Using the Web 2.0 in the English classroomisaperez
The document discusses using technology and the internet in English language classrooms. It describes how teachers currently use resources like videos, presentations and online dictionaries. Web 2.0 tools like blogs, wikis and social networks are highlighted as ways to encourage collaboration. Effective uses of technology focus on interactive and authentic materials to support a constructive learning environment centered around student-led tasks and projects. Challenges around over-reliance on internet access and low-level activities are also noted.
This document provides guidance on finding reliable sources for lower grade school projects. It lists several print and online resources for students to use, including the local public library catalog, Google Books, the school library catalog accessed through Destiny, and specialized databases available through the school library. It emphasizes that not all websites are equally reliable and provides tips for evaluating websites, such as checking for author credentials, bias, recency, and corroborating information from other sources. Students are encouraged to use trusted websites for research and wishing them good luck in their searching.
- Australopithecus lived from 3.9 to 3 million years ago in Tanzania, had a brain cavity 75% smaller than modern humans, walked upright on two legs, and had a diet of both plants and animals.
- Homo habilis lived from 2.4 to 1.6 million years ago in Tanzania and East Africa, had a brain cavity half the size of modern humans, used stone tools and fire, and was preyed upon by the dinosaur Dinofelis.
- Homo erectus existed from 2 million to 1 million years ago in Africa, Europe, and Asia, made primitive tools, controlled fire, and had an average height of 5'10", making them
Using the Web 2.0 in the English classroomisaperez
The document discusses using technology and the internet in English language classrooms. It describes how teachers currently use resources like videos, presentations and online dictionaries. Web 2.0 tools like blogs, wikis and social networks are highlighted as ways to encourage collaboration. Effective uses of technology focus on interactive and authentic materials to support a constructive learning environment centered around student-led tasks and projects. Challenges around over-reliance on internet access and low-level activities are also noted.
This document provides guidance on finding reliable sources for lower grade school projects. It lists several print and online resources for students to use, including the local public library catalog, Google Books, the school library catalog accessed through Destiny, and specialized databases available through the school library. It emphasizes that not all websites are equally reliable and provides tips for evaluating websites, such as checking for author credentials, bias, recency, and corroborating information from other sources. Students are encouraged to use trusted websites for research and wishing them good luck in their searching.
- Australopithecus lived from 3.9 to 3 million years ago in Tanzania, had a brain cavity 75% smaller than modern humans, walked upright on two legs, and had a diet of both plants and animals.
- Homo habilis lived from 2.4 to 1.6 million years ago in Tanzania and East Africa, had a brain cavity half the size of modern humans, used stone tools and fire, and was preyed upon by the dinosaur Dinofelis.
- Homo erectus existed from 2 million to 1 million years ago in Africa, Europe, and Asia, made primitive tools, controlled fire, and had an average height of 5'10", making them
This document discusses key aspects of designing CLIL (Content and Language Integrated Learning) materials using open educational resources (OER) and information and communication technologies (ICT). It outlines several core features of the CLIL methodology, including scaffolding learning through visual and graphic support, facilitating active and interactive learning through strategies and group work, and identifying language needs. The document also notes that CLIL is not just translating content but changing methodologies. It recommends considering resources, formats, tools for planning and designing materials, and ways to collaborate when creating CLIL materials.
This is a slideshow of our newest library display--we affectionately call it fools in the hall. It is featured on our blog http://lucyandethelinthelibrary.blogspot.com/
El documento describe el enfoque CLIL (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) para la enseñanza del español. Explica que CLIL integra el contenido y la lengua en lugar de enseñarlos por separado, y proporciona ventajas cognitivas y de aprendizaje de la lengua. También describe la metodología CLIL, que incluye el uso de andamiaje, tareas basadas en procesos y materiales auténticos para crear un aprendizaje centrado en el estud
Este documento describe diferentes tipos de actividades y tareas que se pueden utilizar en la enseñanza de contenidos a través de una lengua extranjera (CLIL). Define actividades como propuestas didácticas que tienen como objetivo el dominio de una habilidad o concepto, mientras que define las tareas como actividades que requieren que los estudiantes usen la lengua con énfasis en el significado para lograr un objetivo. Además, discute enfoques para desarrollar actividades y tareas CLIL efectivas y proporciona ejemplos como caz
The document lists 6 pluses and 6 minuses of a church research site. The pluses are that one can research churches and countries, see church members, share opinions, and listen to bible songs. The minuses are that the site is not popular so all churches and countries cannot be researched, members are not usually active, sermons are not posted everyday, some people leave comments, and only popular bible songs are available.
