YOUR AMBITIONS (For Wednesday 28th)

Share with us one of your ambitions and some of the obstacles that you face.

DISCUSSION FORUM (For Monday 26th)

What do you think about the following statement? “MADE emphasizes that it’s better to try something and to fail than never to try at all.”  Write your opinion to share your point of view wiyh your classmates. (At least 30 words)

SCHEDULE

Dear students,


Here you have the schedule to develop the different activities that aim to help you learn more English during next week!

Monday 26^th

Book: Page 75. Activity C.

Blog: What do you think about the following statement? “MADE emphasizes that it’s better to try something and to fail than never to try at all.” 

Tuesday 27^th

Book: Page 75. VOCABULARY.  Activity A.

           Page 79.  CONVERSATION STRATEGY. Activity A.

E-mail: Page 79.  CONVERSATION STRATEGY.  Activity B. Look for a partner and via internet do activity B.  You have to choose one of the three conversations and continue it at least 7 more lines.  Do not forget to use the expressions from Activity A to ask for clarification and to clarify ideas.  Once you finish, send me your conversation as an attached document to my e-mail address.

Wednesday 28^th

Blog:  Share with me and your classmates one of your ambitions and some of the obstacles that you face.

Page  124. EXPANSION UNIT 9

Thursday 29^th

Book: Page 80.  WRITING. Activity A. Numbers 1, 2, 3, and 4

           Page 80.  WRITING. Activity B. Number 1 only.

Any doubt please let me know via e-mail.

Good luck,
Teacher Ximena

WRITING YOUR HOOK

Dear students,

Good luck with your hook!

Teacher Ximena.

INFINITIVE OR GERUND? ... THAT'S THE QUESTION.

Dear students,

Here you have some links in order to use the infinitive or gerund correctly.

http://www.youtube.com/watch?v=zPzjJHKyNwc

http://www.youtube.com/watch?v=8XdMLCCK5DQ

http://www.youtube.com/watch?v=AdQVDpiFuyw

http://www.youtube.com/watch?v=SK_vaKuLwnw


Good luck,
Teacher Ximena

GRAMMAR EXERCISES: SIMPLE PAST VS PAST CONTINUOUS

Dear students,

Here you can find some links in order to practice exercises regarding the use of simple past and past continuous.



http://www.learnenglish.de/Games/Tenses/PastSvsPastC.htm

http://www.ego4u.com/en/cram-up/grammar/simpas-paspro/exercises

http://www.englishpage.com/verbpage/verbs3.htm


Good luck ,

Teacher Ximena

AN IMPORTANT DECISION IN MY LIFE

Dear students,

Here you have to write about an important decision that you had to make and write if it was a right or wrong decision.

Good luck,
Teacher Ximena

YOUR BLOGS

Dear students,

Welcome to this wonderful travel along the web.  This tool will help us to be closer and more interactive.

Welcome again,

Teacher Ximena

Help! I'm going to Montañita.

This is my first trip to Montañita. So, what do I have to bring with me and what don't?

ACTIVIDAD DE APRENDIZAJE CON HERRAMIENTAS WEB 2.0: FACEBOOK

Este post describirá una actividad de aprendizaje con la utilidad de Facebook como una herramienta para promover la interacción a través de la destreza de escritura en inglés con los alumnos del tercer nivel, modalidad de Créditos.

Nombre de la unidad:

The Way We Are

Objetivo de la actividad:

·         Describir amigos y/o personas que los estudiantes admiran.

Tiempo para desarrollar la actividad

7 días

 

Proceso

Primer Paso

• Cada alumno se debe registrar como usuario de Facebook.
• Debe buscar “como amigo” al usuario “Ximena Orellana Mora”.
• Envía una solicitud de amistad para poder estar en contacto permanente.

Segundo Paso

Al utilizar Facebook en el aula, es recomendable trabajar con los estudiantes mediante la creación de un grupo cerrado que permita visualizar mensajes específicos; es decir, aquellos mensajes que competen únicamente al grupo.  Por ejemplo: el nombre del grupo de trabajo será “Web Class”.  Los grupos en Facebook permiten entre otras cosas, crear foros de debate, publicación de Fotos y Videos, Publicaciones individuales, enviar mensajes al grupo completo o a cada miembro individual.  

Se invita a los estudiantes a formar parte de este grupo de trabajo.  En este enlace vemos como proceder para crearnos un grupo en Facebook.

 

 Tercer Paso

·         Cada alumno recibe una “invitación de grupo” para formar parte de su grupo de estudios.

·     El alumno acepta la invitación y ya se encuentra listo para recibir datos e información en su grupo.

La actividad per se

El tema propuesto en el Muro de publicación  será “People you admire”.

El desarrollo de este tema incluirá:

·       Crear y adjuntar en cada uno de los muros de los estudiantes un Documento de Texto de 120 palabras ()

·         Adjuntar la foto respectiva de la persona que escogieron.

