UNIVERSITY OF CORDOBA
ENGLISH TEACHING PROGRAM
GRAMMAR IV
I. Fill in the gap with an appropriate past form.
One fine morning, a man __________ (fish) in a river. The sun ___________ (shine) and the man ____________ (sit) on the river bank. Everything was very quiet and peaceful. The man ____________ (wait) patiently for several hours when suddenly he ____________ (feel) pulling on the fishing line. He ___________ (stand up) quickly and ___________ (begin) to take in the line. He _____________ (just/lift) the huge fish he had caught out of the water when there was a loud splash and it fell back into the river. At first, the man didn’t know what ____________ (happen). Then, he ___________ (look) carefully at his fishing line. It ____________ (snap). The poor man was so disappointed that he _____________ (pack) away all his things and went home.
II. Imagine you are going shopping to a mall you have never been to before. Write four sentences expressing your feelings about it. Use one thing, the (only) thing, something.
1.__________________________________________________________
2.__________________________________________________________
3.__________________________________________________________
4.__________________________________________________________
SECOND PARCIAL EXAM
STUDENT: ____________________
DATE: ________________________
III. Read these cross-cultural situations. Write sentences describing what the visitors did wrong. Use the expressions given.
you’re (not) supposed to
you’re (not) expected to
it’s (not) the custom to
it’s (not) acceptable to
1.Hanne is from Denmark. When she was on vacation in Spain, some Spanish friends invited her to dinner at 9:00. She arrived at exactly 9:00, but her friends had not even arrived home yet.
____________________________________________________________
2. Marylou is from the United States. During her first week in Paris, she went to a restaurant with some new friend. She was so happy with the service that she left a tip of 20 percent. Her friends were really embarrassed.
____________________________________________________________
3. Peter is from New Zealand. When he went to Egypt, he was invited to dinner at a restaurant. When the bill came, he offered to pay for his dinner. His Egyptian friend was pretty upset.
____________________________________________________________
4. Susana is from Brazil. She was working for a year in Osaka, Japan. One day, when she saw a Japanese co-worker in a bookstore, she went to say hello and kissed him on the cheeks. Her friend was shocked and embarrassed and left the store quickly.
____________________________________________________________
5. Adam is from Canada. He was on vacation in Bali, Indonesia, and some new friends invited him to a temple to watch a special dance performance. He arrived on time wearing a clean T-shirt and shorts, but they said he couldn’t go inside the temple because he wasn’t dressed properly.
____________________________________________________________
IV. Describe one possible problem for each of the following objects.
blouse, car, carpet, chair, mug, pitcher, plate, sink
1.____________________________
2.____________________________
3.____________________________
4.____________________________
5.____________________________
6.____________________________
7.____________________________
8.____________________________
V. Give the solutions for the following problems.
1. The DVD doesn’t work
______________________________
2. My car is scratched
______________________________
3. The TV screen is cracked
______________________________
4. The walls are dirty
______________________________
VI. Make sentences with a form of have something done for these situations. Use the correct tense.
1. The shop delivers Mary’s food to her house.
Mary________________________________________________________
2. At the butcher´s Fred said, “Please cut the meat into small pieces”.
Fred__________________________________________ into small pieces.
3. The hairdresser cuts Rachel’s hair about twice a year.
Rachel______________________________________ about twice a year.
4. Last week, the optician checked Mr. Stone’s eyes.
Last week, Mr. Stone ____________________________________________________________
5. Mrs. Frost’s doctor says to her: “When you come to see me next week, I’ll check your blood pressure”
When Mrs. Frost goes to see the doctor next week, she ____________________________________________________________
6. A builder is going to mend the roof on our house.
We_____________________________________________ on our house.
SCORE: _____
viernes, 12 de diciembre de 2008
COMPETENCY-BASED LANGUAGE TEACHING
According to what I read in chapter number 13 from the book Alternative approaches and methods, I can report that Competency-Based Education is explained from a comparison to different approaches in education. According to the author, CBE is a movement that focuses on outputs rather than on inputs. It is to say that the important thing for this kind of educational movement is what students produce rather than what they receive in order to produce. At the same time, I understand, that this movement states learners as the center of the whole teaching-learning process since they are active participants and not the ones who, once, only used to listen to the teacher, work on the materials brought BY the teacher, and do what the teacher wanted them to do.
