Ministerio de Educación Pública.
PDirección Regional de Enseñanza Guápiles.
Las Mercedes Primary School.
English Department.
Monthly plan
Teacher: Sergio Ugalde Herrera. Level: first.
re-teaching: Daily routine, greeting, date, pray. Time: From July 23 to August 18
Cognitive target:
· Colors and Shapes:
· Size:
Nuclear family members
Expression of feelings toward family members
LINGUISTIC OBJETIVES
PROCEDURES
VALUES AND ATTITUDES
EVALUATION OF LEARNING OUTCOMES
FUNCTIONS AND
LANGUAGES
Listening:
1. Identifying basic information in terms of colors and shapes.
2. Understanding conceptual meanings especially family members.
3. Imitating sounds pronounced by the teacher related to expressions of feelings.
4. Identifying sounds in a context written by the teacher.
Speaking:
1. Responding with single words, and phrases to what is heard.
2. Expressing conceptual meaning especially quantity and amount of colors, shapes and sizes.
3. Describing different figures and their shapes.
4. Using expressions that show emotions in different social settings toward family members.
Warm up:
1. With help of a song, the teacher is going to introduce to the students the new topic to learn in terms of colors and shapes.
2. Trough a game the students will be able to understand the topic introduce by the teacher about sizes.
3. The teacher will ask to the students what does each member into their family, trying to introduce the students to what is going to be teaching.
4. With help of some mask the teacher is going to show the students the different ways to express a feeling.
Practice:
1. Identify basic vocabulary by playing games and singing song.
2. Perform instructions given by the teacher.
3. Elicit and brainstorm information related to family
members, colors, sizes and feelings.
4. Identify basic language in oral form about family members.
Consolidation:
1. Match meanings with visual material.
2. Describe visual materials and realia.
3. Describe visual materials and pictures on the topics being studied.
4. Present role plays or information gap
· Coherence between feelings and behaviors.
· Respect for differences among people.
· Respect for others customs.
The students:
1. Identify basic information in terms of colors and shapes.
2. Understand conceptual meanings especially family members.
3. Imitate sounds pronounced by the teacher related to expressions of feelings.
4. Identify sounds in a context written by the teacher.
5. Respond with single words, and phrases to what is heard.
6. Express conceptual meaning especially quantity and amount of colors, shapes and sizes.
7. Describe different figures and their shapes.
8. Use expressions that show emotions in different social settings toward family members.
Functions:
1. Recognizing colors and shapes
2. Identifying family members.
3. Describing family relationships.
4. Using basic sizes to describe people and things
Language:
1. Colors: red, brown, green, yellow, blue, and black.
2. Shapes: circle, round, square
3. Family members: Father, mother, brother.
4. Size: short, tall, fat, thin.
5. Feelings: happy, sad
Expressions:
· Who is this?
· This is my father.
· He/she is a boy/girl.
· Color the rectangle.
· What color is the rectangle?
· How many brothers do you have?
· My father is tall.
· I feel happy.
lunes, 25 de febrero de 2008
jueves, 7 de febrero de 2008
Authentic Material
There are many references to authentic material in the ELT literature. Books and journals contain thorough explanations of why it should or should not be included in lessons, and how it is to be used or best exploited. But those authors who support the use of authentic material have in common one idea: "exposure". In other words, the benefit students get from being exposed to the language in authentic materials.
Differentiation of the terms “authentic" and "genuine material" has been a seminal one in the field so I should like to mention it here: Authentic would be material designed for native speakers of English used in the classroom in a way similar to the one it was designed for. For example, a radio news report brought into the class so students discuss the report on pollution in the city where learners live.
Most of the time, though, this material is used in a genuine way, in other words, not in the way it was intended, but in a somewhat artificial way. For example, news article where the paragraphs are cut up and jumbled so students have to put them back together in the correct order.
Non- authentic material
Autopens can be tough to identify, because they look so real. I caught this signature because it matches an example in a reference book in my autograph library on autopens. This signature looks a little wobbly on the arc of the "B". The line is thick and fairly uniform from beginning to end. Real signatures look a bit sloppier.
There are many references to authentic material in the ELT literature. Books and journals contain thorough explanations of why it should or should not be included in lessons, and how it is to be used or best exploited. But those authors who support the use of authentic material have in common one idea: "exposure". In other words, the benefit students get from being exposed to the language in authentic materials.
Differentiation of the terms “authentic" and "genuine material" has been a seminal one in the field so I should like to mention it here: Authentic would be material designed for native speakers of English used in the classroom in a way similar to the one it was designed for. For example, a radio news report brought into the class so students discuss the report on pollution in the city where learners live.
Most of the time, though, this material is used in a genuine way, in other words, not in the way it was intended, but in a somewhat artificial way. For example, news article where the paragraphs are cut up and jumbled so students have to put them back together in the correct order.
Non- authentic material
Autopens can be tough to identify, because they look so real. I caught this signature because it matches an example in a reference book in my autograph library on autopens. This signature looks a little wobbly on the arc of the "B". The line is thick and fairly uniform from beginning to end. Real signatures look a bit sloppier.
jueves, 31 de enero de 2008
Couples in their relationships VS Infidelity
Introduction
We can say that infidelity is a phenomenon of relative frequency with a high rate of influence in the breaking up of relationships.
