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.

Oxford Guide Pdf

DESCARGA:

http://xn--webducation-dbb.com/oxford-guide-to-english-grammar-pdf/

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.

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The following files have been found in the web

DESCARGA:

ACTIVITY:

Learning styles

The practice makes to the expert.

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National Geigrafic source

It is an interesting source.

Link: https://video.nationalgeographic.com/

Listening skill

It is an easy library to follow the reading.

Link:  https://openlibrary.org/

Tool to improve English language skills

Link: https://eltngl.com/sites/life-2e/try-it-out-elementary

The peace...

The peace is absence of violence and it is a common work in benefits of all. 

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...

https://lyricstranslate.com/en/if-mandamiento.html

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

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.

sspeaki

We will make it!