Monday, March 21, 2022
Saturday, October 30, 2021
Thursday, August 19, 2021
Tuesday, September 15, 2015
SIMPLE PAST AND PAST CONTINUOUS
I can not remember too much from my young childhood, but some of my favorites memories that I could remember are, when my dad taught me how to ride a bike, and the days my mom would pick me up from school, during the school time I used to get up at 6:40 because I lived near, but now I must get up at 5:00 am. I would come very fast to get home from school, in order to help my mother with some chores, so I knew the whole evening was for me to play soccer with some friends. And I can remember one vacation with my family, it was the first time that I got to the beach, it´s unforgettable I just was admiring the ocean, while my brothers and sisters got into the water
All of these memories leave me with happy, warm feelings about my childhood. I also remember playing with my brothers and some other minor incidents with them due I was the youngest
Monday, August 31, 2015
Simple Present Vs Present Continuos
My name is Jonssin Soto, I´m from China but, I live in Costa Rica. I´m studying Spanish because I need to understand what people are talking about, and of course how may I asked something. At this time I´m taking six courses, those are really complicated, mostly the grammar rules, sometimes I feel bad because many classmates are trying to get a conversation, so I do not understand very clear. It´s really hard for me getting a new language, but I love it.
I really miss my family, it´s so difficult to visit them regularly, because I go to the University from Monday to Saturday, and Sundays I´m taking piano lessons four hours, them a friend of mine, Usatto Ukillama gets with me to do some exercises, as a result of that, I have no time available
Thursday, March 15, 2012
Analysis for the plan demo
Ads
In this lesson plan, we can find some approaches related to innovation for example the content based approach, in that stage thought activities such as games, videos teachers can transform their classes into attractive and effective one, in fact the purpose of this, is the more language is used in order to get the goal, language is going to acquire in a easy way.
When we are talking about ads, we also talk about culture. Using advertisement we can teach culture, relating how in U.S.A or another English speaking countries show an advert and its slogan and compare into our country.
In the plan, the procedures are clear and well establish, so if we need to make some changes we can do it for a better comprehension, of course it need to be related with the students necessities and contextualized in order to adapt the level, one limitation using ads is, not every single students are involve in the media, as a result of that there are some slogans or products that the students do not know anything, for example if we talk about NIKE advertisement, students with a low economical recourses they do not have TV or the possibility to get into internet, so probably some students unknown some of the Nike advert, but the way students get interesting using this kind of topic because they can get familiarized with some of the products or slogans, provoking students get active, and motivated in the activities.
There are some teacher that think that using innovations, is waste time or it does not work, but when we are really innovate teacher, there is no difficult using any activity, in contrast it help us to be active in the teaching-learning process, and for that reason motivate our students to do so.
By using this activity, students create their critical thinking, when they are matching the missing words and even when they relate a specific phrase with the possible advertisement, so students are force to think where I listened this, this word is related with this other one. So, as a result of that they analyze the situation and give an answer.
In the first part of the activity, students try to understand words, phrases, ads (bottom up) the teacher introduce some famous advert, by analyzing and think in a critical form, after that, when they understood the vocabulary, students are able to create their own storyboard (top down). That means, by using this kind of activity students go through the simple steps that is learning and acquiring the knowledge and vocabulary, and the complex steps in which relate to the ability to use the vocabulary learned.
The use of innovation is extremely important in the teaching-learning process, that´s why we as educators need to apply it, there are some teachers that use the innovations in their class and as a result of that they get excellent results, in contrast with it, there are other teachers that they do not want to get complicate themselves, so professors use monotonous activities, provoking lack of interesting in the subject matter. Local teachers use both of ways, by innovating and not innovate.
If we take into account the possible effects by using the ads, it could be, how a an advertisement affect our culture, I mean talking about Mc Donald´s ads, they introduce the U.S.A culture into our country, that´s why it affect the Costa Rica identity, by adapt a foreign culture. There are another ads that are changing our own style, for instance the fast food, through watch ads related to this food, are provoking to get accustomed with this kind of food, in the morning, afternoon, at night, etc, and those situations are not part of the Costa Rica society.
