Oposiciones
Bueno en la siguiente página webs he buscado la información pertinente con respecto a al convocatoria de las oposiciones, lo que necesito para presentarme los anexos que tengo que hacer…
http://www.juntadeandalucia.es/educacion/nav/contenido.jsp?pag=/Contenidos/RRHH/OPOSICIONES/Oposiciones2009/ORD090309&vismenu=0,0,1,1,1,1,0,0,0
En otra pagina webs puede encontrar como se desarrolla las oposiciones, las pruebas en las que consiste.
http://www.maestros25.com/
http://www.maestros25.com/desarrolloweb2571.htm
Para ver entrevistas y presentar el curricualum he utilizada la siguiente pagina webs.
http://www.educaweb.com/edw/contenidos.asp?q=magisterio
para prepararte oposiciones
http://www.opositio.es/index.php?piloto=F02&gclid=CKWzgI_DkZoCFQpgswodf367Fw
http://www.anpeandalucia.org/gestion/archivos/andaluciaD20090312H133050.pdf
academias para preparate en las oposiciones
http://www.elrincondelmaestro.com/academias-andalucia.htm
consejos para realizar unidades didacticas y ejemplos
http://www.ecobachillerato.com/programacion/orientaprog.htm
Cursos para realizar en las oposiciones.
http://www.campusdocente.com/index.php
http://www.campusdocente.com/index.php
http://www.cursosparaoposiciones.es/
http://www.ofertaformativa.com/cursos-baremables-para-oposiciones-educacion.htm
http://www.centropositor.com/
http://cursosoposiciones.eduformaonline.com/
Becas MEC Inglaterra
Como pedir la beca, las condiciones, cursos de inglés,
http://google.ef.com/becasmec/becas-mec-inglaterra/
spanish assistans
http://www.rgshw.com/node/725
http://www.edpformacion.com/ub/Secretariado.asp?c=I10007M0024&gclid=CLfb5qzKkZoCFQOcFQod62xAFA
http://www.ebecas.info/becas-spanish-language-assistant-universidad-complutense-beca
lunes, 27 de abril de 2009
domingo, 26 de abril de 2009
Ventajas e inconvenientes educativas de los karaokes
En primer lugar, destaca el hecho de que el invento auna las virtudes del vídeo
con las del cásete: por una parte, la fascinación de la pantalla de televisión
la seducción de la imagen, junto con el uso de los subtítulos, crecientemente
utilizados en la enseñanza, y, por otra, la explotación didáctica de las canciones,
que cuenta ya con una larga y fructífera tradición en las aulas. Si ambos elementos
suelen considerarse útiles por separado para su explotación en clase, el
karaoke nos los ofrece a la vez, los dos fundidos en uno.
En ello radica su potencialidad didáctica: en la íntima conexión que propicia
entre la audición de un texto y la comprensión lectora y también entre la comprensión
lectora y la expresión oral.
El potencial cognitivo que ofrece conectar la audición con la lectura se pierde irremisiblemente y, en su lugar, se crea una cierta desazón en el aprendiz, que sólo cuando sepa de memoria la canción podrá seguir la letra sin dificultad, aunque ya sin ningún efecto cognitivo.
Esto se puede ver como un inconveniente o una ventaja según, pero desde la enseñanza de los idiomas a veces es mejor enseñar las letras de las canciones o las palabras sin que las vean escritas. El karaoke, por el contrario, permite seguir la letra sin dificultad desde la
primera audición, gracias al sistema de subtítulos sincronizados. De este modo,
la propia audición se ve facilitada por la lectura de las palabras: el alumno, más
acostumbrado a leer, asocia correctamente sonido/grafía, lo que le ayuda, al
mismo tiempo, a fijarse en la pronunciación de las palabras leídas. La conexión
entre la audición y la lectura, por tanto, no puede ser más perfecta: ambas aparecen
simultaneadas, toda una novedad en el aula.
Se puede utilizar el karaoke en todos los niveles educativos.
con el karaoke, por tanto, salvamos incluso el obstáculo de la entonación
nativa para propiciar una audición que no defraude las expectativas del
alumno de niveles iniciales.
Ese entramado entre aspectos auditivos, lectores y de producción oral, fáciles
de manipular, aislar y repetir, permite la explotación en el aula de múltiples
niveles lingüísticos, desde la vertiente fonética hasta la sintáctica y la textual.
