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This document provides instructions for a class module on reflecting on personal information shared online. Students are asked to watch two videos about their digital footprint and second self, taking notes on keywords, dates, questions, details, definitions, main ideas and examples. Taking effective notes on the video content will help students understand how the information they share publicly can represent their second self online.
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This document provides an outline for a class module on identifying misinformation online. The module includes activities to discuss experiencing news, grammar exercises, vocabulary practice related to digital footprints and fake news, group discussions on how misinformation spreads and its consequences, reading on photo filters, conditional grammar exercises, identifying advice for evaluating fake news, and a final project to create a poster characterizing a problem with misinformation on an issue like health, politics or the environment.
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This document outlines the contents and structure of an English course being held over 16 weeks. It includes 4 modules covering topics like creativity, storytelling, and points of view. Students will complete independent work, group projects, exams, and a final test. Assessment is based on participation, presentations, exams, and two projects on disinformation. The document provides contact information for the instructor and a link to access course materials online.
Class 1 2021 2 pptx
This document outlines the syllabus for an English 2 course taught online. It includes the name of the professor, Angel Watler Archbold, and provides details about assignments, assessments, content units, and classroom rules. Over the semester, students will complete activities on the Rosetta Stone platform, individual projects, and tests covering four units of everyday topics, places, tourism, and professions. Active participation, teamwork, and doing one's best are expected of all students.
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The document discusses viruses, plagues, and pandemics throughout history. It provides examples of major outbreaks that occurred every 100 years over the past 300 years, including the Plague of 1720, cholera of 1820, Spanish flu of 1920, and the coronavirus of 2020. It also defines plague as a bacterial infection transmitted by fleas between small mammals and humans. The document then outlines goals and criteria for an audiovisual project on how the coronavirus is affecting one sector of society, presenting a practical solution and hopeful message. Sources are provided for further research on impacts and for creating a digital book or flipbook.
Class 1 2020 2 j pptx
This document outlines the syllabus for an English 2 course titled "Lengua, Mundo y Cultura" at Centro de Idiomas. The course will take place over 8 weeks and cover 4 units of study: Everyday Things, Places and Events, Tourism and Recreation, and Professions and Hobbies. Students will be assessed on quizzes, platform activities, projects, and tests, which will make up 20%, 20%, 30%, and 30% of their grade, respectively. Absences are limited to 20% without an excuse.
Class 1 2020 2 i pptx
This document outlines the syllabus for an English 2 course titled "Lengua, Mundo y Cultura" at Centro de Idiomas. The course will take place over 8 weeks and cover 4 units of study: Everyday Things, Places and Events, Tourism and Recreation, and Professions and Hobbies. Students will be assessed on quizzes, platform activities, projects, and tests, which will make up 20%, 20%, 30%, and 30% of their grade, respectively. Absences are limited to 20% without an excuse.
Class 1 2020 2 mpptx
This document outlines the syllabus for an English 2 course titled "Lengua, Mundo y Cultura" at Centro de Idiomas. The course will be taught by Professor Angel Watler Archbold from 6:00am to 4:00pm over 8 weeks. It will cover 4 units of study from the Rosetta Stone curriculum focused on everyday topics, places and events, tourism and recreation, and professions and hobbies. Students will be assessed on quizzes, homework, platform activities, projects, and tests, with weights of 20%, 20%, 30%, and 30% respectively. Absences are allowed up to 20% without excuse.
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1. Classes 1 To be or not to be .pptx
This document provides instructions for a class module on reflecting on personal information shared online. Students are asked to watch two videos about their digital footprint and second self, taking notes on keywords, dates, questions, details, definitions, main ideas and examples. Taking effective notes on the video content will help students understand how the information they share publicly can represent their second self online.
Class 2 To be or not to be .pptx
This document provides an outline for a class module on identifying misinformation online. The module includes activities to discuss experiencing news, grammar exercises, vocabulary practice related to digital footprints and fake news, group discussions on how misinformation spreads and its consequences, reading on photo filters, conditional grammar exercises, identifying advice for evaluating fake news, and a final project to create a poster characterizing a problem with misinformation on an issue like health, politics or the environment.