Infidelity has a devastating impact. The original damage originated by a breakage into trust cannot be mitigated and forgotten in an easy way. Several emotions and feelings are involved, and in many of the cases not expressed and solved. If the relationship continues, some resentment and dramatic changes might appear.
What is infidelity?
Infidelity means “a breakage in an agreement, trust and betrayal in a relationship. Infidelity is a loss of trust, a betrayal which requires a cognitive and affective reconstruction. Wounds are very profound and they last for a very long time, some are never forgotten.
v Factors that lead to infidelity
Childhood
Emptiness
Sexual problems
Difference in values
v Types of infidelity
c) Infidelity due to monotony.
f) Infidelity due to in satisfaction.
v Consequences of infidelity
There are two ways of infidelity: continue with the relationship or a complete separation. Although only one might be the only one involved into another relationship, both might have several consequences:
• The union and the relationship are weakened. After an infidelity, some people divorce, other feel accused and punished for the rest of their marital life, where the one who was unfaithful might feel insecure, afraid of starting other relationships and, sometimes, seeking for a moment to take revenge over the other person.
• When falling into an adventure, we can fall into lack of love. An adventure is not an act of love; love does not destroy lives, or makes people feel sorrowful. Therefore love losses its true value.
• It affects children in a conscious and unconscious way. A child might fear abandonment, lack of trust, shame, blame, as in some form he or she feels responsible.
• The person who has been betrayed might feel not respectful and develop a loss of self esteem. All of this, summed up to the fact of facing society itself, might cause months or years of anguish.
v Suggestions to support therapeutic work on infidelity
Once that there is infidelity, the emotional effort is very intense. If the couple stays in the relationship and it is developed in a satisfactory way, an adequate reconstruction is convenient. Reconciliation through regret and forgiveness from both parts.
Therapy from the Gestalt point of view starts from the fact that solutions are inside human beings and it is in him that conflicts are created when trying to find excuses and attribute them to the exterior world, not living as they should.
Conclusions
Infidelity is a problem that we can see more often nowadays and in which several factors are recurrent: family, economy, job, politics, and social status. It is important to have the correct information about the subject and be able to understand it. No relationship is ahead of it, therefore it is important to point out that human beings have the capacity of deciding whether to do it or not. So then, no one is responsible if his or her couple was unfaithful. One alternative for infidelity problems is therapeutic work, where they can live their experiences at close hand and their feelings will flourish in order to arrive to coherent and mature decisions.
Introduction
We can say that infidelity is a phenomenon of relative frequency with a high rate of influence in the breaking up of relationships.
Infidelity has a devastating impact. The original damage originated by a breakage into trust cannot be mitigated and forgotten in an easy way. Several emotions and feelings are involved, and in many of the cases not expressed and solved. If the relationship continues, some resentment and dramatic changes might appear.
What is infidelity?
Infidelity means “a breakage in an agreement, trust and betrayal in a relationship. Infidelity is a loss of trust, a betrayal which requires a cognitive and affective reconstruction. Wounds are very profound and they last for a very long time, some are never forgotten.
v Factors that lead to infidelity
Childhood
Emptiness
Sexual problems
Difference in values
v Types of infidelity
c) Infidelity due to monotony.
f) Infidelity due to in satisfaction.
v Consequences of infidelity
There are two ways of infidelity: continue with the relationship or a complete separation. Although only one might be the only one involved into another relationship, both might have several consequences:
• The union and the relationship are weakened. After an infidelity, some people divorce, other feel accused and punished for the rest of their marital life, where the one who was unfaithful might feel insecure, afraid of starting other relationships and, sometimes, seeking for a moment to take revenge over the other person.
• When falling into an adventure, we can fall into lack of love. An adventure is not an act of love; love does not destroy lives, or makes people feel sorrowful. Therefore love losses its true value.
• It affects children in a conscious and unconscious way. A child might fear abandonment, lack of trust, shame, blame, as in some form he or she feels responsible.
• The person who has been betrayed might feel not respectful and develop a loss of self esteem. All of this, summed up to the fact of facing society itself, might cause months or years of anguish.
v Suggestions to support therapeutic work on infidelity
Once that there is infidelity, the emotional effort is very intense. If the couple stays in the relationship and it is developed in a satisfactory way, an adequate reconstruction is convenient. Reconciliation through regret and forgiveness from both parts.
Therapy from the Gestalt point of view starts from the fact that solutions are inside human beings and it is in him that conflicts are created when trying to find excuses and attribute them to the exterior world, not living as they should.
Conclusions
Infidelity is a problem that we can see more often nowadays and in which several factors are recurrent: family, economy, job, politics, and social status. It is important to have the correct information about the subject and be able to understand it. No relationship is ahead of it, therefore it is important to point out that human beings have the capacity of deciding whether to do it or not. So then, no one is responsible if his or her couple was unfaithful. One alternative for infidelity problems is therapeutic work, where they can live their experiences at close hand and their feelings will flourish in order to arrive to coherent and mature decisions.
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