Thursday, 15 July 2010

Questionnaire

QUESTIONNAIRE

Technical Training. Course B. 3VAL00B-17 - 3VAL00B-18

July 2010. IES Misericòrdia. València

1 = no
2 = not always, not sure
3 = quite
4 = yes, always

The teachers, when needed, explain significant things about the language in order to ease communication.
1. 0%
2. 0%
3. 0%
4. 100%

I have learnt significant things about the content of this course and about English as a language to be used as a content teacher.
1. 0%
2. 0%
3. 39%
4. 61%

The teachers have taken into consideration the Valencian reality and environmental languages.
1. 0%
2. 0%
3. 17%
4. 83%

Teachers have answered my e-mails and suggested appropriate things to my writings (content and language).
1. 0%
2. 0%
3. 13%
4. 87%

I would recommend this course, this methodology and this approach to my colleagues.
1. 0%
2. 0%
3. 50%
4. 50%

This course will help me teach my subject through English.
1. 0%
2. 24%
3. 52%
4. 24%

This course will help me coordinate with other language and content teachers in my school.
1. 6%
2. 11%
3. 57%
4. 26%

I am thinking of becoming a plurilingual or CLIL teacher.
1. 0%
2. 0%
3. 35%
4. 65%

I am thinking of proposing my school staff to become an experimental plurilingual school.
1. 6%
2. 6%
3. 49%
4. 39%

The course has granted me access to ICT and the Internet resources, which can be relevant in my lessons and my career.
1. 0%
2. 6%
3. 38%
4. 56%

The teachers have been respectful and have answered my questions in a correct and clear way and with an appropriate language.
1. 0%
2. 0%
3. 0%
4. 100%

The teachers have stressed significantly on the procedure of the oral and written examination.
1. 0%
2. 0%
3. 33%
4. 67%

Teachers and students have interacted in a balanced way (teachers have not spoken all the time).
1. 0%
2. 0%
3. 25%
4. 75%

What would you improve in this course, besides the weather conditions?
1. Most of the students asked for specific lessons for specific content (practical CLIL lessons).
2. English dossiers could be uploaded.
3. Attendance and participation should grant a certificate (no exam).

Wednesday, 14 July 2010

IMPORTANT:

EXAM 16 JULY
IES MISERICORDIA
9.30 HORES
AULA 2.10

PLEASE DON'T GO TO IES BENLLIURE

I talk, you listen and shut up, don't you?

Tuesday, 13 July 2010

Dear, may I have a word with you?

1. Can you explain the differences between L1, L2, FL and mother tongue?

2. Could you link the terms and concepts dialect and register from a student's perspective and a teacher's one?

3. Could you outline the main features of CLIL?

4. What is the ELP?

Monday, 12 July 2010

CEFR

http://www.uv.es/sfp/pas/09/nivells.pdf

http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages

Friday, 9 July 2010

Unit 3. Broadening Our Children's Future Through Languages

Broadening Our Children's Future Through Languages

Dear Parents,

We would like to inform you that we are considering the possibility to establish a Plurilingual Program in Primary and Secondary Education, which may engage your children during the next academic year (2010/2011).

The importance of languages is increasing. On one hand if somebody wants to work for the Valencian administration they should be able to use both coofficial languages: Valencian and Spanish. On the other hand English is becoming the lingua franca all over the world particularly in Europe.
It is generally assumed and linguists have proved that being bilingual facilitates learning more languages and the acquisition of knowledge and skills as a whole.If we take into account more than the educational and learning aspects, knowing languages and how to use them -in writing and speaking, in formal contexts, with the appropriate variety- will provide our children with the right opportunities in their future life in a connected, diverse world.

The program we are proposing this academic year is PIP (Programa d’Incorporació Progressiva). It consists of teaching and learning content subjects like Environmental Knowledge through Valencian.

In the next academic year (2011/2012), we will introduce English as the language to teach a subject to be chosen by the staff and you as parents. Furthermore, in Secondary the subjects selected to be taught through Valencian will be Geography and History and Science. In the future, we will be able to use English as a vehicular language to teach Arts.

[DPP, subjects and languages, future plans, chronogram]

As a conclusion, this letter is to let you know how we are going to implement the Plurilingual Program (PP) and involve you in this educational project. Consequently, we will appreciate your collaboration, which will definitely be a challenge and a motivation for everyone, namely students, teachers and parents /tutors.

Yours sincerely,

The Headmaster.

What's wrong with grammar?