En primer lugar, destaca el hecho de que el invento auna las virtudes del vídeo
con las del cásete: por una parte, la fascinación de la pantalla de televisión
la seducción de la imagen, junto con el uso de los subtítulos, crecientemente
utilizados en la enseñanza, y, por otra, la explotación didáctica de las canciones,
que cuenta ya con una larga y fructífera tradición en las aulas. Si ambos elementos
suelen considerarse útiles por separado para su explotación en clase, el
karaoke nos los ofrece a la vez, los dos fundidos en uno.
En ello radica su potencialidad didáctica: en la íntima conexión que propicia
entre la audición de un texto y la comprensión lectora y también entre la comprensión
lectora y la expresión oral.
El potencial cognitivo que ofrece conectar la audición con la lectura se pierde irremisiblemente y, en su lugar, se crea una cierta desazón en el aprendiz, que sólo cuando sepa de memoria la canción podrá seguir la letra sin dificultad, aunque ya sin ningún efecto cognitivo.
Esto se puede ver como un inconveniente o una ventaja según, pero desde la enseñanza de los idiomas a veces es mejor enseñar las letras de las canciones o las palabras sin que las vean escritas. El karaoke, por el contrario, permite seguir la letra sin dificultad desde la
primera audición, gracias al sistema de subtítulos sincronizados. De este modo,
la propia audición se ve facilitada por la lectura de las palabras: el alumno, más
acostumbrado a leer, asocia correctamente sonido/grafía, lo que le ayuda, al
mismo tiempo, a fijarse en la pronunciación de las palabras leídas. La conexión
entre la audición y la lectura, por tanto, no puede ser más perfecta: ambas aparecen
simultaneadas, toda una novedad en el aula.
Se puede utilizar el karaoke en todos los niveles educativos.
con el karaoke, por tanto, salvamos incluso el obstáculo de la entonación
nativa para propiciar una audición que no defraude las expectativas del
alumno de niveles iniciales.
Ese entramado entre aspectos auditivos, lectores y de producción oral, fáciles
de manipular, aislar y repetir, permite la explotación en el aula de múltiples
niveles lingüísticos, desde la vertiente fonética hasta la sintáctica y la textual.
sábado, 25 de abril de 2009
La película trata sobre dos muñecos de plastilina, uno es el dueño y otro es un perro. A la hora de la merienda, mientras tomaban té y galletas se dieron cuenta de que les faltaba el queso.A su vez estaban viendo una revista de viajes pensaron que podian ir a la luna ya que ellos creian que la luna estaba hecha de queso. Crearon una nave espacial y fueron a la luna. La luna la cortaron en trocitos y se fueron de alli creyendo que la luna era queso. Como podemos ver es una película que esta bastante bien para los niños ya que con ella apreden listening cuando se producen los diálogos entre los protagonistas, pero tambien aprenden mucho vocabulario cuando los personajes nombran objetos que es bastante util para su formación.
lunes, 20 de abril de 2009
la ratita presumida
La Ratita PresumidaImago Mundi. Teatro De Títeres [España]
La Ratita Presumida es una obra basada en el cuento tradicional, dirigido al público infantil. Interpretada en teatrillo convencional con títeres de guante, es un espectáculo muy participativo en donde el público será testigo del engaño que sufre la ratita y de la torpeza de ésta al buscar solo la adulación. El espectador se hará cómplice de nuestro pequeño héroe, el ratoncito Pérez, que tendrá que vivir un sinfín de aventuras para lograr salvar a la ratita de las garras del fiero gato guasón.
La Ratita Presumida es una obra basada en el cuento tradicional, dirigido al público infantil. Interpretada en teatrillo convencional con títeres de guante, es un espectáculo muy participativo en donde el público será testigo del engaño que sufre la ratita y de la torpeza de ésta al buscar solo la adulación. El espectador se hará cómplice de nuestro pequeño héroe, el ratoncito Pérez, que tendrá que vivir un sinfín de aventuras para lograr salvar a la ratita de las garras del fiero gato guasón.
Campaña mundial por la educación
CAMPAÑA MUNDIAL POR LA EDUCACIÓN
www.campaignforeducation.org
la campaña promueve la educación como un derecho humana y moviliza a los gobiernos para que cumplan sus promesas.
