Teachers: Karol R., Karol M., Heyner P., Leandro M., Jocelyn M and Milagro de la Cruz A.
ADVANCED LEVEL
TARGET CONTENT N°6: Money vocabulary
OBJECTIVES
LANGUAGE EXAMPLES
PROCEDURES
VALUES/ATTITUDES AND CULTURE
EVALUATION OF LEARNING OUTCOMES
1. Listening
• Assessing the implications of content.
• Tracing the development of an argument.
2. Speaking
• Responding with single words or short phrases to what is seen or heard.
3. Reading
• Getting the meaning from the text.
.
4. Writing
• Writting with impeclable spelling.
• Writting using an appropriate verbal tense. Money vocabulary:
Lose money, earn money, inherit money (from somebody), borrow money, lend money (to somebody), invest money ( in something), waste money (on something), pay (somebody) back money, owe (somebody) money, withdraw money.
Functions:
• Reporting about cash.
• Explaining /asking for advantages/disadvantages of managing money.
• Asking for and giving information about facts. Teacher will:
Warm up: show pictures to students who have to depict what they figure out when looking at them.
Presentation: points out to the new vocabulary related to money as a everyday use.
The teacher (s) act out a couple of short sketchs where the vocabulary is presented.
Controlled practice:
1.1 Ask Ss for listening to some sentences in different tenses and Ss will circle what they hear.
2.2 Ask Ss to react toward a picture presented then they will describe what is seen or heard, adding information to the story telling by linking the narration told by the patner previously.
3.3 Ask Ss to read a text which cover the new vocabulary. Then they will do a match to demonstrate they understood the meaning of it.
4.4 Ask Ss. for completing some sentences with impeclabe spelling.
Unguided practice:
Ask Ss. to answer some questions applying the previously adquired knowledge
CONSOLIDATION:
Ask Ss for performing a role-play based on the reading presented previously in the reading activity.
• Identification of cultural aspects.
• Similarities / Differences in exchange money (Euro, dollar, and Mexican pesos) in Costa Rican and English speaking countries and Mexico.
• A power point presentation related with different aspects about money.
Ss will be able to :
1.1.1Interpretation of sentences.
2.2.2 Respon with single words or short phrases to what is seen or heard by linking and adding information to the pictures presented.
3.3.3 Identification/use of a variety of registers in written or spoken materials.
4.4.4 Completion of written and oral tasks that demand the application of cultural aspects functions and language.
• Producing pieces of writing using cognates and derivates.
Warm-up: show pictures to students who have to depict what they figure out when looking at them.
Presentation: points out the use of the new vocabulary presented related to money as an everyday use.
Objectives:
Listening
Assessing the implications of content.
Tracing the development of an argument.
Speaking
Responding with single words or short phrases to what is seen or heard.
Reading
Getting the meaning from the text.
Writing
Writting with impeclable spelling.
Writting using an appropriate verbal tense.
Culture: Identification of cultural aspects.
PROCEDURES:
1. Ask Ss for listening to some sentences in different tenses and Ss will circle what they hear.
2. Ask Ss to react toward a picture presented then they will describe what is seen or heard, adding information to the story telling by linking the narration told by the patner previously.
3. Ask Ss to read a text which cover the new vocabulary. Then they will do a match to demonstrate they understood the meaning of it.
4. Ask Ss. for completing some sentences with impeclabe spelling.
CONSOLIDATION:
Ask Ss for performing a role-play based on the reading presented previously in the reading activity.
Analysis:
Regarding to the planning presented, we discover that by using new activities which students participate actively through the process they will get a better perception and understanding along with the teacher by implementing creative activities. Some of the activities will wake up skills and critical thinking enriching the student’s cognition.
Saturday, June 19, 2010
Wednesday, June 16, 2010
Survey -tool
INNOVATION APROACH IN ENGLISH
Hello! This survey was design for educational purposes. I am a student in Licenciature level at Universidad Latina de Costa Rica, branch Guapiles, and this assignment is to survey a high school English staff about the meaning of “Innovate Approaches for Language Teaching”. Results will be analyzed in class like didactical material. If you are willing to help me by answering these questions, I will be most thankful. This survey is anonymous, so please answer honestly!
Your class (circle one): 7° 8° 9° 10° 11° 12° technology Conversational
Your major field of study: ______________________________
Mark the appropriate box for each statement: that you Strongly Agree (SA), Agree (A), are Undecided (U), Disagree (D), or Strongly Disagree (SD). Mark only one box for each statement.