INTRO ENGLISH 4 2022 02.pptx
This document outlines the contents and structure of an English course being held over 16 weeks. It includes 4 modules covering topics like creativity, storytelling, and points of view. Students will complete independent work, group projects, exams, and a final test. Assessment is based on participation, presentations, exams, and two projects on disinformation. The document provides contact information for the instructor and a link to access course materials online.
Class 1 2021 2 pptx
This document outlines the syllabus for an English 2 course taught online. It includes the name of the professor, Angel Watler Archbold, and provides details about assignments, assessments, content units, and classroom rules. Over the semester, students will complete activities on the Rosetta Stone platform, individual projects, and tests covering four units of everyday topics, places, tourism, and professions. Active participation, teamwork, and doing one's best are expected of all students.
Final project covid 19
The document discusses viruses, plagues, and pandemics throughout history. It provides examples of major outbreaks that occurred every 100 years over the past 300 years, including the Plague of 1720, cholera of 1820, Spanish flu of 1920, and the coronavirus of 2020. It also defines plague as a bacterial infection transmitted by fleas between small mammals and humans. The document then outlines goals and criteria for an audiovisual project on how the coronavirus is affecting one sector of society, presenting a practical solution and hopeful message. Sources are provided for further research on impacts and for creating a digital book or flipbook.
Class 1 2020 2 j pptx
This document outlines the syllabus for an English 2 course titled "Lengua, Mundo y Cultura" at Centro de Idiomas. The course will take place over 8 weeks and cover 4 units of study: Everyday Things, Places and Events, Tourism and Recreation, and Professions and Hobbies. Students will be assessed on quizzes, platform activities, projects, and tests, which will make up 20%, 20%, 30%, and 30% of their grade, respectively. Absences are limited to 20% without an excuse.
Class 1 2020 2 i pptx
This document outlines the syllabus for an English 2 course titled "Lengua, Mundo y Cultura" at Centro de Idiomas. The course will take place over 8 weeks and cover 4 units of study: Everyday Things, Places and Events, Tourism and Recreation, and Professions and Hobbies. Students will be assessed on quizzes, platform activities, projects, and tests, which will make up 20%, 20%, 30%, and 30% of their grade, respectively. Absences are limited to 20% without an excuse.
Class 1 2020 2 mpptx
This document outlines the syllabus for an English 2 course titled "Lengua, Mundo y Cultura" at Centro de Idiomas. The course will be taught by Professor Angel Watler Archbold from 6:00am to 4:00pm over 8 weeks. It will cover 4 units of study from the Rosetta Stone curriculum focused on everyday topics, places and events, tourism and recreation, and professions and hobbies. Students will be assessed on quizzes, homework, platform activities, projects, and tests, with weights of 20%, 20%, 30%, and 30% respectively. Absences are allowed up to 20% without excuse.
Class 1 2020 2pptx
This document outlines the syllabus for an English 2 course titled "Lengua, Mundo y Cultura" at Centro de Idiomas. The course will be taught by Professor Angel Watler Archbold, and will meet Monday through Friday from 6:30pm to 8:00pm. Over the 16 week period, students will complete 4 units of study using the Rosetta Stone platform, focusing on everyday items, places and events, tourism and recreation, and professions and hobbies. Students will be assessed on quizzes, homework, platform activities, projects, and tests, with absences limited to 20% without excuse.
Final project oct 2019
The document outlines tasks for producing an audiovisual presentation about a landmark or city to convey its values and qualities. It instructs choosing a city or town, answering questions about describing the city and what makes it attractive, selecting a segment to work on, defining a target market, including key information like a logo, slogan, and city description, and drafting the presentation. The goal is for the presentation to transmit the values and characteristics that make the city appealing to locals and visitors.
Presnt perfect
The document provides information about verb tenses and forms, including the present perfect, present perfect progressive, and simple past. It discusses the past participle forms of regular and irregular verbs. It explains the meanings and uses of the present perfect, present perfect progressive, and how to use time expressions like "since" and "for" with these tenses. Examples are provided to illustrate the different verb forms, meanings, and the differences between the simple past and present perfect tenses.