[TRADUCIDO] 2008 Biggest Lesson - Spanish
The World's Biggest Lesson is taking place on the 23rd April 2008, to highlight the need to get 72 million children and ...
video lang: getattr(, 'lang', '')
What Education Can Do (GCE Big Film 2007)
4965 reproducciones
www.campaignforeducation.org
la campaña promueve la educación como un derecho humana y moviliza a los gobiernos para que cumplan sus promesas.
[TRADUCIDO] 2008 Biggest Lesson - Spanish
The World's Biggest Lesson is taking place on the 23rd April 2008, to highlight the need to get 72 million children and ...
video lang: getattr(, 'lang', '')
What Education Can Do (GCE Big Film 2007)
4965 reproducciones
TEFL: THEATRE
http://www.ac-nancy-metz.f
http://www.english-test.net/esl/learn/english/grammar/ei060/esl-test.phpr/enseign/anglais/Henry/theatre.htm#robot
http://www.eslteachersboard.com/cgi-bin/esl/index.pl?read=50388
http://www.eslflow.com/roleplaysdramatheatregames.html
he realizado un recorrido por estas páginas webs.
http://www.english-test.net/esl/learn/english/grammar/ei060/esl-test.phpr/enseign/anglais/Henry/theatre.htm#robot
http://www.eslteachersboard.com/cgi-bin/esl/index.pl?read=50388
http://www.eslflow.com/roleplaysdramatheatregames.html
he realizado un recorrido por estas páginas webs.
TEFL: MIMING
Miming is used in almost every English language class, if only as a warmer or when a teacher is trying to explain or elicit language. However, the positive elements of waking people up with movement, making them aware the use of gestures for communication, an easy activity for students who have difficulty speaking etc. can be brought into all kinds of other parts of the class too. Below are 15 ideas on how to use mime for different language points and otQuotations or proverbs: Make little quotation marks with your fingers at the start of the mimeFilm titles: pretend to crank and old cameraNumber of words: Hold up like number of fingers Word you're working on: Hold up like number of fingers.Individual syllable, (if you must): Lay the number of fingers across your forearm. Length of word: Make little or big sign like you're measuring a fish. Sounds like: Cup one hand behind an ear. Longer version of...: Pretend to stretch a piece of elastic. ‘On the nose’ (i.e., someone has made a correct guess): point at your nose with one hand, while pointing at the person with your other hand.Think: Make the ‘crazy’ signal, i.e. point to your head and wave your finger in a circle. Close: Frantically fan yourself to keep the answers coming.Stop, work on something else: Palms out waving at teammates, while shaking head
http://www.tefl.net/forums/viewtopic.php?f=4&t=2282&view=unread
http://www.teflgames.com/hotseat.html
Please, Mr Crocodile! This game is useful for practising clothes vocabulary. Again, choose one student who comes to the front and faces away from the class. The others stand up and say ‘Please, Mr Crocodile, can I sit down?’ The crocodile answers by saying, for example, ‘Only if you have blue trousers’. All the students with blue trousers can then sit down. The students then ask again ‘Please, Mr Crocodile, can I sit down?’ The crocodile answers by saying something else, for example ‘Only if you have a white shirt’. The game continues like this until there are only a few students left. [1]
Where’s the button? I use this game to practise adjectives to do with heat. You will need to pre-teach the necessary vocabulary. Bring one student to the front, facing away from the rest of the class. The other students have to hide a button somewhere in the classroom. The student at the front then turns round and begins to walk around the classroom. The others have to say if he or she is getting nearer to the button or not. They call out words like freezing, very cold, cold, warm, hot, very hot as the student gets nearer and nearer. When he or she finds the button, they call out ‘Boiling hot’.
Red light/green light This game was very successful when I tested it out in China. It is useful for practising the present continuous. One student is the ‘Traffic Light’ and stands at the front with their back to the rest of the class. The Traffic Light calls out ‘Green light’ and all the students have to start miming an activity (running, swimming, eating, etc). The Traffic Light then calls out ‘Red light’ and turns around quickly. The other students have to stop their mimes immediately; if the Traffic Light sees anyone still miming and can identify what action they are doing, then that student is out and has to sit down. So, for example, if the Traffic Light turns round and sees someone miming eating and says ‘Lee, you are eating’, then Lee is out and sits down. If the Traffic Light is wrong, then they rejoin the class and the person who was wrongly accused becomes the Traffic Light. Whoever is now the Traffic Light then turns round and calls out ‘Green light’ again and the students all start miming a different activity.