English Grammar

Grammar for Everyday Use. Ona Low. Collins

A Communicative Grammar of English. G. Leech, J. Svartvik. Longman

Practical English Usage. M. Swan. Oxford

OED. Oxford

Collins Cobuild English Dictionary. Collins
Usage, examples, references. Formal, (rather) old-fashioned, literary...

Longman Grammar of Spoken and Written English. Longman

Let's get linked

Linking words help you to connect ideas and sentences, so that people can follow your ideas.

For example,For instance, Namely

The most common way of giving examples is by using for example or for instance.
Namely refers to something by name.
"There are two problems: namely, the expense and the time."

And

In addition

As well as

Also

Too

Furthermore

Moreover

Apart from

In addition to

Besides

We don't usually start a sentence with also. If you want to start a sentence with a phrase that means also, you can use In addition, or In addition to this…

Ideas are often linked by and. In a list, you put a comma between each item,
but not before and.
"We discussed training, education and the budget."

Also is used to add an extra idea or emphasis. "We also spoke about marketing."
You can use also with not only to give emphasis.
"We are concerned not only by the costs, but also by the competition."

As well as can be used at the beginning or the middle of a sentence.
"As well as the costs, we are concerned by the competition."
"We are interested in costs as well as the competition."

Too goes either at the end of the sentence, or after the subject and means as well.
"They were concerned too."
"I, too, was concerned."

Apart from and besides are often used to mean as well as, or in addition to.
"Apart from Rover, we are the largest sports car manufacturer."
"Besides Rover, we are the largest sports car manufacturer."

Moreover and furthermore add extra information to the point you are making.
"Marketing plans give us an idea of the potential market. Moreover, they tell us about the competition."

Summarising

In short,

In brief,

In summary,

To summarise,

*In a nutshell,

To conclude,

In conclusion

We normally use these words at the beginning of the sentence to give a summary of what we have said or written

Sequencing ideas

The former, … the latter, Firstly, secondly, finally.

The first point is,

Lastly,

The following

The former and the latter are useful when you want to refer to one of two points.

"Marketing and finance are both covered in the course. The former is studied in the first term and the latter is studied in the final term."

Firstly, … secondly, … finally (or lastly) are useful ways to list ideas.
The following is a good way of starting a list.

"The following people have been chosen to go on the training course: N Peters, C Jones and A Owen."

Giving a result

Therefore, So.

Consequently, As a result.

Therefore, so, consequently and as a result are all used in a similar way.
"The companies are expanding. Therefore / So / Consequently / As a result, they are taking on extra staff."
So is more informal.

Contrasting ideas

But, However, although / even, though

Unlike, In theory… in practice…,

Nonetheless, While, Whereas,

Despite / despite the fact that,In spite of / in spite of the fact that,Nevertheless

But is more informal than however. It is not normally used at the beginning of a sentence.

"He works hard, but he doesn't earn much.""He works hard. However, he doesn't earn much."

While, whereas and unlike are used to show how two things are different from each other.

"While my sister has blue eyes, mine are brown."
"Taxes have gone up, whereas social security contributions have gone down."
"Unlike in the UK, the USA has cheap petrol."

Although, despite and in spite of ---With these words, you must have two halves of a sentence.

"Although it was cold, she went out in shorts.""In spite of the cold, she went out in shorts."

Nevertheless and nonetheless mean in spite of that or anyway.

"The sea was cold, but he went swimming nevertheless." (In spite of the fact that it was cold.)"The company is doing well. Nonetheless, they aren't going to expand this year."

Thursday, 8 July 2010

David Alandete, correspondent for El País in Washington

Obama diseña un estándar educativo para todo EE UU

Las princesas se ponen a trabajar

Mel Gibson vuelve a caer en el pecado de la ira

Wednesday, 7 July 2010

Do you want to get some slide shows and more information about our course?

(only students-teachers)

Bring your flash memory

or mail us: being.specific@gmail.com

8 July 2010: NO CLASS

Don't come here tomorrow. Go to the beach

NO CLASS TOMORROW!!!!!!!!!!!!

Tomorrow means 8 July 2010

Monday, 5 July 2010

Longlife Learning Program by Raquel

Como he comentado en clase, la Unión Europea, a través del Programa de
Aprendizaje Permanente (PAP, en inglés LLP por Longlife Learning Program)
ofrece cursos de formación continua para el profesorado. Puede obtenerse
más información en los enlaces siguientes.

