Equipment
  If you are using a cassette player, make sure it produces acceptable sound quality. A counter on the machine will aid tremendously in cueing up tapes. Bring extra batteries or an extension cord with you.
• Repetition
  Read or play the text a total of 2-3 times. Tell students in advance you will repeat it. This will reduce their anxiety about not catching it all the first time. You can also ask them to listen for different information each time through.
• Content
  Unless your text is merely a list of items, talk about the content as well as specific language used. The material should be interesting and appropriate for your class level in topic, speed, and vocabulary. You may need to explain reductions (like 'gonna' for 'going to') and fillers (like 'um' or 'uh-huh').
• Recording Your Own Tape
  Write appropriate text (or use something from your textbook) and have another English speaker read it onto tape. Copy the recording three times so you don't need to rewind. The reader should not simply read three times, because students want to hear exact repetition of the pronunciation, intonation, and pace, not just the words.
• Video
  You can play a video clip with the sound off and ask students to make predictions about what dialog is taking place. Then play it again with sound and discuss why they were right or wrong in their predictions. You can also play the sound without the video first, and show the video after students have guessed what is going on.
• Homework
  Give students a listening task to do between classes. Encourage them to listen to public announcements in airports, bus stations, supermarkets, etc. and try to write down what they heard. Tell them the telephone number of a cinema and ask them to write down the playing times of a specific movie. Give them a tape recording of yourself with questions, dictation, or a worksheet to complete.

Look for listening activities in the Activities and Lesson Materials sections of this guide. If your learners can use a computer with internet access and headphones or speakers, you may direct them toward the following listening practice sites. You could also assign specific activities from these sites as homework. Teach new vocabulary ahead of time if necessary.

http://writing.colostate.edu/guides/teaching/esl/eng_skills.cfm

Reading skill

Consider the following when designing your reading lessons.

• Purpose
  Your students need to understand ahead of time why they are reading the material you have chosen.
• Reading Strategies
  When we read, our minds do more than recognize words on the page. For faster and better comprehension, choose activities before and during your reading task that practice the following strategies.
  • Prediction: This is perhaps the most important strategy. Give your students hints by asking them questions about the cover, pictures, headlines, or format of the text to help them predict what they will find when they read it.
  • Guessing From Context: Guide your students to look at contextual information outside or within the text. Outside context includes the source of the text, its format, and how old it is; inside context refers to topical information and the language used (vocabulary, grammar, tone, etc.) as well as illustrations. If students have trouble understanding a particular word or sentence, encourage them to look at the context to try to figure it out. Advanced students may also be able to guess cultural references and implied meanings by considering context.
  • Skimming: This will improve comprehension speed and is useful at the intermediate level and above. The idea of skimming is to look over the entire text quickly to get the basic idea. For example, you can give your students 30 seconds to skim the text and tell you the main topic, purpose, or idea. Then they will have a framework to understand the reading when they work through it more carefully.
  • Scanning: This is another speed strategy to use with intermediate level and above. Students must look through a text quickly, searching for specific information. This is often easier with non-continuous texts such as recipes, forms, or bills (look for an ingredient amount, account number, date of service, etc.) but scanning can also be used with continuous texts like newspaper articles, letters, or stories. Ask your students for a very specific piece of information and give them just enough time to find it without allowing so much time that they will simply read through the entire text.
• Silent Reading vs. Reading Aloud
  Reading aloud and reading silently are really two separate skills. Reading aloud may be useful for reporting information or improving pronunciation, but a reading lesson should focus on silent reading. When students read silently, they can vary their pace and concentrate on understanding more difficult portions of the text. They will generally think more deeply about the content and have greater comprehension when reading silently. Try extended silent reading (a few pages instead of a few paragraphs, or a short chapter or book for advanced students) and you may be surprised at how much your learners can absorb when they study the text uninterrupted at their own pace. When introducing extended texts, work with materials at or slightly below your students' level; a long text filled with new vocabulary or complex grammar is too cumbersome to understand globally and the students will get caught up in language details rather than comprehending the text as a whole.

ESL textbooks are a good place to look for reading activities that include pre- and post-reading exercises. If you choose to select your own reading material, the following sites may be helpful.

Listening activities

http://www.mediafire.com/file/ao2l5bujbcb763z/love%20Listening%20activitiessssssssssssssssss.doc

Reading Activities

http://www.mediafire.com/?8ecmfoak1dg6c6w

Choosing a course book

Every teacher knows the students need a course book. Every teacher also knows it should be the best course book possible for those students. But what exactly is the best course book?

