A penny saved is a penny earned
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This document outlines the objectives and contents of an English language teaching course at the Universidad Nacional de Chimborazo in Ecuador for the 2012-2013 year. The course objectives are to develop students' communicative competence, pedagogical skills, research abilities, and understanding of cultural contexts. The course contents cover topics related to money, bartering, and business, including readings, listening exercises, and a focus on comparative adjectives. Bibliographic references are also provided.
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2) The mirror says Snow White is fairest, so the Queen sends a hunter to kill Snow White but he spares her life. Snow White finds refuge in a cottage belonging to seven dwarfs.
3) The Queen learns Snow White is alive and tricks her into eating a poisoned apple, putting her into a deathlike sleep. The dwarfs find Snow White and the Prince awakens her with love's first kiss, living happily ever after.
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This document outlines the objectives and contents of an English language teaching career program at the National University of Chimborazo in Ecuador for 2012-2013. The objectives of the career are to train English teachers with strong oral and written communicative skills to work competitively in the job market. The course objectives are to review basic concepts of English language teaching and learning, distinguish between receptive and productive skills, and offer an overview of how linguistic disciplines contribute to English language instruction. The contents of Unit 1 focus on expressing and discussing points of view through academic readings and conversations about topics like justice and crime.
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The document provides guidance on teaching listening skills to language learners. It discusses what listening involves, including understanding main ideas and details. It also identifies reasons why learners may find listening difficult, such as focusing on individual words. The document then outlines different stages and types of listening activities, and provides steps for developing listening lessons, including pre-listening, while-listening, and post-listening techniques.
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The document discusses life skills and English language learning. It states that life skills are behaviors that enable individuals to adapt and deal effectively with challenges in life. Some key life skills mentioned are effective communication, critical thinking, problem solving, and decision making. It also discusses the importance of English as a global language and lists several methods and resources for improving English language skills, including learning vocabulary, pronunciation, idioms, and using literature, movies and songs for exposure to language. Overall, the document emphasizes that developing English language skills is an important life skill that can increase employability and opportunities.
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This document provides the K-12 curriculum guide for English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for teaching English. The philosophy states that language is central to intellectual, social and emotional development. Guiding principles include viewing language acquisition as a lifelong process and learning language through engagement with texts. The needs of today's learners (Generation Z) are described as being highly technology-immersed but having reduced attention spans. Desired outcomes include communicative competence, multiliteracies, and preparing graduates to participate globally. The conceptual framework explains principles like spiral progression and interaction to guide effective language teaching and learning.
ENGLISH k - 12 Curriculum Guide
This document provides the K-12 curriculum guide for English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for teaching English. The philosophy states that language is central to intellectual, social and emotional development. Key principles include the interrelatedness of languages and that acquisition in one language benefits others. The needs of today's learners, referred to as Generation Z, are that they are immersed in technology but may have reduced attention spans. Desired outcomes include communicative competence, multiliteracies, and preparing graduates to communicate effectively and participate in civic life. The conceptual framework explains that language is best learned through interaction, integration of skills, being learner-centered, contextualization, and
K to 12 Curriculum Guide ofr the English Subject
This document outlines the K-12 English curriculum guide for the Philippines' Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also establishes several guiding principles for language acquisition and learning, including that learning requires making meaning, language learning involves a variety of activities, and it builds on students' existing knowledge. The needs of today's learners (Generation Z) are also examined, noting they have grown up with technology and have shorter attention spans. The ultimate goal of the curriculum is to produce graduates who can effectively communicate, understand other content areas, and be successful in their chosen fields.
Curriculum English
This document outlines the K to 12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also establishes several guiding principles for language acquisition, including that all languages are interrelated, language learning is an active and continuous process, and learning requires making meaning. The document then discusses the needs of Generation Z learners, who have grown up with ubiquitous technology, short attention spans, and in a highly diverse environment. The ultimate goal of the curriculum is to produce graduates who can effectively communicate, understand other content areas, and be successful in their chosen careers or fields of study.
English cg for reuploading 03.04.15
This document provides the K-12 curriculum guide for teaching English in the Philippines. It outlines the philosophy, principles, outcomes and conceptual framework for the English curriculum. The philosophy states that language is central to intellectual, social and emotional development.
The guiding principles are that all languages are interrelated, language acquisition is a lifelong process, and learning requires making meaning. The outcomes aim to develop students' communicative competence and multiliteracies.
The conceptual framework explains that the curriculum follows principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and processes, and strategies through practicing the macro-skills of listening, speaking, reading
World language level1
This document provides an overview of the curriculum framework for a level one modern languages course. It outlines the unit learning targets, performance tasks, vocabulary, and cultural competencies students are expected to demonstrate by the end of each unit. The first unit focuses on greetings, introductions, and basic personal information. The second unit targets describing oneself and others in terms of personality and physical characteristics. Performance is assessed through interpersonal, interpretive, and presentational tasks involving speaking, writing, listening and reading in the target language. Cultural understanding involves recognizing products, interactions, and practices of the target culture.