Class 1 rules a2.2
Angel Watler Archbold
Students: 9
May 9th
UNIT 11
LESSON 1
May 14th
UNIT 11
LESSON 2
May 16th
UNIT 11
LESSON 3
May 21st
UNIT 11
LESSON 4
May 23rd
REVIEW
UNIT 11
May 28th
UNIT 12
LESSON 1
May 30th
UNIT 12
LESSON 2
June 4th
UNIT 12
LESSON 3
June 6th
UNIT 12
LESSON 4
June 11th
REVIEW
UNIT 12
June 13th
PROJECT
PRESENTATIONS
June 18th
TEST
UNITS 11-12
June
Unit 14 lesson 1
The document lists various hobbies and activities grouped into five categories: collecting performing arts, foods & drinks, outdoor activities, music, and sports. Collecting performing arts includes antiques, comic books, concert posters, dancing styles like ballet and tango. Foods & drinks includes beer tasting, coffee roasting, and cooking. Outdoor activities includes camping, hiking, kayaking, canoeing, skating, pilates, and tai chi. Music includes instruments like banjo, bass guitar, and cello. Sports includes both individual sports like basketball and team sports like baseball, football, and various martial arts.
A world withoutblackpeople (1)
The story follows a boy named Theo who wonders what the world would be like without black people. His mother helps him understand by pointing out that many everyday items they try to use were invented by black people. They struggle with basic tasks like getting dressed, cleaning, and grocery shopping as inventions like the iron, comb, brush, dustpan, mop, dryer, pencil sharpener, and traffic light are missing. The boy comes to realize how much black inventors have contributed to modern life and how difficult it would be without their innovations.
FINAL PROJECT IIJ
The document outlines tasks for producing an audiovisual presentation about a landmark in Cali, Colombia. It includes choosing a target market, defining values and qualities that represent the city, and including key information about Cali to promote it to potential tourists and residents. The presentation should transmit what makes Cali attractive and give viewers a sense of its identity.
Project 2 2019
The document outlines tasks for producing an audiovisual presentation about a landmark in Cali, Colombia. It includes choosing a target market, defining values and qualities that represent the city, and including key information about Cali to promote it to potential tourists and residents. The presentation should transmit what makes Cali attractive and give viewers a sense of its identity.
Unit 13 class 5 writing
The document provides guidance for writing a postcard about a landscape visited, including using the present perfect, past simple, and -ing and -ed adjectives. It includes example situations and adjectives to use for describing feelings. Students are instructed to watch video clips about places to visit and choose one to write about. The postcard format should have 3 paragraphs - an opening, main body with details of what was seen and experienced, and a closing.
Unit 13 lesson 4 (1)
The document provides instructions for an activity to teach students how to order food in a restaurant. It divides the class into waiters and customers who will role play visiting different restaurants. Waiters will greet customers and take their drink and food orders, writing them down on a worksheet. Customers will order drinks and meals from the menus and write what they ordered on their own worksheet. The goal is to give students practice having conversations to order food in a restaurant setting.
Unit 13 lesson 3
The document provides guidance for students to research famous landmarks from around the world in small groups, with each group selecting a landmark to research and then presenting on its history, purpose, design, and cultural significance. Students are instructed to research details about when and why their assigned landmark was built, who commissioned and constructed it, what it looks like, and how it reflects the culture of its time. Discussion questions are also provided to help students analyze similarities and differences between landmarks, as well as consider what modern structures might still be standing in the distant future.
Unit 13 lesson 2
This document provides a lesson on giving directions using imperatives and ordinal numbers. It includes examples of expressions of location like "behind", "in front of", and "on the corner of". Students are asked to think of places in different categories and come up with their own dialogue giving directions from one place to another, including terms like transportation, landmarks, ordinal numbers, and directional expressions.
Unit 12 lessons 3 ok
The document discusses an exciting trip the speaker took where they describe someone they met. It provides questions about Sequoia National Park in California, including its location, that it has the tallest living things, and what General Sherman is. It also mentions exercises to practice conversations and being a supportive listener.
Unit 12 lessons 3 ok
The document discusses an exciting trip the speaker took where they describe someone they met. It provides questions about Sequoia National Park in California, including its location, that it has the tallest living things, and what General Sherman is. It also mentions exercises to practice conversations and being a supportive listener.