The never-ending search for the 'perfect' course book affects every teacher, worldwide. The EFL teacher is no exception. Teachers need to take many different factors into consideration when choosing that course book: they need to think about their students' needs, interests, ability and level.

Before discussing how to choose a course book, let's consider why a course book is needed. Any good teacher will say that he or she always brings other materials into class anyway. Does that mean they are willing to not use a course book and to create and bring in different materials for every lesson? This is doubtful. The course book provides a rich resource of materials and a structured, well thought out syllabus.

Dimitrios Thanasoulas (1999) in his article "Course Book, Take It or Leave It", presents a nice point of view when he say, "Personally, I find a course book extremely helpful, as it guides me on what and how to teach, giving me some useful advice on the best techniques for presenting the material."

For the teacher, the course book provides a plethora of ideas and materials. But why do the students need a course book? Students will learn just as well if the teacher gives them a photocopied worksheet instead of having a book, won't they? Well the answer is a resounding "NO". The good course book offers the students stability and security. The good course book offers the students a sense of progress and achievement. There is always something to go back to and revise. It offers the students a sense of confidence and satisfaction as they feel they are working within a framework and they know where they are headed and where they've been. Everyone takes the course more seriously if there is a good course book involved, be it the students themselves, the administration or the student's parents. Offering the students an endless parade of photocopied pages (from other course books undoubtedly) is disorganized and regarded as less professional by the students and everyone involved.

It would seem that a course book is an essential element in any course, at any age, no matter how young or old the students are.

Now comes the big question:

How do we choose the course books we want use with our students?

Choosing a course book is not a frivolous matter. When deciding on a course book for the students, we should be making an informed decision. It should be made based on analysis and knowledge. It shouldn't be made lightly and we shouldn't feel that 'any old course book' will do. Furthermore, we shouldn't be coerced or bullied into choosing one course book over another, by anyone. Choose your course books based on a clear, detailed analysis of what it offers and what your students need.

Many researchers have compiled checklists and guidelines for choosing appropriate course books for different students. Some are more detailed and some are less so, but all deal with more or less the same issues. It is very important to know what to look for when choosing a book.

Before choosing a course book for the students in any course, it is important to create a needs-analysis for your own students. What will the students need to know by the end of the course or school year? Once the needs-analysis is done, it's a good idea to create a list of items that you consider desirable in a course book. Based on these lists, any course book can then be analyzed.

Below are a few basic questions (to help get you started) that should be asked when we are in the process of choosing a course book for our classes and our students.

Initial Questions

• Do the principles stated in the introduction or teacher's guide reflect my own principles?
• Is the teacher's guide comprehensive and does it offer many extra ideas?
• Does the book follow the rationale of the current English curriculum?
  • How do I know this?
  • Where can I check it?
• Are the topics covered in the book appropriate for my students?
• Is the material appropriate for my students?
• Are there enough reading passages and tasks in the book?
  • Are they varied?
• Are there enough listening comprehension tasks in the book?
  • Are they varied?
• Are there enough writing tasks in the book?
  • Are they varied?
• Is grammar presented, taught and practiced in the book?
  • Is there enough practice of grammar in the book?
• Are there performance-based tasks in the book?
  • Are these varied and include both oral presentations and written ones?
• Is the language authentic?
• Is the book appealing to me?
  • Do I think the students will also find it appealing?
• Is the font size or style appropriate for the age group of my students?
• Do I think I would enjoy using this book?

Once you've analyzed the books you initially found attractive, you will know, clearly and wholeheartedly, that you have made the right choice for your students. Never settle for second best.

Have a wonderful school year.

