Tema del moviment del cos , l'aparell locomotor i nerviós pel Cicle Mitjà. .L'esquelet, els músculs i el moviment del cos.També com hem de tenir cura del nostre cos.
Tema del moviment del cos , l'aparell locomotor i nerviós pel Cicle Mitjà. .L'esquelet, els músculs i el moviment del cos.També com hem de tenir cura del nostre cos.
Presentation call, tell, ict as resources for material designEdgar Lucero
This paper intends to provide language teachers with reflective points of reference to think of how, what, and where to start when technology comes into play in the process of language teaching. The discussion begins with the most common beliefs that authors in the field have stated when approaching technology for language teaching purposes. Subsequently, the discussion establishes the main objectives for the application of technology for language learning. Finally, it will present the most pertinent justifications and points of reference for the use of technology in language teaching and learning in accordance with learner, teacher, content, and context level
This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
Presentation call, tell, ict as resources for material designEdgar Lucero
This paper intends to provide language teachers with reflective points of reference to think of how, what, and where to start when technology comes into play in the process of language teaching. The discussion begins with the most common beliefs that authors in the field have stated when approaching technology for language teaching purposes. Subsequently, the discussion establishes the main objectives for the application of technology for language learning. Finally, it will present the most pertinent justifications and points of reference for the use of technology in language teaching and learning in accordance with learner, teacher, content, and context level
This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
Presentation Speech Acts in EFL Classroom InteractionEdgar Lucero
This research project focuses on identifying what types of speech acts emerge and are maintained in the teacher-student interactions in an EFL Pre-intermediate class at university level. This work contains a description of how the types of speech acts, which take place in the EFL class observed, are developed in pro of communication, and then constructed as a result of it. This research study then answers two questions: what types of speech acts emerge and are maintained in interactions between the teacher and the students in class? And, how do these types of speech acts potentially influence on both interactants’ interactional behavior in class? The analysis is done under the ethnomethodological conversation analysis approach in which the details of the interactions are highlighted to identify the speech acts with the development and potential influence they may have in the interactional behavior of the participants, the students and the teacher. The findings show that there are two main interactional patterns in the EFL class observed: asking about content and adding content. Both present characteristic developments and speech acts that potentially influence on the teacher’s and the students’ interactional behavior in this class. The findings of this research project will serve for reference and evidence of the patterns of communication that emerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
Viceverba_appdelmes_0624_joc per aprendre verbs llatinsDaniel Fernández
Vice Verba és una aplicació educativa dissenyada per ajudar els estudiants de llatí a aprendre i practicar verbs llatins d'una manera interactiva i entretinguda.
2. Manel Latorre 2on CEE Futbol BAF2
Sistema Nerviòs CentralSistema Nerviòs Central Està format per la mèdula espinalEstà format per la mèdula espinal
i l’encèfal.i l’encèfal.
- Mèdul·la espinal- Mèdul·la espinal Surten milers de nervis que uneixen totSurten milers de nervis que uneixen tot
el cos. És la continuació del bulb raquidi i es troba dins lael cos. És la continuació del bulb raquidi i es troba dins la
columna vertebral.columna vertebral.
- L’encèfal- L’encèfal Està format per:Està format per:
- Cervell- Cervell
- Cerebel- Cerebel
- Bulb Raquidi- Bulb Raquidi
- Pont de Varolio- Pont de Varolio
3. Manel Latorre 2on CEE Futbol BAF3
-- CervellCervell Órgan que processa l’informacoó sensorial iÓrgan que processa l’informacoó sensorial i
controla i coordina el moviment.controla i coordina el moviment.
-- CerebelCerebel Integra les vies sensitives i motores.Integra les vies sensitives i motores.
-- Bulb RaquidiBulb Raquidi Transmissió d’impulsos de la medul·laTransmissió d’impulsos de la medul·la
espinal al cervell.espinal al cervell.
-- Pont de VarolioPont de Varolio Connecta la medul·la espinal amb el bulbConnecta la medul·la espinal amb el bulb
raquidi.raquidi.
