B3 task2 abdias gavillaz
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This document lists famous historical figures throughout history who had various disabilities or neurological disorders such as deafness, blindness, dyslexia, epilepsy, paralysis, and Asperger's syndrome. Some of the individuals mentioned include Ludwig van Beethoven, Helen Keller, Napoleon, Ray Charles, Stevie Wonder, Albert Einstein, Leonardo da Vinci, and Walt Disney. The document provides the names of these figures and the disabilities or disorders they had.
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B3A2_Jorge_Ordoñez
This document lists 20 famous historical figures and details their neurological disorders or disabilities, including:
- Agatha Christie (mystery writer) - Neurological Disorders/Epilepsy
- Ludwig van Beethoven (composer) - Hearing Impaired/Deaf
- Several other notable figures and their disabilities such as blindness, deafness, dyslexia, paralysis, amputation, and autism.
The document provides brief biographical information about each person alongside their specific neurological condition or disability.
B3 t3.2 maria_martinez
This document lists famous historical figures throughout history who had various disabilities or neurological disorders such as epilepsy, deafness, blindness, paralysis, dyslexia, and Asperger's syndrome. Some of the individuals mentioned include Agatha Christie, Ludwig van Beethoven, Helen Keller, Franklin Roosevelt, Albert Einstein, Walt Disney, and Stevie Wonder. The document provides the name of each individual and their particular disability or neurological condition.
B3 t2 ana_vela
The document lists famous historical figures throughout history who had various disabilities or neurological disorders such as epilepsy, deafness, blindness, paralysis, dyslexia, and Asperger's syndrome. Some of the individuals mentioned include Agatha Christie, Ludwig van Beethoven, Helen Keller, Albert Einstein, Tom Cruise, Walt Disney, and Stevie Wonder. The document provides the name of the famous person, their occupation or role, and the disability or disorder they had.
3 2 task_format_fabiola_perez_palma_utcancun
This document lists famous historical figures and the disabilities or health conditions they lived with. It includes 27 individuals from various fields such as music, art, politics and more. Some of the conditions mentioned are deafness, polio, epilepsy, blindness, learning disabilities, tuberculosis and mental health issues such as depression and anxiety. The document aims to showcase how these individuals were able to achieve great things despite facing significant health adversities.
Diseño de reactivo para b learning
This document contains 5 multiple choice questions designed to test students' knowledge of English grammar concepts like verb tenses, modal verbs, connectors, and sentence structure. The questions increase in difficulty from level 1 to level 4. The justification provided for each question explains that it is an appropriate level of difficulty and tests an English grammar concept. The final question at level 4 requires students to read a passage about Lady Gaga and answer true/false questions about details in the passage.
B2 a3 abdias_gavilla
This document contains evaluations of a language teacher's lesson planning and evaluation skills. The evaluator marks that the teacher is able to plan lessons according to curriculum and context, understand levels of language competence, and provide evidence of stating objectives and selecting appropriate activities. In a reflection, the teacher feels she only covered one exercise, but the evaluator disagrees, noting the lesson fit into a larger project and effectively reviewed previous material through real-life application. Overall, the project goal was achieved through applying existing knowledge, though it took a long time.
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B3A2_Jorge_Ordoñez
This document lists 20 famous historical figures and details their neurological disorders or disabilities, including:
- Agatha Christie (mystery writer) - Neurological Disorders/Epilepsy
- Ludwig van Beethoven (composer) - Hearing Impaired/Deaf
- Several other notable figures and their disabilities such as blindness, deafness, dyslexia, paralysis, amputation, and autism.
The document provides brief biographical information about each person alongside their specific neurological condition or disability.
B3 t3.2 maria_martinez
This document lists famous historical figures throughout history who had various disabilities or neurological disorders such as epilepsy, deafness, blindness, paralysis, dyslexia, and Asperger's syndrome. Some of the individuals mentioned include Agatha Christie, Ludwig van Beethoven, Helen Keller, Franklin Roosevelt, Albert Einstein, Walt Disney, and Stevie Wonder. The document provides the name of each individual and their particular disability or neurological condition.