Lessons 6 and 7 for blog
The document discusses exploring social attitudes toward how digital communication affects language through designing a questionnaire or interview. It provides guidance on crafting questions that probe different attitudes and identifying people with varying perspectives to interview. The document also provides evaluation criteria for a spoken language study, assessing understanding of language variations, impact of language choices, and analysis of attitudes toward language varieties.
Semantics
Here are the answers to the exercise:
1. (See above)
2. The (a) and (b) words are [+human].
The (a) words are [+female].
The (b) words are [+male].
3. The (a) and (b) words are [+animate].
The (a) words are [+human].
The (b) words are [+male animal].
4. The (a) and (b) words are [+concrete].
The (a) words are [+object].
The (b) words are [+liquid].
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Suggestopedia is a teaching method based on how the human brain learns most effectively, using relaxation, role-playing, drama, and a comfortable environment to present vocabulary. It creates a new learning community through posters and presentations, allowing students to learn freely without errors under the guidance of a confident and trustworthy teacher, who provides a cheerful atmosphere for students to relax and enjoy role-playing in new identities.
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The document summarizes the key principles and techniques of the Direct Method for teaching language. It focuses on connecting meaning directly to the target language without translation, using real-world topics and situations. Some techniques include reading aloud, question and answer exercises, conversation practice, dictation, and paragraph writing. Grammar and vocabulary are taught inductively through demonstration, pictures, and sentences rather than explicit instruction or single words. The goal is for students to communicate in the target language through speaking practice.
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The document discusses the Grammar Translation Method of teaching foreign languages. It focuses on accuracy over fluency by having students translate between the target language and their native language. The primary skills are reading and writing, with classes taught in the mother tongue. Grammar rules are central to the method so students can learn to construct sentences. However, the experience can be mechanical and tedious for students.
Tools for teaching english
The document discusses several tools that can be used for teaching English, including Duolingo, BBC Learning English, and Storybird. Duolingo is a free online education site launched in 2011 that uses a skill tree and gamification to teach vocabulary and grammar through extensive written lessons and dictation. BBC Learning English provides resources for adults learning at home, including words in the news, teaching innovations, and knowledge on various topics through grammar, vocabulary, and pronunciation lessons and work plans. Storybird and other sites like Chatzy, Ego4u, Google+, and Facebook can also be used to teach Spanish vocabulary through interactive books and social networking opportunities.
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Behaviourist theory views language acquisition as a process where children learn language through stimulus, response, and reinforcement in their environment, with language learnt as a set of habits established this way. Cognitive theory sees language learning as relying on recalling previous knowledge and presenting target language for children to acquire.
Intonation
Intonation refers to the pitch of the voice. There are no specific rules for intonation but it can be higher or lower and combined in various ways. Intonation patterns include rises and falls that serve important functions such as indicating completeness or incompleteness, asking questions, and signaling turns in conversation.
Factors that affect pronunciation
The document discusses several factors that affect pronunciation learning in a new language. These factors include linguistic variables like differences in phonemes, rhythm, and intonation between the first and new language. Age is also a factor, as younger learners typically have better perception of new sounds. Motivation, attitude, identity, prior instruction, classroom atmosphere, teaching methodology, phonetic ability, and exposure to the new language environment can also impact how well someone learns pronunciation in a new language. The teacher should consider these various learner and instructional factors that influence pronunciation acquisition.
Family parents program
Parents should establish routines like setting aside time for homework, help children develop good study habits, and reinforce lessons. Effective communication between school and home about programs, students' progress, and problems is important. Schools should provide families with lesson plans and information to help students at home, and involve parents as volunteers to support underperforming students. Finally, schools should engage parents in leadership roles to advocate for reforms and improvements, and represent other families' views to create a supportive learning environment.
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This document outlines national standards for parental involvement in education. It provides guidelines in 6 areas: 1) parenting - helping create supportive home environments, 2) communicating - effective school-home communication, 3) volunteering - recruiting parent help, 4) learning at home - providing information to help students, 5) decision-making - including parents, and 6) collaborating with community - integrating community resources. Specific recommendations are given under each standard, such as having parents establish homework routines, attending motivational lectures, and organizing extracurricular activities to strengthen school programs.
Syllabo methodology i 2014
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Skimming and scanning speed reading techniques
Skimming and scanning are speed reading techniques that allow rapid coverage of large amounts of material. Skimming is used to get the main ideas and overall content at about 100 words per minute, involving reading the title, introduction, first paragraph of sections, and last paragraph completely. Scanning is to locate a specific fact or piece of information by rapidly scanning multiple lines at speeds over 1500 words per minute while being willing to skip large sections without reading them fully. Both techniques save time over reading an entire document carefully.
Previewing
The document outlines a 7-step process for effectively previewing a chapter in a textbook: 1) Read the title to understand the topic, 2) Skim the introduction for an overview, 3) Read headings and subheadings to grasp the organization, 4) Examine visuals for a deeper understanding, 5) Identify important vocabulary terms in bold or italics, 6) Scan the summary or conclusion, and 7) Read any chapter questions to focus on key points. Following these steps takes 3-5 minutes to help students optimize their reading comprehension and retention.