The use of ads in the teaching learning-process is very useful because it calls students attention, they get interest in the topic, some of them are very familiarized, for example if the teacher present a video related to NIKE advertisement, most of them are related to some famous soccer player and they probably know about them.
In this activity, the verbal and non verbal communication is presented, because students are encourage use the vocabulary learned by putting into practice and performed it.
When students are encourage to analyzed and think in a critical way, the idea with this task is to create a favorable attitude through the learning process, because it involves the acquisition of the language by the behaviorism, I mean students are stimulated with innovate activities and so they response in a favorable way.
Finally, by using the advertisement activities we are innovating, because this kind of task called the student attention, makes the students be active, spontaneous, creative, regarding the characteristic of a renewed innovation, for example; it is an activity well known, it is creative, motivate students to participated actively, calls students attention, it has bottom up and top down activities, makes the students think in a critical way, by apply the knowledge and vocabulary presented, students are encourage to use their imagination.
In this lesson plan, we can find some approaches related to innovation for example the content based approach, in that stage thought activities such as games, videos teachers can transform their classes into attractive and effective one, in fact the purpose of this, is the more language is used in order to get the goal, language is going to acquire in a easy way.
When we are talking about ads, we also talk about culture. Using advertisement we can teach culture, relating how in U.S.A or another English speaking countries show an advert and its slogan and compare into our country.
In the plan, the procedures are clear and well establish, so if we need to make some changes we can do it for a better comprehension, of course it need to be related with the students necessities and contextualized in order to adapt the level, one limitation using ads is, not every single students are involve in the media, as a result of that there are some slogans or products that the students do not know anything, for example if we talk about NIKE advertisement, students with a low economical recourses they do not have TV or the possibility to get into internet, so probably some students unknown some of the Nike advert, but the way students get interesting using this kind of topic because they can get familiarized with some of the products or slogans, provoking students get active, and motivated in the activities.
There are some teacher that think that using innovations, is waste time or it does not work, but when we are really innovate teacher, there is no difficult using any activity, in contrast it help us to be active in the teaching-learning process, and for that reason motivate our students to do so.
By using this activity, students create their critical thinking, when they are matching the missing words and even when they relate a specific phrase with the possible advertisement, so students are force to think where I listened this, this word is related with this other one. So, as a result of that they analyze the situation and give an answer.
In the first part of the activity, students try to understand words, phrases, ads (bottom up) the teacher introduce some famous advert, by analyzing and think in a critical form, after that, when they understood the vocabulary, students are able to create their own storyboard (top down). That means, by using this kind of activity students go through the simple steps that is learning and acquiring the knowledge and vocabulary, and the complex steps in which relate to the ability to use the vocabulary learned.
The use of innovation is extremely important in the teaching-learning process, that´s why we as educators need to apply it, there are some teachers that use the innovations in their class and as a result of that they get excellent results, in contrast with it, there are other teachers that they do not want to get complicate themselves, so professors use monotonous activities, provoking lack of interesting in the subject matter. Local teachers use both of ways, by innovating and not innovate.
If we take into account the possible effects by using the ads, it could be, how a an advertisement affect our culture, I mean talking about Mc Donald´s ads, they introduce the U.S.A culture into our country, that´s why it affect the Costa Rica identity, by adapt a foreign culture. There are another ads that are changing our own style, for instance the fast food, through watch ads related to this food, are provoking to get accustomed with this kind of food, in the morning, afternoon, at night, etc, and those situations are not part of the Costa Rica society.
The use of ads in the teaching learning-process is very useful because it calls students attention, they get interest in the topic, some of them are very familiarized, for example if the teacher present a video related to NIKE advertisement, most of them are related to some famous soccer player and they probably know about them.
In this activity, the verbal and non verbal communication is presented, because students are encourage use the vocabulary learned by putting into practice and performed it.