The author also talks about the beginnings of “standards” among education fields. He says that this idea appeared when education specialists and authorities started to realize that the most important aspect to be taken into account in the process of teaching “something” is what students are able to do with that “something” and not just to have the knowledge of IT into their heads for NOTHING. Since this moment, education started to have the statement of what students should be able to do at the different levels of their education process and progress, and that’s what we know, nowadays, as standards.
From this perspective, the author starts relating CBE to the teaching of a second language and the movement that comes out from it is Competency-Based Language Teaching (CBLT), in which students are taught what to do with the language they learn and not only the language itself. In this sense, CBLT becomes an important element in the process of teaching a second language because it gives the opportunity for learners to learn the language in relation to real world situations and not the kind of language that they are never going to use and they find just unnecessary. Moreover, through the use of CBLT in our schools or institutions, learners could have the opportunity to learn communicative and USEFULL language that is going to allow them interact and participate in social and contextual situations in a natural and efficient way.
In order to make the idea of CBLT clearer, the author explains that competencies mix or bring together, as a complement of one another, knowledge, skills, behavior and attitude, to perform in a specific situation of real life. In this way, CBLT suggests that learners should be train to know what for and how to use the language they are being taught.
As a conclusion, CBLT and CBE, itself, enhances students’ production and it is totally learners’ centered. For this reason, I think this method should be used in every single educational institute where they pretend to teach a second language.
ALIX AMANDA GARCÍA CORDERO
According to what I read in chapter number 13 from the book Alternative approaches and methods, I can report that Competency-Based Education is explained from a comparison to different approaches in education. According to the author, CBE is a movement that focuses on outputs rather than on inputs. It is to say that the important thing for this kind of educational movement is what students produce rather than what they receive in order to produce. At the same time, I understand, that this movement states learners as the center of the whole teaching-learning process since they are active participants and not the ones who, once, only used to listen to the teacher, work on the materials brought BY the teacher, and do what the teacher wanted them to do.
The author also talks about the beginnings of “standards” among education fields. He says that this idea appeared when education specialists and authorities started to realize that the most important aspect to be taken into account in the process of teaching “something” is what students are able to do with that “something” and not just to have the knowledge of IT into their heads for NOTHING. Since this moment, education started to have the statement of what students should be able to do at the different levels of their education process and progress, and that’s what we know, nowadays, as standards.
From this perspective, the author starts relating CBE to the teaching of a second language and the movement that comes out from it is Competency-Based Language Teaching (CBLT), in which students are taught what to do with the language they learn and not only the language itself. In this sense, CBLT becomes an important element in the process of teaching a second language because it gives the opportunity for learners to learn the language in relation to real world situations and not the kind of language that they are never going to use and they find just unnecessary. Moreover, through the use of CBLT in our schools or institutions, learners could have the opportunity to learn communicative and USEFULL language that is going to allow them interact and participate in social and contextual situations in a natural and efficient way.
In order to make the idea of CBLT clearer, the author explains that competencies mix or bring together, as a complement of one another, knowledge, skills, behavior and attitude, to perform in a specific situation of real life. In this way, CBLT suggests that learners should be train to know what for and how to use the language they are being taught.
As a conclusion, CBLT and CBE, itself, enhances students’ production and it is totally learners’ centered. For this reason, I think this method should be used in every single educational institute where they pretend to teach a second language.
ALIX AMANDA GARCÍA CORDERO
jueves, 27 de noviembre de 2008
Mysterious Events
Dear students this is a technology based activity to promote listening and speaking. Please follow the guidelines published and see you next session.
http://zunal.com/webquest.php?user=20116
Visit this URL to find the activity.
http://zunal.com/webquest.php?user=20116
Visit this URL to find the activity.
sábado, 8 de noviembre de 2008
My favorite songs
These are some of the songs I like the most. It's just for you to know something about me. I hope you enjoy them.
History Channel
Go to the website www.historychannel.com and click on Mysteries & unexplained. Choose a video that calls your attention and watch the video listening to the information there. Then follow the guidelines to carry out the activity.
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