·         Compartir en cada uno de los muros diez adjetivos que se utilizan para describir a personas.

·         Comentar como mínimo en tres muros de sus compañeros sobre las personas que han elegido en un comentario de 30 palabras.

 

Ventajas

El trabajar con redes sociales nos proporciona un aprendizaje pràctico, de aplicaciòn inmediata, que permite la participaciòn real de nuestros estudiantes.

Recursos mediante RSS y Twitter

RECURSOS:  RSS

Me suscribí a los siguientes recursos: En primer lugar a CNN: News para estar al día con los acontecimientos mundiales.  Además, es una excelente herramienta para utilizarla con mis estudiantes de Inglés al ser material real.  El objetivo específico con las noticias en mis clases es incrementar el vocabulario y localizarlo en situaciones reales.  Mi segundo recurso es EFL classroom que es una página web dedicada a proporcionar recursos para la enseñanza del inglés como segunda lengua.  Es una página totalmente interactiva para profesores de inglés.  Mi tercer recurso es britishcouncil en facebook que enlaza a una radio en inglés, un recurso muy útil para mis clases.  Por último, pero no menos importante el blog ask a tech teacher que presenta guías muy fáciles de seguir y consejos prácticos para aplicarlos en la ruta gigantesca que como profesores emprendemos al buscar recursos novedos y significativos en la web.  

RECURSOS:  TWITTER

Estoy siguiendo a un extraordinario escritor que inspira mis dias con sus pensamientos. @paulocoelho.  A interesantes y significativas EFL actividades para desarrollar las cuatros destrezas del idioma inglés. @TeachingEnglish.  Además a Dennis Maloney quien sugiere excelentes páginas que nos pueden ayudar en nuestro quehacer educativo @padraic9 y para estar al día en noticias @cnnbrk .

Espero que estos recursos puedan ser útiles para su quehacer educativo y/o personal.

Saludos, 

Ximena

RESOURCES

      


     I consider very interesting the followinng Web 2.0 resources in the learning of a second language, in my case, English especifically.  Flickr  could help students to take photos of different objects and then to show them with this tool in order to increase their vocabulary.  Nowadays, our students communicate with the community towards facebook.  This social network is gaining followers every day.  This is the reason I consider this tool one of the strongest to motivate our students to write their messages in English.  Youtube is a tool where you watch almost every demostration about an specific topic.  So our students could search for a grammar explanation of an specific grammar point in order to be clearer about it. Prezi  is a site that offers a creative way of organizing our ideas.  This site may show how easy is to organize and present what we think.

WELCOME

Dear all,

This blog will be one of my tools during my English classes.  Here, I will share links related to the learning of this foreign language and any interesting link that could be useful for this process.

Welcome again and let's start!

Ximena

PLE

PERSONAL LEARNING ENVIRONMENTS

     Personal Learning Environments (PLE) are systems that help learners take control of and manage their own learning^[1]. This includes providing support for learners to:

• set their own learning goals
• manage their learning, both content and process
• communicate with others in the process of learning

The term personal learning environment (PLE) describes the tools, communities, and services that constitute the individual educational platforms that learners use to direct their own learning and pursue educational goals. PLEs represent a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize. The use of PLEs may herald a greater emphasis on the role that metacognition plays in learning, enabling students to actively consider and reflect upon the specific tools and resources that lead to a deeper engagement with content to facilitate their learning.
Technically, the PLE represents the integration of a number of "Web 2.0" technologies like blogs, Wikis, RSS feeds, Twitter, Facebook, etc.— around the independent learner. Using the term "e-learning 2.0," Stephen Downes describes the PLE as: "... one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system"^[2].
PLE puts the individual learner at the center, connecting him or her to both information and to communities to: "... provide personal spaces, which belong to and are controlled by the user, [and also provide] a social context by offering means to connect with other personal spaces for effective knowledge sharing and collaborative knowledge creation" ^[3] Using the term "Social Learning 2.0," Anderson and Dron reinforce this emphasis on community, conceptualizing it in terms of "groups," "networks" and "collectives" (2007)^[4] and thereby achieve learning goals.
Notes

1. ^ Van Harmelen, H., "Design trajectories: four experiments in PLE implementation", Interactive Learning Environments,             1744-5191      , Volume 16, Issue 1, 2008, Pages 35 – 46
2. ^ Downes, S. "E-learning 2.0", National Research Council of Canada, October 17, 2005.
3. ^ Cahtti, A, "Personal Environments Loosely Joined", Mohamed Amine Chatti's ongoing research on Technology Enhanced Learning blog, 2 Jan 2007, inspected on 10 Oct 2010
4. ^ [http://terrya.edublogs.org/2007/04/30/on-groups-networks-and-collectives/ Anderson, T, "On Groups, Networks and Collectives", Virtual Canuck Blog, April 30, 2007, inspected on October 10, 2010

Retrieved on May 22, 2001 http://en.wikipedia.org/wiki/Personal_Learning_Environment