B3 t2 ana_vela
The document lists famous historical figures throughout history who had various disabilities or neurological disorders such as epilepsy, deafness, blindness, paralysis, dyslexia, and Asperger's syndrome. Some of the individuals mentioned include Agatha Christie, Ludwig van Beethoven, Helen Keller, Albert Einstein, Tom Cruise, Walt Disney, and Stevie Wonder. The document provides the name of the famous person, their occupation or role, and the disability or disorder they had.
3 2 task_format_fabiola_perez_palma_utcancun
This document lists famous historical figures and the disabilities or health conditions they lived with. It includes 27 individuals from various fields such as music, art, politics and more. Some of the conditions mentioned are deafness, polio, epilepsy, blindness, learning disabilities, tuberculosis and mental health issues such as depression and anxiety. The document aims to showcase how these individuals were able to achieve great things despite facing significant health adversities.
Diseño de reactivo para b learning
This document contains 5 multiple choice questions designed to test students' knowledge of English grammar concepts like verb tenses, modal verbs, connectors, and sentence structure. The questions increase in difficulty from level 1 to level 4. The justification provided for each question explains that it is an appropriate level of difficulty and tests an English grammar concept. The final question at level 4 requires students to read a passage about Lady Gaga and answer true/false questions about details in the passage.
B2 a3 abdias_gavilla
This document contains evaluations of a language teacher's lesson planning and evaluation skills. The evaluator marks that the teacher is able to plan lessons according to curriculum and context, understand levels of language competence, and provide evidence of stating objectives and selecting appropriate activities. In a reflection, the teacher feels she only covered one exercise, but the evaluator disagrees, noting the lesson fit into a larger project and effectively reviewed previous material through real-life application. Overall, the project goal was achieved through applying existing knowledge, though it took a long time.
B2 a5 abdias_gavilla
This document contains an evaluation of a language teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher is able to combine theoretical knowledge with practical teaching, acquire methodological skills, understand issues in modern language teaching, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work with others. The evaluator notes that the teacher effectively evaluated their own lessons and suggested improvements, and implemented creative ideas like a cooking project.
B2 a1 abdias_gavilla
This document contains an evaluation of a language teacher's certification dossier and classroom performance. The evaluator found that:
1) The teacher demonstrated a strong command of language analysis tools and the ability to compare source and target languages.
2) Evidence in the certification dossier showed the teacher could use correct terminology, formulate clear objectives, analyze language structures, and address learner difficulties.
3) In the classroom, the teacher effectively used a variety of materials and tasks to teach a grammar lesson, while making appropriate adjustments based on the learners.
B4 task4.6.3 abdias gavilla
This document provides a trainee handbook for teacher training at Universidad Tecnologica del Sureste de Veracruz. The handbook includes general information, course structure and timing, contents, and evaluation. It aims to guide trainees in developing teaching dossiers in six areas: language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment. The handbook outlines application requirements, rules, and strategies for face-to-face, blended, online, weekend, and compact courses lasting a total of 60 hours. It also provides templates, checklists and materials to support trainees' development and evaluation.
B2 a1 abdias_gavilla
This document contains an evaluation of a language teacher's certification dossier and classroom performance. The evaluator found that:
1) The teacher demonstrated a strong command of language analysis tools and the ability to compare source and target languages.
2) Evidence in the certification dossier showed the teacher could use correct terminology, formulate clear objectives, analyze language structures, and address learner difficulties.
3) In the classroom, the teacher effectively used a variety of materials and tasks to teach a grammar lesson, while appropriately adjusting terminology for learners.
B4 task2 abdias gavilla hernández
The document provides guidance for introducing peer lesson observations to teacher trainees. It discusses how to prepare trainees for observations, including focusing on agreed upon areas and being objective. It recommends observations last no more than 15 minutes. A feedback sheet is included to structure feedback, rating things like content, organization, interaction, and media use. The document advises feedback be accurate, positive, and effective while helping trainees improve. It allows for a second observation if needed to see improvements.
B4 task4.6.2 abdias gavilla
This document provides a summary of a trainee handbook for a teacher training program at Universidad Tecnologica del Sureste de Veracruz. The handbook includes general information on the aims of the training, requirements for trainees, course rules and structures. It describes face-to-face training sessions that will provide examples of how to develop teaching dossiers in six areas. The handbook manual and resources are designed to improve trainees' teaching methodology and strategies so they can enhance the quality of their own teaching.