References:

Thanasoulas, D. (1999) "Course Book, Take It or Leave It", From: http://www.tefl.net/esl-articles/coursebook.htm Last viewed: October 29, 2006

web: http://www.etni.org.il/etnirag/issue4/miri_yochanna.htm

Analysis of the Coursebook My world 5º Grade ( Miss CHECK THIS, PLEASE)

 

Importance	Criterion	Is or Not?	Comment
7	Objetives explicity laid out in an introduction, and implemented in the material.	Yes	Objetives are very clear at the beginning of the book and every unit has a description about the objectives that we want to reach.
7	Approach educationally and socially acceptable.	Yes
7	Clear attractive layout; print easy to read.	Yes	The book was made for 5º grade and it is very attractive for children because we can find many activities with pictures; language is very basic and easy to understand what students have to do.
7	Appropriate visual materials available.	Yes
6	Interesting topics and tasks.	Yes	All the topics in this book is very interesting, because the contents are related to our life.
6	Varied topics and tasks, so as to provide for different learner levels, learning styles, interests, etc.	Yes	The book has many topics and tasks very interesting, levels of learning  students can achieve and develop competencies.
7	Clear instructions	Yes	The activities are very clear for students in 5º grade
6	Systematic coverage of syllabus.	Yes
7	Content clearly organized and graded (sequenced by difficulty).	Yes	The book in general is organized and clear.
4	Periodic review and test sections.	No	At the end Every unit has a short review about the contents, that is not enough for our students.
7	Plenty of authentic language.	Yes
0	Good pronunciation explanation and practice.	No	The book does not have activities related to a pronuntiation,
7	Good  vocabulary explanation and practice.	Yes	the book is very rich in learning new vocabulary and we can find this in every unit
5	Good grammar presentation and practice.	Yes	Grammar in this book is very simple, it needs more language focus.
5	Fluency practice in all four skills.	Yes	The book just works with these skills reading, writing and listening, but in speaking the book is very poor, I would like to add more activities using the production of the language, we also have to consider this book has been made for 5 º grade.
5	Encourages learners to develop own learning strategies and to become independent in their learning.	Yes	The book has a lot of readings, so we can you the knowledge to skimming the text and then scanning,
6	Adequate guidance for the teacher; not too heavy preparation load.	Yes	The book is very helpful for English teacher,
7	Audio cassettes.	Yes	The book has incorporated a CD, so students can work it at home.
0	Readily available locally.	No

Coursebook: 5º grade my world. Gabriella lazzeri and steve marsland. 2007

In general terms the book is very attractive and helpful  for learners, because every unit develops four skills reading, writing, listening and conversation. The coursebook has a cd to complement the work at home and it is too easy to follow the activities with the cd. Some Activities need to be more focus in develop conversation because I found it too poor in development this skill, but we have to consider that in reading  and listening, the book has been made many activities related to  before reading, while and after reading, and this occurs in listening too. The contents are organized in a clear way for teachers and students, because the book has organized the contents with a logical sequence, we begin using colours, numbers, greetings to develop brief description about thing that you see in a picture or gives basic personal opinions. This book is very adequate for 5º grade.

In favour of using a coursebook or against using a coursebook ?

I think a coursebook is very good way to show the contexts in an appropiate level for

the class, we always have to consider that a coursebook is cheap to get learning material

for learners, and also teachers can use it to guidande, in some students the coursebook

could not be interesting for them, it has lack of motivation, but if we develop a great planning

with a coursebook it will be very helpful for that we expect to get  a good way of learning.

I've got to say that I'm not in favour and against using coursebook , if you work with a
coursebook you will need to have a clear idea how you engage ours students using
the coursebook.

Syllabus Template. ( Miss CHECK THIS PLEASE )

Syllabus Template  8º grade




Syllabus.


Instructor: Jorge Christopher Contreras.


E-mail: atbelectro@gmail.com.


Phone: (09) 84901025.


Office hours: 5:30- 6:30 Wednesday.


Class hours: 9:30-10:30 Tuesday & Friday.


Location in the curriculum: Sub-sector Ingles.


Course Description: The main purpose of this course will be acquired new vocabulary and grammatical structures using adjectives, comparative adjectives, Numbers and modals. this course will also develop different skills using interactive activities for the students.


Course Objectives:

-         To learn regular verbs and irregular verbs.

-         To recognize and acquire new vocabulary.

-         To produce and describe sentences using adjetives and superlatives.

-         To recall numbers.

-         To learn to critically evaluate their own and other’s work and to collaborate effectively with other students.

Course Format: Presencial course


Course requirements: The course will follow the next rules:

-         Students could pass the course with 70%, in case of absence student will have to present a medical certificate. This course will be evaluated with 3 tests, one quiz (modals) and 1 grade for participation in class. All the students have to do the exam.

Required texts: Student’s Book: Cambridge English student’s book four for school, Andrew Littlejohn and Diana Hicks


Supplemental readings: Basic Grammar in use. Third Edition. By Raymond Murphy.

