Hot Potatoes es un conjunto de seis herramientas de autor, desarrollado por el equipo del University of Victoria CALL Laboratory Research and Development, que te permiten elaborar ejercicios interactivos basados en páginas Web de seis tipos básicos.
La interactividad de los ejercicios se consigue mediante JavaScript (un "Script" es un poco de código que hace algo en una página Web). Este código está hecho con un lenguaje llamado JavaScript inventado por Netscape. Posteriormente podéis publicar dichas páginas en un servidor Web.
Además, el programa está diseñado para que se puedan personalizar casi todas las características de las páginas. Por tanto, si usted sabe algo de código HTML o de JavaScript, podrá hacer cualquier cambio que desee en la forma de trabajar de los ejercicios o en el formato de las páginas Web. Para profesores que utilicen el programa sin ánimo de lucro, Hot Potatoes es gratis. No obstante debéis registrar el programa, para ello ir a la página Web de Hot Potatoes, rellenar un formulario y gratuitamente os proporcionarán un nombre de usuario y una contraseña que os enviaran por e-mail, conviene hacerlo pues de este modo os mantendrán informados de las actualizaciones del programa. Además si no lo hacéis el programa no tendrá una funcionalidad completa y tendrá limitaciones como el número de preguntas que se pueden poner en un ejercicio etc. Utilización: La información editable de cada tipo de ejercicio se guarda en un archivo específico de cada aplicación de HP. A partir del mismo se generará el documento final interactivo en formato *.HTML. Esta página se sube al servidor web. El alumno no necesita tener instalado en su equipo el programa Hot Potatoes para realizar cada ejercicio. Sólo se requiere acceder utilizando un navegador como Internet Explorer 5.5 o superior.
Descripción de los Componentes de Hot Potatoes 5.
JBC crea ejercicios de elección múltiple. Cada pregunta puede tener tantas respuestas como usted quiera y cualquier numero de ellas pueden ser correcta. En contestación a cada respuesta se da al estudiante una retroalimentación especifica y aparece el porcentaje de aciertos cada vez que se selecciona una respuesta correcta. Tanto en JBC como en el resto de los programas es posible incluir una lectura que el alumno efectuará antes de realizar los ejercicios.
Ejemplo acerca de los Dinosaurios
JCloze genera ejercicios de rellenar huecos. Se puede poner un número ilimitado de posibles respuestas correctas para cada hueco y el estudiante puede pedir ayuda si tiene dudas y se le mostrará una letra de la respuesta correcta cada vez que pulse el botón de ayuda. Una pista especifica puede ser también incluida para cada hueco. El programa permite poner los huecos en palabras seleccionadas por el usiario o hacer el proceso automático de forma que se generen huecos cada “n” palabras de un texto. También se incluye puntuación automática.
Ejemplo ¿Conoces el parque natural de Monfragüe?
JCross crea crucigramas, puedes usar una cuadrícula de cualquier tamaño. Como en JQuiz y JCloze, un botón de ayuda permite el estudiante solicitar una letra en el caso de que la necesite .
Ejemplo. Quince términos relacionados con "Nuestros paisajes".
JMatch crea ejercicios de emparejamiento u ordenación. Una lista de elementos aparecen en la izquierda (estos pueden ser imágenes o texto), con elementos desordenados a la derecha. Esta aplicación puede ser usada por ejemplo para emparejar vocabulario con imágenes o traducciones, o para ordenar sentencias que forman una secuencia o una conversación. A su vez los hay de dos tipos:
Ejemplo tipo I "Selección de monumentos del rico patrimonio extremeño (el alumno selecciona el nombre de los monumentos de las fotografías seleccionándolos de las listas desplegables que se muestran)
Ejemplo tipo II "Los dinosaurios" (el alumno en vez de hacer "clic" sobre el elemento en cuestión lo arrastrará con el ratón y lo soltará en el lugar apropiado)
JMix crea ejercicios de reconstrucción de frases o párrafos a partir de palabras desordenadas. Es posible especificar tantas respuestas correctas diferentes como quieras basadas en palabras y signos de puntuación de la frase base. Se puede incluir un botón que ayuda al estudiante con la siguiente palabra o segmento de la frase si lo necesita.
Ejemplo. Descubre un refrán popular relacionado con el clima.
WEBS IMPORTANTE:
www.aula21.net/segunda/hotpotatoes.htm
hotpot.uvic.ca/
www.educa.madrid.org/portal/web/educamadrid/hotpotatoes
platea.pntic.mec.es/~iali/CN/Hot_Potatoes/intro.htmhot-potatoes.softonic.com
sábado, 30 de mayo de 2009
phonics, lunes 25
Phonics refers to a method for teaching speakers of English to read and write that language. Phonics involves teaching how to connect the sounds of spoken English with letters or groups of letters (e.g., that the sound /k/ can be represented by c, k, ck or ch spellings) and teaching them to blend the sounds of letters together to produce approximate pronunciations of unknown words.
Phonics is a widely used method of teaching to read and decode words, although it is not without controversy (see "History and controversy" below). Children begin learning to read using phonics usually around the age of 5 or 6. Teaching English reading using phonics requires students to learn the connections between letter patterns and the sounds they represent. Phonics instruction requires the teacher to provide students with a core body of information about phonics rules, or patterns.
There are some webs where you can find some examples of the phonics:
www.genkienglish.net/phonics.htm - 24k
www.mes-english.com/phonics.php - 32k
www.english-4kids.com/phonicsheets.html
Phonics is a widely used method of teaching to read and decode words, although it is not without controversy (see "History and controversy" below). Children begin learning to read using phonics usually around the age of 5 or 6. Teaching English reading using phonics requires students to learn the connections between letter patterns and the sounds they represent. Phonics instruction requires the teacher to provide students with a core body of information about phonics rules, or patterns.