Cat and mouse I have ended up doing many variations on this game, which I never played when I was young but read about on a site with children’s playground games. You need a big class sitting close to each other for it to work well (it is very successful in China where the students sit in rows).
Two students come to the front. One is the ‘Cat Instructor’ and the other the ‘Mouse Instructor’ Give a picture of a cat to a student at the back of the class and a picture of a mouse to a student at the front. The cat has to chase the mouse around the class. The Cat Instructor gives instructions on where to move the cat, for example ‘Cat left’, ‘Cat right’, ‘Cat back’, ‘Cat forward’. The student who has the cat picture must listen and pass it to the correct student according to the instructions. The Mouse Instructor does the same, giving instructions about where the mouse should go to avoid getting near the cat. The result is that the two instructors are shouting out loads of instructions and the pictures are being passed around by the students. If the cat gets within one student of the mouse (ie behind, in front of or next to) then the mouse has been caught. You need to insist that the rest of the class is quiet so that all students can hear the instructions!
The above activities are a taster of some of the ways that I have adapted playground games. The games themselves in their original form, along with many others, can be found at two different websites. I am sure you will find lots of ways of adapting some of them to your own classes: http://homepage.eircom.net/~seaghan/play/games.htm Just click on the name of any game that interests you and the instructions will come up on the right. www.gameskidsplay.net/ This very useful site has an incredible array of games that I have still not got through completely!
www.eduplace.com/tales/ Here is a fun site you can use if you have computers in the classroom. The site makes ‘Wacky web stories’. Students simply fill in the answers to the questions and click on a button. The site then creates stories from their answers. Get the students to print out their answers or read them out to the class to find the best one – lots of fun and no preparation!
http://www.etprofessional.com/content/view/65/50/
http://www.esl-galaxy.com/speaking.html
http://www.tefl.net/forums/viewtopic.php?f=4&t=2282&view=unread
http://www.teflgames.com/hotseat.html
Please, Mr Crocodile! This game is useful for practising clothes vocabulary. Again, choose one student who comes to the front and faces away from the class. The others stand up and say ‘Please, Mr Crocodile, can I sit down?’ The crocodile answers by saying, for example, ‘Only if you have blue trousers’. All the students with blue trousers can then sit down. The students then ask again ‘Please, Mr Crocodile, can I sit down?’ The crocodile answers by saying something else, for example ‘Only if you have a white shirt’. The game continues like this until there are only a few students left. [1]
Where’s the button? I use this game to practise adjectives to do with heat. You will need to pre-teach the necessary vocabulary. Bring one student to the front, facing away from the rest of the class. The other students have to hide a button somewhere in the classroom. The student at the front then turns round and begins to walk around the classroom. The others have to say if he or she is getting nearer to the button or not. They call out words like freezing, very cold, cold, warm, hot, very hot as the student gets nearer and nearer. When he or she finds the button, they call out ‘Boiling hot’.
Red light/green light This game was very successful when I tested it out in China. It is useful for practising the present continuous. One student is the ‘Traffic Light’ and stands at the front with their back to the rest of the class. The Traffic Light calls out ‘Green light’ and all the students have to start miming an activity (running, swimming, eating, etc). The Traffic Light then calls out ‘Red light’ and turns around quickly. The other students have to stop their mimes immediately; if the Traffic Light sees anyone still miming and can identify what action they are doing, then that student is out and has to sit down. So, for example, if the Traffic Light turns round and sees someone miming eating and says ‘Lee, you are eating’, then Lee is out and sits down. If the Traffic Light is wrong, then they rejoin the class and the person who was wrongly accused becomes the Traffic Light. Whoever is now the Traffic Light then turns round and calls out ‘Green light’ again and the students all start miming a different activity.
Cat and mouse I have ended up doing many variations on this game, which I never played when I was young but read about on a site with children’s playground games. You need a big class sitting close to each other for it to work well (it is very successful in China where the students sit in rows).
Two students come to the front. One is the ‘Cat Instructor’ and the other the ‘Mouse Instructor’ Give a picture of a cat to a student at the back of the class and a picture of a mouse to a student at the front. The cat has to chase the mouse around the class. The Cat Instructor gives instructions on where to move the cat, for example ‘Cat left’, ‘Cat right’, ‘Cat back’, ‘Cat forward’. The student who has the cat picture must listen and pass it to the correct student according to the instructions. The Mouse Instructor does the same, giving instructions about where the mouse should go to avoid getting near the cat. The result is that the two instructors are shouting out loads of instructions and the pictures are being passed around by the students. If the cat gets within one student of the mouse (ie behind, in front of or next to) then the mouse has been caught. You need to insist that the rest of the class is quiet so that all students can hear the instructions!