Project 1 2019
Students must create a stand promoting festivals and celebrations in a selected city or country. They must research and include information on at least 3 festivals, 2-3 popular snacks from that location, and the geographical features of where it is located. For their stand, students need to design posters, videos, and decorations that showcase the holidays, foods, and location that they researched. On the presentation day, they will decorate their stand and give short presentations to others about their selected place.
Unit 11 lesson 4
The document outlines lessons from a language and culture class. Lesson 4 focuses on talking about different cooking methods. Students work in groups to list popular Colombian snacks and identify how they are cooked and their ingredients. They complete a chart with this information for snacks from different countries. The lesson also includes a video on cooking terms in English and an activity where students research snacks from a selected city or country, describing the snacks' origins, ingredients, and cooking methods.
Unit 11 lesson 4
The document outlines the objectives and activities for a Spanish language class focusing on popular snacks in Colombia, including having students work in groups to list Colombian snacks, read about popular snacks, and complete a chart with information about where snacks are from and how they are cooked. It also describes a group project where students will research and present on snacks from a selected city or country, including bringing samples of one snack to share.
Unit 11 lesson 3
This document outlines the objectives and activities for a class on everyday things and food. The class will focus on talking and writing about food, eating habits, cooking methods, and Colombian dishes. Students will discuss what they had for lunch the previous day and what is in their refrigerators. They will also complete exercises distinguishing countable and uncountable nouns, identify healthy and unhealthy foods, and discuss Colombian food beliefs.
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This document outlines the syllabus for an English 2 course titled "Lengua, Mundo y Cultura" at Centro de Idiomas. The course will be taught by Professor Angel Watler Archbold, and will meet Monday through Friday from 6:30pm to 8:00pm. Over the 16 week period, students will complete 4 units of study using the Rosetta Stone platform, focusing on everyday items, places and events, tourism and recreation, and professions and hobbies. Students will be assessed on quizzes, homework, platform activities, projects, and tests, with absences limited to 20% without excuse.
Final project oct 2019
The document outlines tasks for producing an audiovisual presentation about a landmark or city to convey its values and qualities. It instructs choosing a city or town, answering questions about describing the city and what makes it attractive, selecting a segment to work on, defining a target market, including key information like a logo, slogan, and city description, and drafting the presentation. The goal is for the presentation to transmit the values and characteristics that make the city appealing to locals and visitors.
Presnt perfect
The document provides information about verb tenses and forms, including the present perfect, present perfect progressive, and simple past. It discusses the past participle forms of regular and irregular verbs. It explains the meanings and uses of the present perfect, present perfect progressive, and how to use time expressions like "since" and "for" with these tenses. Examples are provided to illustrate the different verb forms, meanings, and the differences between the simple past and present perfect tenses.
Class 1 rules a2.2
Angel Watler Archbold
Students: 9
May 9th
UNIT 11
LESSON 1
May 14th
UNIT 11
LESSON 2
May 16th
UNIT 11
LESSON 3
May 21st
UNIT 11
LESSON 4
May 23rd
REVIEW
UNIT 11
May 28th
UNIT 12
LESSON 1
May 30th
UNIT 12
LESSON 2
June 4th
UNIT 12
LESSON 3
June 6th
UNIT 12
LESSON 4
June 11th
REVIEW
UNIT 12
June 13th
PROJECT
PRESENTATIONS
June 18th
TEST
UNITS 11-12
June
Unit 14 lesson 1
The document lists various hobbies and activities grouped into five categories: collecting performing arts, foods & drinks, outdoor activities, music, and sports. Collecting performing arts includes antiques, comic books, concert posters, dancing styles like ballet and tango. Foods & drinks includes beer tasting, coffee roasting, and cooking. Outdoor activities includes camping, hiking, kayaking, canoeing, skating, pilates, and tai chi. Music includes instruments like banjo, bass guitar, and cello. Sports includes both individual sports like basketball and team sports like baseball, football, and various martial arts.
A world withoutblackpeople (1)
The story follows a boy named Theo who wonders what the world would be like without black people. His mother helps him understand by pointing out that many everyday items they try to use were invented by black people. They struggle with basic tasks like getting dressed, cleaning, and grocery shopping as inventions like the iron, comb, brush, dustpan, mop, dryer, pencil sharpener, and traffic light are missing. The boy comes to realize how much black inventors have contributed to modern life and how difficult it would be without their innovations.