Statements SA A U D SD
1. The student’s community navigates on the web to improve their educational knowledge.
2. The implementation of Google activities is facilitating planning in Costa Rican high schools.
3. Socio-cultural factors are affecting the implementation of innovations in teaching.
4. Innovational change should be part of the basic intellectual preparation of all language teachers’ formation.
5. Innovation in class strongly refers to technology.
6. The innovation can be carried out in the class without the use of computing technology.
7. Teachers know how to manage the different technological systems currently used in high schools.
8. Teachers are getting in troubles with the use of technology.
9. It is good for teachers to be updated about using new innovative activities.
10. Teachers are careless about innovation.
11. For having a good students-teacher atmosphere; teachers let an interesting learning process.
12. Teacher’s attitude affects the learning process.
13. Students are motivated to participate in new innovative activities.
14. Students learn better using new innovative classroom activities.
15. The lack of sources limits the teacher’s development.
Hello! This survey was design for educational purposes. I am a student in Licenciature level at Universidad Latina de Costa Rica, branch Guapiles, and this assignment is to survey a high school English staff about the meaning of “Innovate Approaches for Language Teaching”. Results will be analyzed in class like didactical material. If you are willing to help me by answering these questions, I will be most thankful. This survey is anonymous, so please answer honestly!
Your class (circle one): 7° 8° 9° 10° 11° 12° technology Conversational
Your major field of study: ______________________________
Mark the appropriate box for each statement: that you Strongly Agree (SA), Agree (A), are Undecided (U), Disagree (D), or Strongly Disagree (SD). Mark only one box for each statement.
Statements SA A U D SD
1. The student’s community navigates on the web to improve their educational knowledge.
2. The implementation of Google activities is facilitating planning in Costa Rican high schools.
3. Socio-cultural factors are affecting the implementation of innovations in teaching.
4. Innovational change should be part of the basic intellectual preparation of all language teachers’ formation.
5. Innovation in class strongly refers to technology.
6. The innovation can be carried out in the class without the use of computing technology.
7. Teachers know how to manage the different technological systems currently used in high schools.
8. Teachers are getting in troubles with the use of technology.
9. It is good for teachers to be updated about using new innovative activities.
10. Teachers are careless about innovation.
11. For having a good students-teacher atmosphere; teachers let an interesting learning process.
12. Teacher’s attitude affects the learning process.
13. Students are motivated to participate in new innovative activities.
14. Students learn better using new innovative classroom activities.
15. The lack of sources limits the teacher’s development.
Academic Records: Rural Areas vs. Urban Areas
Problem:
Why do Students with more difficult learning circumstances are accomplishing better academic records than the ones with reachable facilities?
Hypothesis:
Students from rural areas value the process of knowledge acquisition due to the effort they do for accessing to the educational system. On the other hand, students with available services are not accomplishing, since those facilities have always been and do not represent a challenge.
Defining teacher`s innovation and acttitude
Regarding to the article, I can just mention that innovations are some of the really worth strategies to enhance students to get involved in a second language as is English. The e.g mentioned about the teachers that were winners make sense to all the effort that teachers many times look for , in every day in our classes trying to change the way they may learn easier or just feel identify with the activities and so forth. In my personal opinion this article sounds interesting and makes me realized that we can do more and more that I thought, in fact the level I am working right now and the economical situation are some of the disadvantages I must consider regarding to this topic, because they are little children some of them do not have the facility to access internet, the permission and absolutely the money so what I do is as much as I can is try to show videos, music, ppt, flash cards etc. Therefore as the article said “careful analysis of the target setting” so I try to adapt material to what they get access to. However, I cannot deny the really good tool that internet is, nowadays everybody can get internet easily for many reasons , so why not use it as an advantage to the ESL and EFL teachers , as a sum up , I must confess that I feel kind of afraid to invite my students to search on internet , but also it is a necessity, we are in a globalize world and in a way or in another they must get into this type of really good tool as is the use of teaching innovations with technology.
Saturday, June 12, 2010
Biography reaction ¨ Marva Collins¨
Influenced by father Collins was born Marva Delores Nettles on August 31, 1936, in Monroeville, Alabama. She has described her childhood as "wonderful" and filled with material comforts that included riding in luxury cars and having her own horse. Her father, Alex Nettles, owned a general store and later purchased a ranch and a funeral home. He was very attentive and supportive to Marva and her younger sister, Cynthia. By challenging Marva to use her mind, he gave her a strong sense of pride and self-esteem.