The above activities are a taster of some of the ways that I have adapted playground games. The games themselves in their original form, along with many others, can be found at two different websites. I am sure you will find lots of ways of adapting some of them to your own classes: http://homepage.eircom.net/~seaghan/play/games.htm Just click on the name of any game that interests you and the instructions will come up on the right. www.gameskidsplay.net/ This very useful site has an incredible array of games that I have still not got through completely!
www.eduplace.com/tales/ Here is a fun site you can use if you have computers in the classroom. The site makes ‘Wacky web stories’. Students simply fill in the answers to the questions and click on a button. The site then creates stories from their answers. Get the students to print out their answers or read them out to the class to find the best one – lots of fun and no preparation!
http://www.etprofessional.com/content/view/65/50/
http://www.esl-galaxy.com/speaking.html
TEFL: DRAMA
20/04/09
La actividad consiste en buscar en internet ideas, recursos, actividades con respecto al drama y como podemos utilizarlas en nuestras clases. He buscado infromación en las siguientes páginas webs
http://www.ac-nancy-metz.fr/enseign/anglais/henry/litt.htm
http://www3.kcn.ne.jp/~msheff/booksdrama.html
http://www.childrenonlyesl-efl.com/mainpages/tourcategories/tourcategorypages/playtourpgs/howtouseplays.asp
Add Drama to an EFL Classhttp://www.eslbase.com/articles/drama.as
Drama techniques in TEFL http://www.usingenglish.com/forum/ask-teacher/45523-drama-techniques-tefl.html
etas son las que mas me han gustado y puedo concluir que con la utilización del drama les haremos mas amenas las clases a nuestros alumnos. Atenderán más porque le resulta nuevo y al mismo tiempo podemos hacer que aprendan de otra manera. Es muy divertido.
La actividad consiste en buscar en internet ideas, recursos, actividades con respecto al drama y como podemos utilizarlas en nuestras clases. He buscado infromación en las siguientes páginas webs
http://www.ac-nancy-metz.fr/enseign/anglais/henry/litt.htm
http://www3.kcn.ne.jp/~msheff/booksdrama.html
http://www.childrenonlyesl-efl.com/mainpages/tourcategories/tourcategorypages/playtourpgs/howtouseplays.asp
Add Drama to an EFL Classhttp://www.eslbase.com/articles/drama.as
Drama techniques in TEFL http://www.usingenglish.com/forum/ask-teacher/45523-drama-techniques-tefl.html
etas son las que mas me han gustado y puedo concluir que con la utilización del drama les haremos mas amenas las clases a nuestros alumnos. Atenderán más porque le resulta nuevo y al mismo tiempo podemos hacer que aprendan de otra manera. Es muy divertido.
jueves, 16 de abril de 2009
LUNES 13/04/09
Hoy ha sido una clase muy interesante. Nos han explicado algunas páginas webs muy interesantes donde podemos ver recursos...
La tarea de hoy es burcar en WORDREFERENCE tres palabras que son la siguientes:
- cloze: adjective. based on or being a test of reading skill using the cloze procedure
-quiz: an examination consisting of a few short questions.
test: examine someone's knowledge of something; "The teacher tests us every week"; "We got quizzed on French irregular verbs
-phonics: teaching reading by training beginners to associate letters with their sound values
Category Tree:
act; human action; human activity
╚activity
╚occupation; business; job; line of work; line
╚profession
╚education
╚teaching; instruction; pedagogy
╚teaching reading
╚phonics
La tarea de hoy es burcar en WORDREFERENCE tres palabras que son la siguientes:
- cloze: adjective. based on or being a test of reading skill using the cloze procedure
-quiz: an examination consisting of a few short questions.
test: examine someone's knowledge of something; "The teacher tests us every week"; "We got quizzed on French irregular verbs
-phonics: teaching reading by training beginners to associate letters with their sound values
Category Tree:
act; human action; human activity
╚activity
╚occupation; business; job; line of work; line
╚profession
╚education
╚teaching; instruction; pedagogy
╚teaching reading
╚phonics
TEXTOS 15/04/09
Miércoles 15/04/09
Texto 2.