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A penny saved is a penny earned
- 1. UNIVERSIDAD NACIONAL DE CHIMBORAZO Carrera de Idiomas 2012-2013 OBJETIVOS DE LA CARRERA Formar un docente de inglés con un sólido desarrollo de las competencias comunicativas orales y escritas, con autonomía y ética profesional que le permitan tener un nivel competitivo en el mercado laboral. Desarrollar las competencias psicopedagógica y didáctica, que le consientan generar procesos de aprendizaje integrales y significativos. Capacitar al docente con habilidades de investigación y auto aprendizaje, promoviendo un acercamiento a las realidades educativas que ayuden a afirmar su vocación. Contrastar la cultura nacional y aquellas de las regiones en donde predomine el inglés como mediación cultural y pedagógica. Contribuir para que el docente del Inglés participe activamente en la inserción del país en el contexto socio-político, cultural y económico universal, poniendo en práctica no solo sus competencias comunicativas sino también valores sociales y culturales. OBJETIVOS DE CURSO Revisar nociones y conceptos básicos relacionados con la enseñanza y aprendizaje de idioma Inglés y las 4 macro destrezas Señalar las diferencias entre destrezas receptivas y productivas Ofrecer una visión panorámica de la contribución de algunas disciplinas lingüísticas a la enseñanza del Idioma Ingles. Leer Efectiva y Críticamente las lecturas presentadas, para luego emitir un juicio de valor sustentado. Reforzar el desarrollo de la habilidad escrita al producir textos académicos. Producir conversaciones académicas críticas y fundamentadas. UNIDAD 1 A penny saved is a penny earned OBJETIVO Comprender las lecturas académicas y emitir su criterio personal con fluidez, cohesión y coherencia; utilizando correctamente las micro-destrezas del lenguaje. (grammar, vocabulary, pronunciation, etc.)en forma escrita y oral. .
- 2. UNIVERSIDAD NACIONAL DE CHIMBORAZO Carrera de Idiomas 2012-2013 CONTENTS Money series Predicting Sharing information Matching Listening for main ideas and details Background and vocabulary Reading 1: The history of money and bartering (North star 2 third edition; Listening and Speaking; pg. 39) Making money Predicting Sharing information Filling the gaps Reading for main ideas and details Background and vocabulary Reading 2: Making money (North star 2 third edition; Reading and Writing; pg. 50) A barter Network Predicting Sharing information Matching Listening for main ideas and details Making Inferences Reading 3: A barter network (North star 2 third edition; Listening and Speaking; pg. 199) I made it myself Predicting Sharing information Filling the gaps Reading for main ideas and details Organizing Reading 4: I made it myself(North star 2 third edition; Reading and Writing; pg. 53) The compact Predicting Sharing information Matching Listening for main ideas and details Organizing
- 3. UNIVERSIDAD NACIONAL DE CHIMBORAZO Carrera de Idiomas 2012-2013 Reading 5: The compact(North star 2 third edition; Listening and Speaking; pg. 200) SCIENTIFIC KNOWLEDGE Comparative Adjectives "Than" is usually used after the comparative adjective. -er is added to the end of a 1-syllable adjective cold - colder small - smaller tall - taller The winter is colder than the summer. The green hat is smaller than the yellow hat. Most basketball players are taller than me. -er is added to the end of an adjective with 2 syllables, if the word ends in -y. early - earlier happy - happier crazy - crazier I came home earlier than my sister. I am happier now than 1 year ago. My friend is crazier than me. "More" or "less" is used for adjectives that have 2 syllables, if the word doesn't end in -y. Adjectives that end in -y, change the -y to i and add -ed. honest - more honest difficult- more difficult modern - more modern The policemen are more honest than criminals. The last test was more difficult than the test today.
- 4. UNIVERSIDAD NACIONAL DE CHIMBORAZO Carrera de Idiomas 2012-2013 Our generation is more modern, than our parents’ generation. "More" or "less" is used for adjectives that have 3 or more syllables expensive - more expensive comfortable - more comfortable My car is less expensive than my sister's car. The chair is more comfortable, then the green chair. Adjectives that end in -e, only -r is added to end of the adjective. nice - nicer safe - safer The beach is nicer then that park. Airplanes are safer then cars. Adjective that end in with a consonant, vowel, consonant - the last consonant is doubled. big -bigger hot -hotter My house is bigger than, my sister’s house. The summer is hotter than the winter. Bibliografía: North Star: listening and speaking level 2, third edition. North Star: reading and writing level 2, third edition. Basic Methodology for Teaching English,Mónica Torres C. 2010. The TKT course, Spratt, Pulverness and Williams, Cambridge University Press 2007. Applying Research In Reading Instruction For Adults First Steps For Teachers http://english-the-easy-way.com/Adjectives/Comparative_Adjectives.htm#sthash.0TZkGsqF.dpbs http://www.englishclub.com/grammar/adjectives-comparative.htm http://www.englishclub.com/listening/index.htm http://www.youtube.com/watch?v=ssuiqtreiBg