When students are encourage to analyzed and think in a critical way, the idea with this task is to create a favorable attitude through the learning process, because it involves the acquisition of the language by the behaviorism, I mean students are stimulated with innovate activities and so they response in a favorable way.
Finally, by using the advertisement activities we are innovating, because this kind of task called the student attention, makes the students be active, spontaneous, creative, regarding the characteristic of a renewed innovation, for example; it is an activity well known, it is creative, motivate students to participated actively, calls students attention, it has bottom up and top down activities, makes the students think in a critical way, by apply the knowledge and vocabulary presented, students are encourage to use their imagination.
plan demo group 6 Ads
Advertisement storyboard
Adam Malster, British Council, Taipei
Level – Pre-intermediate and above
In this lesson students produce a storyboard for an advertisement.
The exercises in this lesson introduce some of the elements of advertisements such as
slogans. There is a discussion on where advertisements can be found. The concept of a
storyboard is introduced and an example of a storyboard for an advert is examined in
detail. In the final stage of the lesson, students are given the opportunity to produce their
own storyboard to advertise a product. Extension tasks are also suggested.
Procedure
Cut up the Advert Blurbs 1 Worksheet A so that the names of the products and the
blurbs are separate. Stick the names of the products and the blurbs to the walls of your
classroom at random.
The students now circulate and try to match the products to the right blurbs. Some of the
words are missing from the blurbs so they will have to do some guessing.
When the products and blurbs have been matched, spend some time asking the class
how they managed to match each product to its blurb. Take this opportunity to highlight
key language and clues such as “Say cheese!” being an obvious phrase connected with
photography.
Distribute the Advert Blurbs 2 Worksheet B. The students now need complete the cloze
activity. With higher levels you could even choose not to give them any of the words at
all and have them generate their own.
Introduce the idea of a slogan at this point by quoting some famous slogans and having
the class tell you the product. Some examples could be:
I’m loving it. (McDonald’s)
Just do it. (Nike)
Now ask the students to highlight the slogans on the worksheet.
Elicit where the adverts from the worksheet could be found (Newspapers or magazines)
and also elicit where else adverts can be seen or heard. (Billboards, the sides of buses
or taxis, radio) The answer you are looking to elicit here is television!
At this point if you have the facilities you could:
• Look on You Tube and find a montage of advertisements. Ask the class
to name the type of each product. You could also ask them to note down
the slogans.
• Show an advert with a story to it and give the students some simple
questions so they can draw it out for themselves. The Levis
advertisements from the late 1980s and early 90s are good for this. I
particularly like the one staring Brad Pitt, as you can get the class to
guess which famous movie star features in it. (Again YouTube is an
excellent source for this kind of material.)
Introduce the idea of a storyboard. A storyboard is a series of pictures which show
changes of action planned for an advertisement. It is a cheap way for directors to get an
idea of what the advert will look like before they start filming.
Show the Citrus Shine Soft Drink storyboard to the class and get them to describe the
events in the advert as you go. At this point you need to decide what tenses you want
your class to produce. Elementary classes should produce present tenses while higher
levels can produce narrative tenses (although less natural than present tenses for this
task it is very good practice).
Distribute the Citrus Shine Soft Drink storyboard and the storyboard questions
worksheet. Now the students answer the questions about the Citrus Shine advert. They
must complete this task by writing full sentences. This will prepare them for the writing
stage when they produce their own storyboard.
Divide your class into pairs and distribute examples of real products to the class. You
could use examples of products like those on the Advert Blurb worksheet or you could
bring in some other examples.
Distribute the advert storyboard template. The students now must produce their own
storyboard. The advert should tell a simple story like the Citrus Shine example. For each
picture they must write a few sentences describing what is happening. Again for
elementary classes focus on present tenses while higher levels should use narrative
tenses. The last picture of the storyboard should be a shot of the product with a logo and
slogan.
Follow up
As an extension task you can ask quicker groups to think of the type of music that goes
with the advert. They could even put a jingle or a song together.
When the storyboards are complete there are a number of things you can do with them.
• Stick the storyboards up around the room. The students can now look at them all
and vote for their favourite (they can’t vote for their own!)
