martedì 18 agosto 2020
sabato 8 agosto 2020
Summary
I am sure that, you can complete the sentences without the audio, because the key words are written in the picture.
martedì 4 agosto 2020
Summary
For this exercise, remember that meaning of (x) is negative form, as well as positive form is the arrow.
mercoledì 29 luglio 2020
Summary
After the holydays, I will post information as a summary of the counseling class for you now.
These pictures belong to 'Discover' book, which is a multi-level course
in American English.
sabato 27 giugno 2020
ESTRATEGIAS DE ESTUDIO
PLAN
DE ESTUDIO PERSONAL
Estas
son algunas estrategias que pueden ser de ayuda para aprender inglés a través
de la administración del tiempo invertido en ello.
1. Seleccione
un horario específico, las sesiones cortas y frecuentes son de mayor provecho
porque no generan estrés o frustración.
2.
Elija solamente una área por mes y concrete
sus esfuerzos a ella. Ejemplo,
·
Comprensión auditiva
·
Habilidad oral
·
Comprensión lectora
·
Escritura: Gramática, vocabulario, oraciones
cortas, un párrafo.
3. Establezca
metas objetivas.
HOY TRABAJO EN…
|
PARA…
|
COMO…
|
||||||
Mejorar mi fluidez.
Tiempo: 15 minutos.
|
Hablar con naturalidad.
|
Siguiendo un video en YouTube sobre
un audiolibro de su preferencia.
Párrafo por párrafo durante un mes.
|
||||||
Mejorar mi pronunciación.
|
Hablar con claridad.
|
Escuchar el audiolibro, pulse pausa
y repita el párrafo escuchado.
|
||||||
Aprender 15 palabras nuevas.
|
Aumentar
mi vocabulario
|
Escoger
de cada párrafo con el que practique, las palabras que desconozca, en una
hoja de su carpeta trace tres columnas,
de la siguiente manera.
|
lunedì 15 giugno 2020
Punctuation
"Punctuation is the
collection of marks that we use to make sentences flow smoothly and express
meaning clearly. Originally, punctuation was only a tool for speech, not
for writing. Writers developed it so that people would know when to pause,
stop, or make other expressions when they were speaking. It wasn’t part of
literature because most people didn’t even have access to printed work. But,
nowadays, since everyone reads, and printed literature is available for
everyone, we use punctuation in writing so that sentences read in a similar way
to how we speak. Knowing how, when, and why to use punctuation is now a standard
part of writing in English"
The following
information was taken from the internet, as well as the explanation above.
sabato 6 giugno 2020
mercoledì 3 giugno 2020
lunedì 1 giugno 2020
Interactive web page
1. Select the area to practice
2. Select the topic
If you make a mistake, the system provides you with the correct feedback
and response that you can hear.
sabato 23 maggio 2020
Transition words
Transition words are used
to connect the words, phrases or sentences, they help the student to progress
from an idea expressed by the author to the following idea, this way you can build
up a coherent relationship whiting a reading.
giovedì 21 maggio 2020
martedì 19 maggio 2020
English writing practice
S.M.A.R.T is a strategy generated by Peter Drucker,
who was considered the father of modern corporate management; his ideas have
revolutionized corporate management since the second half of the 20th century.
This strategy has been applied by some scholars to improve the students' process
learning through management by objectives (MBO). For Peter Drucker MBO are
agreed and decided by the organization as well as by the employees, who
understand what is expected of them and work together because they attain
their personal goals of the same way the organization too.
When a student wants to achieve his learning process,
the student knows what the teacher expects of him, however, consider the personal goals are important too, to work together in one direction: The learning to life.
Remember to click the subtitle button
The following files have been found in the web
DESCARGA:
ACTIVITY:
mercoledì 13 maggio 2020
martedì 12 maggio 2020
sabato 9 maggio 2020
giovedì 7 maggio 2020
Rudyard Kipling was an English narrator, poet, and journalist, he was one of the most popular writers of the British Empire, both in prose and in verse, in the late 19th and early 20th centuries.
IF, Spanish translation
Si puedes mantener intacta tu firmeza
Cuando todos vacilan a tu alrededor
Si cuando todos dudan, fías en tu valor
y al mismo tiempo sabes exaltar su flaqueza
Si sabes esperar y a tu afán poner brida
O blanco de mentiras esgrimir la verdad
O siendo odiado, al odio no le das cabida
y ni ensalzas tu juicio ni ostentas tu bondad
Si sueñas, pero el sueño no se vuelve tu rey
Si piensas y el pensar no mengua tus ardores
Si el triunfo y el desastre no te imponen su ley
y los tratas lo mismo como dos impostores.