FINAL PROJECT IIJ
The document outlines tasks for producing an audiovisual presentation about a landmark in Cali, Colombia. It includes choosing a target market, defining values and qualities that represent the city, and including key information about Cali to promote it to potential tourists and residents. The presentation should transmit what makes Cali attractive and give viewers a sense of its identity.
Project 2 2019
The document outlines tasks for producing an audiovisual presentation about a landmark in Cali, Colombia. It includes choosing a target market, defining values and qualities that represent the city, and including key information about Cali to promote it to potential tourists and residents. The presentation should transmit what makes Cali attractive and give viewers a sense of its identity.
Unit 13 class 5 writing
The document provides guidance for writing a postcard about a landscape visited, including using the present perfect, past simple, and -ing and -ed adjectives. It includes example situations and adjectives to use for describing feelings. Students are instructed to watch video clips about places to visit and choose one to write about. The postcard format should have 3 paragraphs - an opening, main body with details of what was seen and experienced, and a closing.
Unit 13 lesson 4 (1)
The document provides instructions for an activity to teach students how to order food in a restaurant. It divides the class into waiters and customers who will role play visiting different restaurants. Waiters will greet customers and take their drink and food orders, writing them down on a worksheet. Customers will order drinks and meals from the menus and write what they ordered on their own worksheet. The goal is to give students practice having conversations to order food in a restaurant setting.
Unit 13 lesson 3
The document provides guidance for students to research famous landmarks from around the world in small groups, with each group selecting a landmark to research and then presenting on its history, purpose, design, and cultural significance. Students are instructed to research details about when and why their assigned landmark was built, who commissioned and constructed it, what it looks like, and how it reflects the culture of its time. Discussion questions are also provided to help students analyze similarities and differences between landmarks, as well as consider what modern structures might still be standing in the distant future.
Unit 13 lesson 2
This document provides a lesson on giving directions using imperatives and ordinal numbers. It includes examples of expressions of location like "behind", "in front of", and "on the corner of". Students are asked to think of places in different categories and come up with their own dialogue giving directions from one place to another, including terms like transportation, landmarks, ordinal numbers, and directional expressions.
Unit 12 lessons 3 ok
The document discusses an exciting trip the speaker took where they describe someone they met. It provides questions about Sequoia National Park in California, including its location, that it has the tallest living things, and what General Sherman is. It also mentions exercises to practice conversations and being a supportive listener.
Unit 12 lessons 3 ok
The document discusses an exciting trip the speaker took where they describe someone they met. It provides questions about Sequoia National Park in California, including its location, that it has the tallest living things, and what General Sherman is. It also mentions exercises to practice conversations and being a supportive listener.
Project 1 2019
Students must create a stand promoting festivals and celebrations in a selected city or country. They must research and include information on at least 3 festivals, 2-3 popular snacks from that location, and the geographical features of where it is located. For their stand, students need to design posters, videos, and decorations that showcase the holidays, foods, and location that they researched. On the presentation day, they will decorate their stand and give short presentations to others about their selected place.
Unit 11 lesson 4
The document outlines lessons from a language and culture class. Lesson 4 focuses on talking about different cooking methods. Students work in groups to list popular Colombian snacks and identify how they are cooked and their ingredients. They complete a chart with this information for snacks from different countries. The lesson also includes a video on cooking terms in English and an activity where students research snacks from a selected city or country, describing the snacks' origins, ingredients, and cooking methods.
Unit 11 lesson 4
The document outlines the objectives and activities for a Spanish language class focusing on popular snacks in Colombia, including having students work in groups to list Colombian snacks, read about popular snacks, and complete a chart with information about where snacks are from and how they are cooked. It also describes a group project where students will research and present on snacks from a selected city or country, including bringing samples of one snack to share.
Unit 11 lesson 3
This document outlines the objectives and activities for a class on everyday things and food. The class will focus on talking and writing about food, eating habits, cooking methods, and Colombian dishes. Students will discuss what they had for lunch the previous day and what is in their refrigerators. They will also complete exercises distinguishing countable and uncountable nouns, identify healthy and unhealthy foods, and discuss Colombian food beliefs.
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