A presentation with pictures from Jenni Yabu, one of our assistants to work with the students of "1º ESO" bilingüe in Moraleda de Zafayona School. She went to Barcelona and took these pictures and prepare and activity with them.
El documento describe la estructura y formación de oraciones en presente continuo (estar + gerundio) en inglés. Explica que la estructura básica es sujeto + estar + gerundio y provee ejemplos afirmativos, negativos e interrogativos. También detalla las reglas para la formación del gerundio de diferentes verbos en inglés, como aquellos que terminan en -e, -ie, o son monosílabos.
Constructivist uses of technology for CLILisaperez
This document discusses using constructivist approaches and technology for Content and Language Integrated Learning (CLIL). It outlines basic principles of learning including engaging prior knowledge, integrating factual and conceptual knowledge, and active learning. Theories connected to these principles include constructivism, identity texts, task-based learning, and interdisciplinarity. The document provides examples of how teachers can apply these principles using technology tools for CLIL, such as collaborative writing tools, videos, and webquests. It emphasizes selecting meaningful resources, scaffolding language skills, and integrating the five skills of reading, writing, listening, speaking and interacting.
This document discusses key aspects of designing CLIL (Content and Language Integrated Learning) materials using open educational resources (OER) and information and communication technologies (ICT). It outlines several core features of the CLIL methodology, including scaffolding learning through visual and graphic support, facilitating active and interactive learning through strategies and group work, and identifying language needs. The document also notes that CLIL is not just translating content but changing methodologies. It recommends considering resources, formats, tools for planning and designing materials, and ways to collaborate when creating CLIL materials.
This is a slideshow of our newest library display--we affectionately call it fools in the hall. It is featured on our blog http://lucyandethelinthelibrary.blogspot.com/
El documento describe el enfoque CLIL (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) para la enseñanza del español. Explica que CLIL integra el contenido y la lengua en lugar de enseñarlos por separado, y proporciona ventajas cognitivas y de aprendizaje de la lengua. También describe la metodología CLIL, que incluye el uso de andamiaje, tareas basadas en procesos y materiales auténticos para crear un aprendizaje centrado en el estud
Este documento describe diferentes tipos de actividades y tareas que se pueden utilizar en la enseñanza de contenidos a través de una lengua extranjera (CLIL). Define actividades como propuestas didácticas que tienen como objetivo el dominio de una habilidad o concepto, mientras que define las tareas como actividades que requieren que los estudiantes usen la lengua con énfasis en el significado para lograr un objetivo. Además, discute enfoques para desarrollar actividades y tareas CLIL efectivas y proporciona ejemplos como caz
The document lists 6 pluses and 6 minuses of a church research site. The pluses are that one can research churches and countries, see church members, share opinions, and listen to bible songs. The minuses are that the site is not popular so all churches and countries cannot be researched, members are not usually active, sermons are not posted everyday, some people leave comments, and only popular bible songs are available.
A presentation with pictures from Jenni Yabu, one of our assistants to work with the students of "1º ESO" bilingüe in Moraleda de Zafayona School. She went to Barcelona and took these pictures and prepare and activity with them.
El documento describe la estructura y formación de oraciones en presente continuo (estar + gerundio) en inglés. Explica que la estructura básica es sujeto + estar + gerundio y provee ejemplos afirmativos, negativos e interrogativos. También detalla las reglas para la formación del gerundio de diferentes verbos en inglés, como aquellos que terminan en -e, -ie, o son monosílabos.
Constructivist uses of technology for CLILisaperez
This document discusses using constructivist approaches and technology for Content and Language Integrated Learning (CLIL). It outlines basic principles of learning including engaging prior knowledge, integrating factual and conceptual knowledge, and active learning. Theories connected to these principles include constructivism, identity texts, task-based learning, and interdisciplinarity. The document provides examples of how teachers can apply these principles using technology tools for CLIL, such as collaborative writing tools, videos, and webquests. It emphasizes selecting meaningful resources, scaffolding language skills, and integrating the five skills of reading, writing, listening, speaking and interacting.