There are some webs where you can find some examples of the phonics:
www.genkienglish.net/phonics.htm - 24k
www.mes-english.com/phonics.php - 32k
www.english-4kids.com/phonicsheets.html
lunes, 11 de mayo de 2009
The animals went in two by two
The animals went in two by two
The animals went in two by two, hurrah! hurrah!The animals went in two by two, hurrah! hurrah!The animals went in two by two, the elephant and the kangarooAnd they all went into the ark, for to get out of the rain.
The animals went in three by three, hurrah! hurrah!The animals went in three by three, hurrah! hurrah!The animals went in three by three, the wasp, the ant and the bumble beeAnd they all went into the ark, for to get out of the rain.
The animals went in four by four, hurrah! hurrah!The animals went in four by four, hurrah! hurrah!The animals went in four by four, the great hippopotamus stuck in the doorAnd they all went into the ark, for to get out of the rain.
The animals went in five by five, hurrah! hurrah!The animals went in five by five, hurrah! hurrah!The animals went in five by five, they warmed each other to keep aliveAnd they all went into the ark, for to get out of the rain.
The animals went in six by six, hurrah! hurrah!The animals went in six by six, hurrah! hurrah!The animals went in six by six, they turned out the monkey because of his tricksAnd they all went into the ark, for to get out of the rain.
The animals went in seven by seven, hurrah! hurrah!The animals went in seven by seven, hurrah! hurrah!The animals went in seven by seven, the little pig thought he was going to heavenAnd they all went into the ark, for to get out of the rain.
Part of the popularity of the arks was due to the era’s strict observance of the Sabbath. From Victorian households to the western pioneers, many children were restricted to biblical games. Eleanor Achland, who grew up in Victorian England, recalls:
We began our play with the traditional “animals went in two by two,” and then branched off into variations of Treasure Island or Swiss Family Robinson, or stories made up by ourselves, any of these being tolerably sabbatical so long as we remembered to call the leading characters Mr. And Mrs. Noah, Shem, Ham and Japheth.
As both girls and boys played with these toys, they became favorite gifts to give on Christmas. Though characterized as hallmark Sunday toys for Victorian households and wealthier families, simpler arks often made their way into the modest homes of the American west.
A further attraction of the arks was the plentiful, exotic animals stuffed inside them. Reminiscent of a Barnum & Bailey’s spectacle, the brightly decorated animals from a wide variety of species indicate that the carvers and painters drew heavily from picture books as well as their imagination and observation.
The animals went in two by two, hurrah! hurrah!The animals went in two by two, hurrah! hurrah!The animals went in two by two, the elephant and the kangarooAnd they all went into the ark, for to get out of the rain.
The animals went in three by three, hurrah! hurrah!The animals went in three by three, hurrah! hurrah!The animals went in three by three, the wasp, the ant and the bumble beeAnd they all went into the ark, for to get out of the rain.
The animals went in four by four, hurrah! hurrah!The animals went in four by four, hurrah! hurrah!The animals went in four by four, the great hippopotamus stuck in the doorAnd they all went into the ark, for to get out of the rain.
The animals went in five by five, hurrah! hurrah!The animals went in five by five, hurrah! hurrah!The animals went in five by five, they warmed each other to keep aliveAnd they all went into the ark, for to get out of the rain.
The animals went in six by six, hurrah! hurrah!The animals went in six by six, hurrah! hurrah!The animals went in six by six, they turned out the monkey because of his tricksAnd they all went into the ark, for to get out of the rain.
The animals went in seven by seven, hurrah! hurrah!The animals went in seven by seven, hurrah! hurrah!The animals went in seven by seven, the little pig thought he was going to heavenAnd they all went into the ark, for to get out of the rain.
Part of the popularity of the arks was due to the era’s strict observance of the Sabbath. From Victorian households to the western pioneers, many children were restricted to biblical games. Eleanor Achland, who grew up in Victorian England, recalls:
We began our play with the traditional “animals went in two by two,” and then branched off into variations of Treasure Island or Swiss Family Robinson, or stories made up by ourselves, any of these being tolerably sabbatical so long as we remembered to call the leading characters Mr. And Mrs. Noah, Shem, Ham and Japheth.
As both girls and boys played with these toys, they became favorite gifts to give on Christmas. Though characterized as hallmark Sunday toys for Victorian households and wealthier families, simpler arks often made their way into the modest homes of the American west.
A further attraction of the arks was the plentiful, exotic animals stuffed inside them. Reminiscent of a Barnum & Bailey’s spectacle, the brightly decorated animals from a wide variety of species indicate that the carvers and painters drew heavily from picture books as well as their imagination and observation.
sábado, 2 de mayo de 2009
Texto 8 29/04709
The above mentioned text speaks to us about the European Plan 2000 and the aims that try to reach with regard to the new technologies in the education.
The aims of the eLerning initiative are to speed up the deployment of a high-quality infrastructure at reasonable cost; to step up training and overall digital literacy…
When the plan is adopted by commission in 2001, the aims are.
Connected at school to research network.
Achieving a ratio of 5-15 pupils.
Ensures the availability os support services and educational resources on the internet.
The European Plan also included:
Provides all teacher with appropriate training.
Offering every worder the chance opportunity to become digitally literate.
The aims of the eLerning initiative are to speed up the deployment of a high-quality infrastructure at reasonable cost; to step up training and overall digital literacy…
When the plan is adopted by commission in 2001, the aims are.
Connected at school to research network.
Achieving a ratio of 5-15 pupils.
Ensures the availability os support services and educational resources on the internet.
The European Plan also included:
Provides all teacher with appropriate training.
Offering every worder the chance opportunity to become digitally literate.
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