B4 task4.6.1 abdias gavilla
going to test their culture -introduce
- Elicit from ss knowledge by looking at key
if they have an pictures of famous vocabulary.
idea what people, movies and -elicit
"Culture Vulture" cities from different opinions.
really means. cultures. -develop
- Paste pictures - Ss look at pictures cultural
on board and and tell names/info. awareness.
elicit names/info - Encourage use of -build
from ss. opinion expressions. confidence.
- Encourage ss - Elicit more ideas 5 mins
Aliens space station
Brand Aliens Space Station is all about ‘Intelligence’ in persona. Space Station takes a unique space integration into consideration which targeting the urban mindset. Located in Gachibowli-Tellapur, the project lies in close access to the city’s hottest developments from IT zone, Financial sector, International Schools, Colleges, Hospitality services to the upcoming US consulate located at just a stone’s throw away.
Spread over 20 acres, SS1 is an unparalleled urban lifestyle township which demands your attention with features such as high-rise residences, home automation, biometric security, commercial and retail zone, work space, multiplex and state-of-the art club house with mini golf driving range. The apartments are equipped with the modern amenities and gadgets and above all the home automation technology. Take a view of your complete home without strolling around; planning to go to bed feeling lazy, home automation is there to facilitate you.
Bateri Ujian
Ujian jangkauan melunjur dan lari 30m digunakan untuk mengukur kelenturan dan kelajuan individu. Ujian lari ulang alik 10m menguji ketangkasan seseorang dengan menilai kemampuan berlari sambil mengutip benda dan menukar arah.
B4 task5 abdias gavilla
The document discusses using music in English language lessons to help students. It notes that music can help stabilize mental, physical, and emotional rhythms to attain deep concentration and focus. It also reflects on how certain types of music may improve concentration, memory, bring a sense of community, motivate learning, relax stressed students, and make learning more fun by helping students absorb material better. The author had ideas on how incorporating music could help develop their students' English class activities.
B4 task4 abdias gavilla
The summaries are:
1) The teacher used real-world examples (realia) to focus on the grammar point of the simple past tense. The instructions were clear and the exercises helped students practice. While it is difficult to fully observe online classes, this lesson effectively taught the grammar point within a meaningful context.
2) The teacher presented the grammar points of conditionals and imaginary situations by just talking, without practicing or interacting with students. The lesson relied only on oral explanations and the whiteboard, which would likely bore students quickly without opportunities to practice.
B4 task3 abdias gavilla
This document contains a classroom observation checklist form that evaluates various aspects of instruction including variety and pacing of instruction, organization, presentation skills, and instructor-student rapport. The form includes checkboxes and space for examples to rate the instructor's actions and behaviors in these different areas. It will be used to provide feedback on an observed class by having the reviewer check off observed behaviors and actions of the instructor.
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This document contains an evaluation of a language teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher is able to combine theoretical knowledge with practical teaching, acquire methodological skills, understand issues in modern language teaching, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work with others. The evaluator notes that the teacher effectively evaluated their own lessons and suggested improvements, and implemented creative ideas like a cooking project.
B2 a1 abdias_gavilla
This document contains an evaluation of a language teacher's certification dossier and classroom performance. The evaluator found that:
1) The teacher demonstrated a strong command of language analysis tools and the ability to compare source and target languages.
2) Evidence in the certification dossier showed the teacher could use correct terminology, formulate clear objectives, analyze language structures, and address learner difficulties.
3) In the classroom, the teacher effectively used a variety of materials and tasks to teach a grammar lesson, while making appropriate adjustments based on the learners.
B4 task4.6.3 abdias gavilla
This document provides a trainee handbook for teacher training at Universidad Tecnologica del Sureste de Veracruz. The handbook includes general information, course structure and timing, contents, and evaluation. It aims to guide trainees in developing teaching dossiers in six areas: language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment. The handbook outlines application requirements, rules, and strategies for face-to-face, blended, online, weekend, and compact courses lasting a total of 60 hours. It also provides templates, checklists and materials to support trainees' development and evaluation.