Si puedes soportan que tu frase sincera
Sea trampa de necios en boca de malvados.
O mirar hecha trizas tu adora quimera
y tornar a forjarla con útiles mellados.
Si todas tus ganancias poniendo en un montón
Las arriesgas osado en un golpe de azar
Y las pierdes, y luego con bravo corazón
Sin hablar de tus perdidas, vuelves a comenzar.
Si puedes mantener en la ruda pelea
Alerta el pensamiento y el músculo tirante
Para emplearlo cuando en ti todo flaquea
Menos la voluntad que te dice adelante.
Si entre la turba das a la virtud abrigo
Si no pueden herirte ni amigo ni enemigo
Si marchando con reyes del orgullo has triunfado
Si eres bueno con todos pero no demasiado
Y si puedes llenar el preciso minuto
En sesenta segundos de un esfuerzo supremo
Tuya es la tierra y todo lo que en ella habita
Y lo que es más serás hombre hijo mío...Reading and writing skills
The Toronto Ministry of Education uses different strategies to develop English language skills, the following tables are taken from the successful strategies applied by this Ministry of Education.
Engaging
in Reading: Most/Least Important Idea(s) and Information
What students do
|
Before
• Read the passage silently, thinking about the
purpose for reading.
• Listen to the passage being read, while thinking
about their own choices for most important and least important idea(s).
|
During
Record most important and least important ideas on a
“T” chart in their note books, after the teacher has done the think-aloud
through the passage.
|
After
• Read the assigned text, conscious of the purpose
for reading. • Reread and record the most important and least important ideas
and information. • Reflect on choices with a partner, and make any changes
necessary to the chart based on this discussion.
|
Reacting to Reading: Drawing
Conclusions (I Read/I Think/Therefore)
What
students do
|
Before
Read the information provided and make inferences
based on the information.
• Make a conclusion.
• Observe the teacher’s thinking process for drawing
a conclusion.
• Preview the text to get ready to read.
• Clarify the purpose for reading (prompt or
question).
• Observe how
to complete the graphic organizer
|
During
• Read the text, pausing to record important
information, and make inferences.
|
After
• Reread their graphic organizers. Identify
similarities and differences among responses.
• Draw a conclusion based on the information and
inferences in the chart.
• Compare own conclusion with those of others.
• Apply their learning to a different reading task.
|
SOME
TIPS FOR MAKING NOTES
TIP
|
WHY
|
Write down
the date of your note-making.
|
• helps you remember context
• if you have written the notes
on a loose sheet of paper, date helps you organize notes later
|
Give the
notes a title, listing the text the notes are about.
|
helps you quickly identify information you may be
looking for later
|
Use paper
that can be inserted later into a binder, or have a special notebook for note
making, or use recipe cards. Use notepad, outlining, or annotation features
of your word processing software.
|
• you need to be able to
organize your notes for easy access for use in studying, or in research
reports • loose-leaf paper, a single notebook, or small cards are convenient
in library research
|
Use point
form, your own shorthand or symbols, and organizers such as charts, webs,
arrows. Use the draw and graphic functions of your software.
|
• point form and shorthand is faster, easier to read
later, helps you summarize ideas • organizers help you see links and
structures, organize your ideas
|
Use headings
and subheading in the text as a guide for organizing your own notes.
|
this part of the organization
is already done for you; provides a structure
|
Don’t copy
text word for word. Choose only the key words, or put the sentences in your
own words. If you want to use a direct quote, be sure to use quotation marks.
Don’t write down words that you don’t know unless you intend to figure them
out or look them up. Use software’s copy and paste function to select key
words only.
|
• helps you understand what you have read • short
form is much easier for studying and reading later • helps avoid plagiarism
(using someone else’s writing or ideas as your own)
|
Write down
any questions you have about the topic
|
• gives you ideas for further
research • reminds you to ask others, clarify points • gives you practice in
analyzing while reading
|
Review your
notes when you are done.
|
• ensures that they’re legible • enables you to go
back to anything you meant to look at again • helps you reflect on and
remember what you’ve read
|
domenica 3 maggio 2020
Speaking skill
When you talk about a personal experience, you decide how do you want to speak, you have the control because is your experience, neither knows the way that you lived it, and then you need be natural, you need be yourself. This is a clear example.
sabato 2 maggio 2020
mercoledì 29 aprile 2020
Elementary Reader
Robert J. Dixson is an author who wrote "Elementary Reader", this book consists of reading selection for elementary or low-intermediate English students. The follow pictures are taken of that book.
Structure
Review.
A. Change the following sentences to
the present continuous form:
lunedì 20 aprile 2020
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