• Each group could present their storyboard to the class. Again a class vote could
follow.
• If you have the equipment the storyboards could be filmed in a later class. The
videos could then be watched and a vote could be held on the results. Pairs of
students could either film their own storyboard or use that of another group
Adam Malster, British Council, Taipei
Level – Pre-intermediate and above
In this lesson students produce a storyboard for an advertisement.
The exercises in this lesson introduce some of the elements of advertisements such as
slogans. There is a discussion on where advertisements can be found. The concept of a
storyboard is introduced and an example of a storyboard for an advert is examined in
detail. In the final stage of the lesson, students are given the opportunity to produce their
own storyboard to advertise a product. Extension tasks are also suggested.
Procedure
Cut up the Advert Blurbs 1 Worksheet A so that the names of the products and the
blurbs are separate. Stick the names of the products and the blurbs to the walls of your
classroom at random.
The students now circulate and try to match the products to the right blurbs. Some of the
words are missing from the blurbs so they will have to do some guessing.
When the products and blurbs have been matched, spend some time asking the class
how they managed to match each product to its blurb. Take this opportunity to highlight
key language and clues such as “Say cheese!” being an obvious phrase connected with
photography.
Distribute the Advert Blurbs 2 Worksheet B. The students now need complete the cloze
activity. With higher levels you could even choose not to give them any of the words at
all and have them generate their own.
Introduce the idea of a slogan at this point by quoting some famous slogans and having
the class tell you the product. Some examples could be:
I’m loving it. (McDonald’s)
Just do it. (Nike)
Now ask the students to highlight the slogans on the worksheet.
Elicit where the adverts from the worksheet could be found (Newspapers or magazines)
and also elicit where else adverts can be seen or heard. (Billboards, the sides of buses
or taxis, radio) The answer you are looking to elicit here is television!
At this point if you have the facilities you could:
• Look on You Tube and find a montage of advertisements. Ask the class
to name the type of each product. You could also ask them to note down
the slogans.
• Show an advert with a story to it and give the students some simple
questions so they can draw it out for themselves. The Levis
advertisements from the late 1980s and early 90s are good for this. I
particularly like the one staring Brad Pitt, as you can get the class to
guess which famous movie star features in it. (Again YouTube is an
excellent source for this kind of material.)
Introduce the idea of a storyboard. A storyboard is a series of pictures which show
changes of action planned for an advertisement. It is a cheap way for directors to get an
idea of what the advert will look like before they start filming.
Show the Citrus Shine Soft Drink storyboard to the class and get them to describe the
events in the advert as you go. At this point you need to decide what tenses you want
your class to produce. Elementary classes should produce present tenses while higher
levels can produce narrative tenses (although less natural than present tenses for this
task it is very good practice).
Distribute the Citrus Shine Soft Drink storyboard and the storyboard questions
worksheet. Now the students answer the questions about the Citrus Shine advert. They
must complete this task by writing full sentences. This will prepare them for the writing
stage when they produce their own storyboard.
Divide your class into pairs and distribute examples of real products to the class. You
could use examples of products like those on the Advert Blurb worksheet or you could
bring in some other examples.
Distribute the advert storyboard template. The students now must produce their own
storyboard. The advert should tell a simple story like the Citrus Shine example. For each
picture they must write a few sentences describing what is happening. Again for
elementary classes focus on present tenses while higher levels should use narrative
tenses. The last picture of the storyboard should be a shot of the product with a logo and
slogan.
Follow up
As an extension task you can ask quicker groups to think of the type of music that goes
with the advert. They could even put a jingle or a song together.
When the storyboards are complete there are a number of things you can do with them.
• Stick the storyboards up around the room. The students can now look at them all
and vote for their favourite (they can’t vote for their own!)
• Each group could present their storyboard to the class. Again a class vote could
follow.
• If you have the equipment the storyboards could be filmed in a later class. The
videos could then be watched and a vote could be held on the results. Pairs of
students could either film their own storyboard or use that of another group
Subscribe to:
Posts (Atom)