Marva attended Clark College in Atlanta, Georgia. After graduating in 1957 with a degree in secretarial sciences, she returned to Alabama to teach typing, bookkeeping, and business law at Monroe County Training School. Marva never intended to be a teacher, however, so she left the profession in 1959 to take a position as a medical secretary at Mount Sinai Hospital in Chicago, Illinois. While in the city she met Clarence Collins, a draftsman (one who draws plans and sketches) whom she married in September 1960.
Starts her own school
In 1961 Marva Collins returned to teaching in Chicago schools, because she missed helping youngsters discover the joy of learning. She became annoyed with the many other teachers who did not share her enthusiasm for the job. With her pension money and the support of her husband, Collins opened the Westside Preparatory School in the basement of Daniel Hale Williams University. She welcomed students who had been rejected by other schools and were labeled "unteachable." She planned to give them the time and attention they needed.
Collins decided not to accept funds from the federal government because she did not want to follow all the regulations that came with such backing. She soon moved the school into the second floor of her home, which she and her husband remodeled to handle approximately twenty children ranging in age from four to fourteen years old. The school was eventually moved to its own building near Collins's home, and enrollment increased to over two hundred students. By offering a great deal of individual attention, strict discipline (enforcing obedience and order), as well as focusing on reading, math, and language skills, Collins was able to raise the test scores of her students, many of whom went on to college and did well. "It takes an investment of time to help your children mature and develop successfully," declared Collins in Ebony.
Media attention and criticism
Collins started attracting attention in 1977 after a newspaper article on her and her school was printed. Several national publications picked up the story, and she was featured on the television program 60 Minutes. A made-for-TV
Movie entitled The Marva Collins Story, starring Cicely Tyson,MOVIE aired on the Columbia Broadcasting System (CBS) in 1981. In 1980 newly elected President Ronald Reagan (1911–) considered Collins for the post of secretary of education. Preferring to continue teaching and running her school, Collins announced that she would not accept the position if it were offered to her. She also turned down positions with the Chicago and Los Angeles County school systems. In 1982 she published a book explaining her method of teaching, Marva Collins' Way. BOOK
In 1982 critics charged that she had broken her vow not to accept federal funds and that she had exaggerated her students' test scores. An investigation revealed that Collins received sixty-nine thousand dollars through the federal Comprehensive Employment and Training Act. Collins claimed that the money had come to her through a social services agency, and that she had no idea it had originally come from Washington, D.C. On the issue of Collins's success as a teacher, many parents of Westside students rallied in her support, as did Morley Safer of 60 Minutes, who was quoted in Newsweek as saying, "I'm convinced that Marva Collins is one hell of a teacher." Many studies of students taught by Collins's methods showed dramatic improvement in their test scores and success in later life.
Collins received donations from many individuals, including rock star Prince, who became cofounder and honorary chairman of Collins's National Teacher Training Institute. Collins has received numerous awards for her work, and has taught her methods to over one-hundred thousand teachers, school administrators, and business people. She lives in Hilton Head, South Carolina, and is a popular public speaker. There are now five schools using her teaching methods: three in Chicago; one in Cincinnati, Ohio; and one in Milwaukee, Wisconsin.
Reaction
Marva Collins
It is interesting to know about Marva Collins and all her successful trajectory in this amazing field as is being a teacher. Reading through her biography, is easy to perceive her vocation even tough, she was not expecting to be a teacher but she was. Also, is good to mention her worry about the lack of methodologies and the dissatisfaction for many teachers that are teaching in a place just for the payment and not being aware of the real education of the students. Thanks to the bad experience she had working as a teacher, she could perceive the necessities and the weakness that institutions have.
Regarding specifically to her , she is an admirable person not only for what she did , but also because of her tenancy to go through no matter what , she wanted to go beyond to the establish , showing to all teachers and some others that everything is just in mind that teachers can do the difference and the change. For example, it is true that in all institutions there are students that teachers call unteachable” because of all patterns that they present , the typical student that does not want to learn , the one that disturbs the class , is walking around the class to see if she/he can bother someone and so on.
To sum up, what Marva Collins does is teaching students but also teachers, inviting to have vocation, love for students and for the job that teachers are in charge to carry out. To look behind of some those faces that are asking for attention and not for rejection form schools and society, students just need motivation and a great teacher behind them to be successful.
