miércoles, 6 de mayo de 2009
Estudiantes Ingles V
Debajo encontraran dos titulos "English Expressions" y "Curso de ingles (Vocabulary)" Vamos acomenzar primero con las "English Expressions" se estudian de la A a la D. NOTA: si no aprueban todos los test de vocabulario y las actividades de Speaking NO APRUEBAN INGLES
jueves, 26 de marzo de 2009
English Expresisons
Para aprender expresiones en Inglés has clic AQUI y estudialas.
Recuerden estudiar los verbos correspondientes para el QUIZ
Recuerden estudiar los verbos correspondientes para el QUIZ
lunes, 23 de marzo de 2009
sábado, 21 de marzo de 2009
Curso de inglés (Vocabulary)
Presiona aquí y encontrarás una lista del vocabulario que debes aprenderte para este nivel
viernes, 12 de diciembre de 2008
ENGLISH TEST (for Mg. Sol H.)
ENGLISH TEST
LEVEL: BEGINNERS
NAMES: _________________________________________
LEVEL: BEGINNERS
NAMES: _________________________________________
1. ACCORDING TO THE STATEMENTS BELLOW, WRITE THE CORRECT NAME FOR EACH LOCATION IN THIS MAP.
A. The school is next to the restaurant and in front of the gas station.
B. The bank is on the Bell Street.
C. The library is between the post office and the bank.
D. The theater is in front of the post office.
E. The restaurant is across the street from the gym.
2. ORAL PART. GIVING INSTRUCTIONS.
Taking into account the map above develop the following point.
You have to help your teacher to arrive to a place.
This is the oral part of the teacher
Excuse me! Could you help me? I want to go to the gym and I am at the supermarket. How can I arrive there?
REPORT (for Mg. Sol H.)
REPORT
COMPETENCY-BASED LANGUAGE TEACHING
This chapter explains what Competency-Based Language Teaching is, what its goal is and what its importance is.
I will begin mentioning what Competency-Based Language Teaching is. During this chapter, it was explained that Competency-Based Language Teaching is an application of the principles of Competency-Based Education and it is an educational movement that does not focus on inputs to language learning but in outputs or outcomes. It is a program in which students have to demonstrate what they can do with the language in social contexts.
This movement focuses on outcome or output of learning during the whole language program. Competency-Based Language Teaching is interesting because its main goal is to teach to students how they can interact, for a specific communicative purpose, using the language in real contexts in which they have to express their ideas or opinions or in which they have needs and the use of the language allows them to achieve their communicative purpose. It is also important because it seeks that students be more responsible with their own language learning.
It is also mentioned that this program focuses on notion of competency and not in the subject knowledge. This is interesting because this approach improves the curriculum framework, improves the students’ teaching and learning, the assessment, and thus, we can give more clear reporting about the students’ performance.
When it is talked about competencies, it refers to a description of the skills, knowledge, attitudes and behaviors that a students need for performing effectively an activity or real-world tasks. For example: if the student is in a bookstore and he or she wants to buy a book for his personal library, he will need to ask for some books to a sale assistant so he will need to use the language in order to obtain the information. In this case we can assess the effective performance the student has in this situation.
In this chapter it is also mentioned eight key features of factors involved in the implementation of CBE, these are: (1) a focus on successful functioning in society, (2) a focus on life skills, (3) task or performance-centered orientation, (4) modularized instruction, (5) outcomes that are made explicit a priori, (6) continuous and ongoing assessment, (7) demonstrated mastery of performance objectives and (8) individualized, student-centered institution. All of these features focus on the students’ responsible in their own learning and to teach them how to use the language in real situations and what they can do with the language, so the most important here is what the students can do. They are also focused on pretested in order to know what skill they need to improve and thus retest during the program.
According to the importance of using Competency-Based Language Teaching Program it can be said that the language learning is done in a real context raising students’ interests and needs. It is also important because students are taught and tested what they need, so it is necessary we begin implementing this program in our context in order to transform our teaching view.
This chapter explains what Competency-Based Language Teaching is, what its goal is and what its importance is.
I will begin mentioning what Competency-Based Language Teaching is. During this chapter, it was explained that Competency-Based Language Teaching is an application of the principles of Competency-Based Education and it is an educational movement that does not focus on inputs to language learning but in outputs or outcomes. It is a program in which students have to demonstrate what they can do with the language in social contexts.
This movement focuses on outcome or output of learning during the whole language program. Competency-Based Language Teaching is interesting because its main goal is to teach to students how they can interact, for a specific communicative purpose, using the language in real contexts in which they have to express their ideas or opinions or in which they have needs and the use of the language allows them to achieve their communicative purpose. It is also important because it seeks that students be more responsible with their own language learning.
It is also mentioned that this program focuses on notion of competency and not in the subject knowledge. This is interesting because this approach improves the curriculum framework, improves the students’ teaching and learning, the assessment, and thus, we can give more clear reporting about the students’ performance.
When it is talked about competencies, it refers to a description of the skills, knowledge, attitudes and behaviors that a students need for performing effectively an activity or real-world tasks. For example: if the student is in a bookstore and he or she wants to buy a book for his personal library, he will need to ask for some books to a sale assistant so he will need to use the language in order to obtain the information. In this case we can assess the effective performance the student has in this situation.
In this chapter it is also mentioned eight key features of factors involved in the implementation of CBE, these are: (1) a focus on successful functioning in society, (2) a focus on life skills, (3) task or performance-centered orientation, (4) modularized instruction, (5) outcomes that are made explicit a priori, (6) continuous and ongoing assessment, (7) demonstrated mastery of performance objectives and (8) individualized, student-centered institution. All of these features focus on the students’ responsible in their own learning and to teach them how to use the language in real situations and what they can do with the language, so the most important here is what the students can do. They are also focused on pretested in order to know what skill they need to improve and thus retest during the program.
According to the importance of using Competency-Based Language Teaching Program it can be said that the language learning is done in a real context raising students’ interests and needs. It is also important because students are taught and tested what they need, so it is necessary we begin implementing this program in our context in order to transform our teaching view.
lunes, 24 de noviembre de 2008
INSTRUCCIONES PARA LA ACTIVIDAD
Has click Aquí y encontrarás todas las instrucciones que necesitas para hacer la actividad, sin embargo en cada uno de los puntos tienes unas instrucciones.
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