B2 a1 abdias_gavilla
This document contains an evaluation of a language teacher's certification dossier and classroom performance. The evaluator found that:
1) The teacher demonstrated a strong command of language analysis tools and the ability to compare source and target languages.
2) Evidence in the certification dossier showed the teacher could use correct terminology, formulate clear objectives, analyze language structures, and address learner difficulties.
3) In the classroom, the teacher effectively used a variety of materials and tasks to teach a grammar lesson, while appropriately adjusting terminology for learners.
B4 task2 abdias gavilla hernández
The document provides guidance for introducing peer lesson observations to teacher trainees. It discusses how to prepare trainees for observations, including focusing on agreed upon areas and being objective. It recommends observations last no more than 15 minutes. A feedback sheet is included to structure feedback, rating things like content, organization, interaction, and media use. The document advises feedback be accurate, positive, and effective while helping trainees improve. It allows for a second observation if needed to see improvements.
B4 task4.6.2 abdias gavilla
This document provides a summary of a trainee handbook for a teacher training program at Universidad Tecnologica del Sureste de Veracruz. The handbook includes general information on the aims of the training, requirements for trainees, course rules and structures. It describes face-to-face training sessions that will provide examples of how to develop teaching dossiers in six areas. The handbook manual and resources are designed to improve trainees' teaching methodology and strategies so they can enhance the quality of their own teaching.
B4 task4.6.1 abdias gavilla
going to test their culture -introduce
- Elicit from ss knowledge by looking at key
if they have an pictures of famous vocabulary.
idea what people, movies and -elicit
"Culture Vulture" cities from different opinions.
really means. cultures. -develop
- Paste pictures - Ss look at pictures cultural
on board and and tell names/info. awareness.
elicit names/info - Encourage use of -build
from ss. opinion expressions. confidence.
- Encourage ss - Elicit more ideas 5 mins
Aliens space station
Brand Aliens Space Station is all about ‘Intelligence’ in persona. Space Station takes a unique space integration into consideration which targeting the urban mindset. Located in Gachibowli-Tellapur, the project lies in close access to the city’s hottest developments from IT zone, Financial sector, International Schools, Colleges, Hospitality services to the upcoming US consulate located at just a stone’s throw away.
Spread over 20 acres, SS1 is an unparalleled urban lifestyle township which demands your attention with features such as high-rise residences, home automation, biometric security, commercial and retail zone, work space, multiplex and state-of-the art club house with mini golf driving range. The apartments are equipped with the modern amenities and gadgets and above all the home automation technology. Take a view of your complete home without strolling around; planning to go to bed feeling lazy, home automation is there to facilitate you.
Bateri Ujian
Ujian jangkauan melunjur dan lari 30m digunakan untuk mengukur kelenturan dan kelajuan individu. Ujian lari ulang alik 10m menguji ketangkasan seseorang dengan menilai kemampuan berlari sambil mengutip benda dan menukar arah.
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The document discusses using music in English language lessons to help students. It notes that music can help stabilize mental, physical, and emotional rhythms to attain deep concentration and focus. It also reflects on how certain types of music may improve concentration, memory, bring a sense of community, motivate learning, relax stressed students, and make learning more fun by helping students absorb material better. The author had ideas on how incorporating music could help develop their students' English class activities.
B4 task4 abdias gavilla
The summaries are:
1) The teacher used real-world examples (realia) to focus on the grammar point of the simple past tense. The instructions were clear and the exercises helped students practice. While it is difficult to fully observe online classes, this lesson effectively taught the grammar point within a meaningful context.
2) The teacher presented the grammar points of conditionals and imaginary situations by just talking, without practicing or interacting with students. The lesson relied only on oral explanations and the whiteboard, which would likely bore students quickly without opportunities to practice.
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This document contains a classroom observation checklist form that evaluates various aspects of instruction including variety and pacing of instruction, organization, presentation skills, and instructor-student rapport. The form includes checkboxes and space for examples to rate the instructor's actions and behaviors in these different areas. It will be used to provide feedback on an observed class by having the reviewer check off observed behaviors and actions of the instructor.