There is much excitement generated by the use of colour, sound and video in software and over the Internet, the chief mailing of multimedia tus far has been the lack of appropriate pedagogy. Thus, media are used to get student´attention or keep them interested- to entertain- rather than to support cognition and memory. The question- answer, multiple choice, push-the-right-button-to-answer format prevalent in most multimedia instructional software is really no more pedagogically sound than its plain vanilla paper text counterpart.
Texto 3
Traditional notions of academia remain the dominant experience-specifically, large lecture halls, anxious students taking copious notes. For professors, and lectures, the traditional methods of teaching have meant tedious preparation of lectures, copying of handouts in great magnitude, and the pressures associated with needing to teach a roomful of students with varying degrees of knowledge and experience. Technological advances in methods of communications and research are beginning to change the traditional scenarios of the classroom. The exponential growth of the internet has promoted opportunities for new ways of teaching and learning. The old environment consisted of lecture halls and classrooms, the library, and various other spaces. The new environment contains all of these things, but adds an electronic environment based on the network, where faculty and students would also gather to so their academic business.
Texto 4
ROLE OF THE TEACHER
Teacher roles have also changed with the times.. teachers are rarely the sole source of language information in these days of global interconnectedness. The assumption from cognitive theory is that teachers do not pour information from their store into the heads of waiting and willing students. As a result of all these changes, the teacher has become a facilitator of learning rather than the font of wisdom, and will find, select, and offer information in a variety of ways on the basis of what their students must learn in order to meet diverse needs.
TEXTO 5
Teachers act as facilitators of learning and as negotiators of the learning tasks.
Texto 6
ADD-ON OR INTEGRATE?
There are many ways that internet activities can be integrated into the overall design and goals. The teacher can work with students to create research questions which are then investigated in collaboration with foreign partners. Students and long-distant partners can work collaboratively on publications.
Texto 7
There are two sides to the integration of CALL into the mainstream of LT. There is Broad integration, which is simply a matter of how many teachers somehow incorporate computers into their teaching. Deep integration. The presenter argues that for CALL to have a significant impact on language learning. Deep Integration is essential. Much greater consideration needs to be made to how ICTs are used, and in particular the impact that their use has on language acquisition. The conclusion that is drawn from the survey data is that only with a concerted effort by those that have the power to influence teacher education, training and curriculum development will CALL become fully and effectively integrated into language teaching.
Texto 2.
There is much excitement generated by the use of colour, sound and video in software and over the Internet, the chief mailing of multimedia tus far has been the lack of appropriate pedagogy. Thus, media are used to get student´attention or keep them interested- to entertain- rather than to support cognition and memory. The question- answer, multiple choice, push-the-right-button-to-answer format prevalent in most multimedia instructional software is really no more pedagogically sound than its plain vanilla paper text counterpart.
Texto 3
Traditional notions of academia remain the dominant experience-specifically, large lecture halls, anxious students taking copious notes. For professors, and lectures, the traditional methods of teaching have meant tedious preparation of lectures, copying of handouts in great magnitude, and the pressures associated with needing to teach a roomful of students with varying degrees of knowledge and experience. Technological advances in methods of communications and research are beginning to change the traditional scenarios of the classroom. The exponential growth of the internet has promoted opportunities for new ways of teaching and learning. The old environment consisted of lecture halls and classrooms, the library, and various other spaces. The new environment contains all of these things, but adds an electronic environment based on the network, where faculty and students would also gather to so their academic business.
Texto 4
ROLE OF THE TEACHER
Teacher roles have also changed with the times.. teachers are rarely the sole source of language information in these days of global interconnectedness. The assumption from cognitive theory is that teachers do not pour information from their store into the heads of waiting and willing students. As a result of all these changes, the teacher has become a facilitator of learning rather than the font of wisdom, and will find, select, and offer information in a variety of ways on the basis of what their students must learn in order to meet diverse needs.
TEXTO 5
Teachers act as facilitators of learning and as negotiators of the learning tasks.
Texto 6
ADD-ON OR INTEGRATE?
There are many ways that internet activities can be integrated into the overall design and goals. The teacher can work with students to create research questions which are then investigated in collaboration with foreign partners. Students and long-distant partners can work collaboratively on publications.