Marva attended Clark College in Atlanta, Georgia. After graduating in 1957 with a degree in secretarial sciences, she returned to Alabama to teach typing, bookkeeping, and business law at Monroe County Training School. Marva never intended to be a teacher, however, so she left the profession in 1959 to take a position as a medical secretary at Mount Sinai Hospital in Chicago, Illinois. While in the city she met Clarence Collins, a draftsman (one who draws plans and sketches) whom she married in September 1960.
Starts her own school
In 1961 Marva Collins returned to teaching in Chicago schools, because she missed helping youngsters discover the joy of learning. She became annoyed with the many other teachers who did not share her enthusiasm for the job. With her pension money and the support of her husband, Collins opened the Westside Preparatory School in the basement of Daniel Hale Williams University. She welcomed students who had been rejected by other schools and were labeled "unteachable." She planned to give them the time and attention they needed.
Collins decided not to accept funds from the federal government because she did not want to follow all the regulations that came with such backing. She soon moved the school into the second floor of her home, which she and her husband remodeled to handle approximately twenty children ranging in age from four to fourteen years old. The school was eventually moved to its own building near Collins's home, and enrollment increased to over two hundred students. By offering a great deal of individual attention, strict discipline (enforcing obedience and order), as well as focusing on reading, math, and language skills, Collins was able to raise the test scores of her students, many of whom went on to college and did well. "It takes an investment of time to help your children mature and develop successfully," declared Collins in Ebony.
Media attention and criticism
Collins started attracting attention in 1977 after a newspaper article on her and her school was printed. Several national publications picked up the story, and she was featured on the television program 60 Minutes. A made-for-TV
Movie entitled The Marva Collins Story, starring Cicely Tyson,MOVIE aired on the Columbia Broadcasting System (CBS) in 1981. In 1980 newly elected President Ronald Reagan (1911–) considered Collins for the post of secretary of education. Preferring to continue teaching and running her school, Collins announced that she would not accept the position if it were offered to her. She also turned down positions with the Chicago and Los Angeles County school systems. In 1982 she published a book explaining her method of teaching, Marva Collins' Way. BOOK
In 1982 critics charged that she had broken her vow not to accept federal funds and that she had exaggerated her students' test scores. An investigation revealed that Collins received sixty-nine thousand dollars through the federal Comprehensive Employment and Training Act. Collins claimed that the money had come to her through a social services agency, and that she had no idea it had originally come from Washington, D.C. On the issue of Collins's success as a teacher, many parents of Westside students rallied in her support, as did Morley Safer of 60 Minutes, who was quoted in Newsweek as saying, "I'm convinced that Marva Collins is one hell of a teacher." Many studies of students taught by Collins's methods showed dramatic improvement in their test scores and success in later life.
Collins received donations from many individuals, including rock star Prince, who became cofounder and honorary chairman of Collins's National Teacher Training Institute. Collins has received numerous awards for her work, and has taught her methods to over one-hundred thousand teachers, school administrators, and business people. She lives in Hilton Head, South Carolina, and is a popular public speaker. There are now five schools using her teaching methods: three in Chicago; one in Cincinnati, Ohio; and one in Milwaukee, Wisconsin.
Reaction
Marva Collins
It is interesting to know about Marva Collins and all her successful trajectory in this amazing field as is being a teacher. Reading through her biography, is easy to perceive her vocation even tough, she was not expecting to be a teacher but she was. Also, is good to mention her worry about the lack of methodologies and the dissatisfaction for many teachers that are teaching in a place just for the payment and not being aware of the real education of the students. Thanks to the bad experience she had working as a teacher, she could perceive the necessities and the weakness that institutions have.
Regarding specifically to her , she is an admirable person not only for what she did , but also because of her tenancy to go through no matter what , she wanted to go beyond to the establish , showing to all teachers and some others that everything is just in mind that teachers can do the difference and the change. For example, it is true that in all institutions there are students that teachers call unteachable” because of all patterns that they present , the typical student that does not want to learn , the one that disturbs the class , is walking around the class to see if she/he can bother someone and so on.
To sum up, what Marva Collins does is teaching students but also teachers, inviting to have vocation, love for students and for the job that teachers are in charge to carry out. To look behind of some those faces that are asking for attention and not for rejection form schools and society, students just need motivation and a great teacher behind them to be successful.
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