B4 task 1 abdías gavilla
Two different teaching styles are observed in two videos. One uses a traditional lecture style that is boring and teacher-centered. The other encourages more student participation by having them use new expressions, but could still improve by adding interaction strategies, drills, and functional objectives to make it more communicative and engaging for students. Overall, the document contrasts traditional teaching that lacks strategies for active learning with a more interactive style that could still be enhanced with specific techniques to better achieve communicative language learning goals.
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Students with disabilities present challenges for English teachers, as they must account for differences in language, as well as physical problems that impact learning. The author found it difficult but not impossible to help their students. By using visual aids like flashcards and signs, students with hearing problems were able to advance along with other students and fully participate in classroom activities. Special techniques allowed these students to achieve the same progress as their peers.
B3 task2 abdias gavilla
Students with disabilities present challenges for English teachers, as they must account for differences in language, as well as physical problems that affect learning. The author found it difficult but not impossible to help their students. By using visual aids like flashcards and signs, students with hearing problems were able to keep up with their classmates and do well in classroom activities. Special techniques allowed these students to advance along with others.
B3 task1 abdias gavilla
This document discusses famous and influential people throughout history who lived with various disabilities and conditions, but were still able to contribute greatly to society. It notes actors, politicians, writers, and others who overcame challenges posed by their disabilities. While they may not be deemed famous by traditional standards, millions of people worldwide also battle disabilities every day without recognition. The document expresses that people with disabilities have demonstrated an ability to face and accomplish daily tasks even better than others through developing alternative skills to overcome physical limits.
B3 task1 abdias gavilla
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B2 a2 abdias_gavilla
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Para evaluar un producto
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Para evaluar desempeño
Este documento proporciona instrucciones para una tarea en la que los estudiantes trabajarán en equipos para crear y presentar un sketch basado en un video sobre cómo pedir comida en un restaurante. Los estudiantes deben tomar nota del vocabulario en el video, elegir un escenario público diferente, y crear un guión que incluya el vocabulario aprendido y el uso de verbos modales y funciones. Cada equipo presentará su sketch al grupo y será evaluado en el uso de vocabulario, la ambientación del escenario, la cooperación del equipo y
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Este documento presenta una serie de actividades para una clase diseñada para promover el trabajo en equipo y la solidaridad entre estudiantes. La clase incluye actividades como discutir gustos y disgustos, ver un video y practicar vocabulario, presentaciones en grupos sobre personas admiradas, y una encuesta final sobre sentimientos hacia el trabajo en equipo. El objetivo general es enseñar a los estudiantes habilidades de colaboración y compromiso mutuo a través de varias dinámicas grupales.
El idioma inglés
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B3 task2 abdias gavillaz
- 1. Certificación de tutores de docentes de idiomas Abdias Gavilla Hernández abgaher@hotmail.com Agatha Christie Neurological Disorders/Epilepsy (Mystery writer) Ludwig van Beethoven Hearing Impaired/Deaf (Composer) Ithzak Perlman Paralytic (Violonist) Douglas Bader legs amputated (Fighter Pilot) Georg Friedrich Händel blindness (Composer) Franklin Roosevelt Paralytic (US President ) Helen Keller Deft blind (Teacher ) EUROCSYS © 2012
- 2. Certificación de tutores de docentes de idiomas Julius Caesar Epilepsy (Roman Emperor) Louis Braille Blindness (Inventor) Marli Matlin Deaf (Actress) Napoleon Hyper Sensitivity to Touch and High (General) Functioning Austitic Ray Charles Blindness (Singer) Stevie Wonder Blindness (Singer) Tom Cruise Dyslexia (Actor) Albert Einstein Asperger’s Syndrom (Scientist) EUROCSYS © 2012
- 3. Certificación de tutores de docentes de idiomas Hans Christian Anderson Dyslexia (Author - Fairy Tales) Alexander Graham Bell Deaf, Learning Disability and Dyslexia (Inventor) Winston Churchill Dislexia (Prime Minister UK) John Milton Blindness (Author) Leonardo da Vinci Asperger’s Syndrom (Painter) George Washington Dislexia and Learning Disorder (President of the US) Walt Disney Dislexia ( Animator/ Movie Producer) Andrea Bocelli Blindness (Italian Tenor, Multi- EUROCSYS © 2012
- 4. Certificación de tutores de docentes de idiomas Instrumentalist) EUROCSYS © 2012