Texto 7
There are two sides to the integration of CALL into the mainstream of LT. There is Broad integration, which is simply a matter of how many teachers somehow incorporate computers into their teaching. Deep integration. The presenter argues that for CALL to have a significant impact on language learning. Deep Integration is essential. Much greater consideration needs to be made to how ICTs are used, and in particular the impact that their use has on language acquisition. The conclusion that is drawn from the survey data is that only with a concerted effort by those that have the power to influence teacher education, training and curriculum development will CALL become fully and effectively integrated into language teaching.
lunes, 6 de abril de 2009
Resumen de la Pelicula
El video hace referencia a unas 27 sesiones cortas, en las cuales podemos observar los metodos y recursos utilizados por la profesora para que sus alumnos aprendan inglés desarrollando las cuatro competencias básicas del inglés ( listening, reading, writting and speaking).
Es curioso como a los alumnos le resulta la clase más amena de este modo y para la profesora esta metodología es la correcta, porque deja atrás la metodología tradicional basada en el estudio de la gramática olvidando las demás destrezas. En la actualidad esto cambia, nos centramos más en la comunicación, el speaking, por lo tanto utiliza otros recursos para plantear sus clases. Por ejemplo, comienza enseñándole un dibujo a sus alumnos y estos aportan sus ideas (lluvia de ideas). A partir de esta actividad va a desarrollar su clase. Abre el libro para hacer un listening y rellenar los huecos que faltan. También podemos observar que los alumnos practican el speaking trabajando en grupo…
Personalmente me ha llamado mucho la atención de ver esto porque incluso hoy día algunos profesores todavía siguen utilizando el modelo tradicional, bien porque esten de acuerdo con él o porque no disponga de los recursos necesarios. Pero si que es verdad que yo estoy a favor de introducir las nuevas tecnologías en clase porque los alumnos ademas de que pueden aprender inglés a través de ella, le resulta más amena la clase e incluso están más atentos.
Es curioso como a los alumnos le resulta la clase más amena de este modo y para la profesora esta metodología es la correcta, porque deja atrás la metodología tradicional basada en el estudio de la gramática olvidando las demás destrezas. En la actualidad esto cambia, nos centramos más en la comunicación, el speaking, por lo tanto utiliza otros recursos para plantear sus clases. Por ejemplo, comienza enseñándole un dibujo a sus alumnos y estos aportan sus ideas (lluvia de ideas). A partir de esta actividad va a desarrollar su clase. Abre el libro para hacer un listening y rellenar los huecos que faltan. También podemos observar que los alumnos practican el speaking trabajando en grupo…
Personalmente me ha llamado mucho la atención de ver esto porque incluso hoy día algunos profesores todavía siguen utilizando el modelo tradicional, bien porque esten de acuerdo con él o porque no disponga de los recursos necesarios. Pero si que es verdad que yo estoy a favor de introducir las nuevas tecnologías en clase porque los alumnos ademas de que pueden aprender inglés a través de ella, le resulta más amena la clase e incluso están más atentos.
historical overview of call
Miércoles 18/03/09
Ejercicio:
• Reed and write a small plot of the text one on pag.132.
HISTORICAL OVERVIEW OF CALL.
In 1950m the term CALL conceived. In 1970,the term implemented. The mode of Call referred to as drill- and- practice. The communicative CALL corresponded to cognitive theories which stressed that learning was a process of discovery expression and development.
In 1980 and 1970 there are critics that the computer was still being used in an ad hoc and disconnected fashion and the language learning process. A new perspective on technology and language learning has been termed integrated CALL. In integrative approaches, students learn to use a variety of technological tools as an ongoing process of language learning and use rather that visiting the computer lab on a once a week basis for isolated exercises.
Ejercicio:
• Reed and write a small plot of the text one on pag.132.
HISTORICAL OVERVIEW OF CALL.
In 1950m the term CALL conceived. In 1970,the term implemented. The mode of Call referred to as drill- and- practice. The communicative CALL corresponded to cognitive theories which stressed that learning was a process of discovery expression and development.
In 1980 and 1970 there are critics that the computer was still being used in an ad hoc and disconnected fashion and the language learning process. A new perspective on technology and language learning has been termed integrated CALL. In integrative approaches, students learn to use a variety of technological tools as an ongoing process of language learning and use rather that visiting the computer lab on a once a week basis for isolated exercises.
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