sábado, 19 de mayo de 2018

CURSO: La lectura en ingles desde el enfoque de gèneros.

Resultado de imagen para genresCURSO: La lectura en inglès desde el enfoque de gèneros.

For next meeting bring SAMPLE texts. Selection criteria:

  • different genres
  • authentic (or semiauthentic) texts
  • topics related
  • texts for YOUR students

Final Assessment: Go to THIS DOCUMENT and paste your teaching sequences.


For the FINAL ASSESSMENT (and to access full credits from this course) you'll have to hand in :

>>PROJECT (coursebook + extra texts/authentic material) >>GO HERE for the shared doc >>>>

2- A BROWN GROUP >>> GO HERE for the shared doc >>>>DEADLINE: END OF JUNE

  • a TEACHING SEQUENCE (2 or 3 classes, at least!) >> OPTIONAL


domingo, 6 de mayo de 2018



  • STEPS to plan a PROJECT
    1. think of a FINAL OUTCOME
    2. find texts (fictional, non fictional, audio, multimedia, etc) and YOUR COURSEBOOK
    3. choose the LANGUAGE you can teach :::::go to the new CD to find: Contenidos, Exponentes Lingüísticos, Índices de Avance, etc.
    4. ORGANIZE your material 
    5. design TASKS

For those teachers who are working with topics such as Healthy Food, Our Food, etc: 4th, 5th & 6th years

  • MATHS: 
    • percentages, numbers, pie/bar charts, colours, countable & uncountable nouns,
    • carry out surveys (with frequency of food eaten, type of food, etc) and turn the results into charts,
  • ART: 
    • there are many portraits painted by G Archimbold that can be used as models for "new" paintings in a "school art gallery",
    • ss prepare a STALL for MUESTRA DISTRITAL and decorate it, prepare brochures, etc.,
    • ss design menus (for roleplay/mini plays),
  • GAMES: 
    • they can "discover" the diff fruit(s) and vegetables in Archimbold's paintings, 
    • ss play "Simon Says" with CHUNKS (not ONLY "apple",i.e. isolated lexical items; but "red apple, juicy orange, delicious locro", etc. You can mix: ingredients of different meals, traditional food vs fast food,  ingredients vs verbs for instructions, etc,
    • ss design/play with board games: memory games, dominoes, etc,
    • ICT: 
      • ss can take photographs of food, ingredients, necessary for a recipe,
      • ss create a "virtual recipe book" (Power Point presentations: with netbooks in 'pancheras'),
      • record steps, instructions, poems, raps, riddles, etc,
      •  ss make "germinación" and record the process (in their copybooks, with photos, write and record (with cell phone) steps,
      • ss organize different ingredients or typical food according to vitamins, proteins, carbohidrates, etc,
      • ss can do a "mini research", like a questionnaire asking members of their families which typical food they prefer/know, their favourite food during their childhood, food from different provinces or nationalities, etc,
      • ss create an interactive map (poster) with the food production in Argentina, geographical areas where specific/typical food is made, etc, 
    • MUSIC
      • I came across this video with song. It's here JUST as a SAMPLE, it's for young learners. Perhaps you may find something more approppriate or ADAPT this one!

    REMEMBER: the above are NOT tasks. A TASK
    1. is always divided into 3 parts,
    2. is always communicative,
    3. doesn't have ONE answer,
    4. differs from EXCERCISES in many ways,
    5. is NOT mechanic,
    6. can be focused on language or not,
    7. is always contextualized,
    8. deals with cognitive activity,
    9. ...

    I could go on and on! But here you have more than enough. I hope you find my SUGGESTIONS interesting and useful.


    lunes, 16 de abril de 2018

    DRAW ME A STAR by Eric Carle.


    Watch/ read the book Draw me a Star by Eric Carle and create a teaching sequence for 4th, 5th or 6th year. It can take more than one class. Consider: your teaching objectives, students' learning styles, linguistic skills, kinds of tasks, etc.


    2nd CLASS

    Courseboks and Materials - Authentic and Created Materials 

    HOME READING ASSIGNMENT (for 2nd meeting)

    Read the article "CLIL with Children" (available HERE) and the booklet Introduction to Project work by T. Hutchinson (available HERE ). Then draw your own STUDY NOTES. Be ready to share your notes with your partners.

    CURSO: Del libro de texto al proyecto.

       1st MEETING

    EXPECTED OUTCOME (good quality copy available in handout)