Date – Session number	Objective/ Skills	Activities
Tuesday -5 April session 1	To identify what type of verb is.	Look at the different pictures then one student up to the front of the class will choose a picture from the stack, and then the student should act out the verb on the picture, the student who guesses the verb correctly gets to act out the next verb.
Friday-8 April session 2	To recognize the words and definitions.	Write a vocabulary word or its definition on one side of an index card. Number each of the cards on the other side. Tape the cards in a random order on the white board, divide the class two teams, then students can take turn trying to match the words with the correct definitions, if they turn over two words or two definitions they have to tell you if it is a match or not. The teams with the most matches win.
Tuesday-12 April session3	To recognize the correct definition for every verb.	Assign each student a verb or its action. Have them write it on a piece of paper and then crumple the paper. On your signal, have them throw the “snowball” at each other. Let them toss the paper at each other for a little while and then have them stop, they have to open their paper and try to find the student with matching verb or its action. The first team to have a match and sit on the floor is the winner.
Friday-15 April session 4	To review vocabulary and make a study book.	Give each student one piece of paper for each vocabulary word. Students will write the word on one side and then draw a picture under it of what the word means. On the other side, students will write the definition, when they are finished, staple the book together. Students can review the words by looking at the pictures and check themselves by looking at the definition on the back.
Tuesday 19 April session5	EVALUATION # 1	General summary of the contents and the test.
Friday 22 April session 6	Describing persons, feelings etc using adjectives.	Look at the pictures and make sentences using pictures using the adjective below: frustrating, attractive, confusing, boring, easy, difficult, exiting and fun, then describe your partner using the adjectives above and tell them to the class.
Tuesday 26 April session 7	To make a story using vocabulary and adjetives.	Divide the class into teams. Have the first student of each team start a story using the first vocabulary word and adjetives. When they have finished, they pass the paper to the next student who uses another vocabulary word and adjetives. The story continues until all the words have been used. Each team then reads their story to the class. They get points for each word used correctly in a sentence that fits into the story.
Friday 29 April session 8	To recognize the structure of the comparative adjetives.	Using the students in the class is a logical place to start with comparative adjetives. Students will get into groups of four. They will have to make as many true sentences as they can comparing each other using the following phrases: - lives close to school, has big family, young -Has been learning English long, gets up early, goes to bed late. Set a time limit. Then ask students to read out some of their sentences. Example: Marta lives closer to the school than Juan and Pablo.
Tuesday 3 May session 9	To describe different objects using the adjetives.	Students take turns using only adjectives to describe an object to the class. Give the student a piece of paper with the name of an object written on it, for example "dinosaur”. The student must start saying adjectives that describe the object on the paper. The rest of the class tries to guess what the object is based on the adjectives used. For example, a student who gets the word "dinosaur" might use the following adjectives to describe it: green, prickly, alive, tall, Etc.
Friday 6 May session 10	To identify and listening carefully the numbers	Teacher will write numbers on the white board for example: 123,564,32,456, etc, then with the numbers on the board the teacher will pronounce the numbers with the class.then students  understand the difference between confusing numbers like sixteen & sixty. In other words emphasize numbers that might sound confusing. After this in two teams teacher will say a number out loud and they will have to race to the board and find the number,
Tuesday 10 may session 11	EVALUATION # 2	General summary of the contents and the test.
Friday 13 may session2	Describe things that you can do or can’t.	Read the text what these people can do, and what they can’t do and discuss with your teacher, then write a short paragraph about what you can and can’t do.
Tuesday 17 may session 13	To understand the structure in a sentences using modal can.	Complete the positive and negative sentences and question with the correct form of can.
Friday 20 may session 14	Quiz # 1	Quiz # 1
Tuesday 24 may session 15	Create sentences what famous people can or can’t do.	Choose a picture and Make a description the things that famous people can and can’t do
Friday 27 may session 16	To learn about ability and permission using modal Can.	In pairs talk about things that you can or can’t do. And make an interview given permission, and show this to your classmate.
Tuesday 31 may session 17	EVALUATION # 3	General summary of the contents and the test.
Friday 3 June session 18	Grade participation in classes and self-assessment.
Tuesday 7 June session 19	General practices about all the contents	Review all the unit 1,2 and 3.
Friday 10 June session 20	Final Exam	Reading and writing skills