Web de la Conselleria de Educación dedicada al Programa de Aprendizaje
Permanente (PAP)
http://www.edu.gva.es/eva/val/programaseuropeos.htm

Visión general de los programas
http://www.edu.gva.es/eva/val/pap/inno/inno_inicio.htm#programas

Organismo Autónomo Programas Educativos Europeos (OAPEE)
http://www.oapee.es

Sección dedicada al programa Comenius, acción formación continua
http://www.oapee.es/oapee/inicio/pap/comenius/formacion-continua.html

Guía de solicitud cursos Comenius (ignorad el catálogo en pdf, es del 2007)
http://www.oapee.es/oapee/inicio/pap/comenius/formacion-continua/guia-de-sol
icitud.html

Preguntas frecuentes sobre cursos Comenius
http://www.oapee.es/oapee/inicio/pap/comenius/formacion-continua/FAQ.html

Catálogo de cursos Comenius
http://ec.europa.eu/education/trainingdatabase/search.cfm

El curso CLIL en Laponia es
http://ec.europa.eu/education/trainingdatabase/index.cfm?fuseaction=DisplayC
ourse&cid=25735
(del 30 de enero al 6 de febrero de 2011, fresquito:-)

Los plazos de la convocatoria 2010 han vencido, excepto si alguien quiere
realizar un curso entre el 1 de enero de 2011 y el 30 de abril de 2011 (hay
que pedir permiso en el centro educativo). En ese caso hay que hacer la
solicitud online antes del 15 de septiembre de 2010:
http://www.oapee.es/oapee/inicio/servicios/gestion-linea.html
(se descarga un pdf que hay que rellenar con la versión 9 del Adobe Reader
y estando conectado a internet)

Después de hacer la solicitud online, hay que imprimirla en dos ejemplares,
firmarla y sellarla el interesado y el centro educativo y enviarla por
correo administrativo (ir a Correos con el sobre abierto para que pongan el
sello con la fecha) a la OAPEE y a la Conselleria de Educación. Esa
solicitud debe ir acompañada de la documentación relativa al conocimiento
de lenguas (toda la que tengáis, da puntos para que te subvencionen el
curso) y del detalle del curso solicitado (es decir, hay que imprimir la
web donde se describe el curso en el catálogo).

Si alguien se anima, puede leer la convocatoria (son importantes también
los anexos) en:
http://www.oapee.es/oapee/inicio/convocatoria/2010.html

En cualquier caso, a partir del 1 de septiembre podéis contactar conmigo en
el CEFIRE de Valencia, a través de mi dirección de correo electrónico
matesvalencia@edu.gva.es

Besos a todos

Raquel S.

Unit.1.2. David Graddol

David Graddol's video

Questions

1.- According to him, why is CLIL a seismic shift as far as the future of English is concerned?

2.- Do you agree with him? Why (not)?

3.- How do you connect the nowadays foreign language policies to what David Graddol states (taking into account the Valencian reality)?

Unit.1.2

Clip 1
1. What are the differences of foreign language adquisition between these two girls and their parents?
2. How do their parents use the foreign language? What about them?
3. What is the latest target?

Clip 2
4. What is CLIL approach used for? Why?

Clip 3
5. The conception of teaching English has changed. In which way?

They all laughed

Unit 1.2

Bing Crosby sings They All Laughed

'S Wonderful. The Complete Gershwin Songbooks. Volume one.

Verve. 1995

They all laughed at Christopher Columbus
When he said the world was round
They all laughed when Edison recorded sound
They all laughed at Wilbur and his brother
When they said that man could fly

They told Marconi
Wireless was a phony
It's the same old cry
They laughed at me wanting you
Said I was reaching for the moon
But oh, you came through
Now they'll have to change their tune

They all said we never could be happy
They laughed at us and how!
But ho, ho, ho!
Who's got the last laugh now?

They all laughed at Rockefeller Center
Now they're fighting to get in
They all laughed at Whitney and his cotton gin
They all laughed at Fulton and his steamboat
Hershey and his chocolate bar

Ford and his Lizzie
Kept the laughers busy
That's how people are
They laughed at me wanting you
Said it would be, "Hello, Goodbye."
And oh, you came through
Now they're eating humble pie

They all said we'd never get together
Darling, let's take a bow
For ho, ho, ho!
Who's got the last laugh?
Hee, hee, hee!
Let's at the past laugh
Ha, ha, ha!
Who's got the last laugh now?"

The CLIL thing

Unit 1.2

CLIL: content, language and thinking skills

Multiple focus
Safe and enriching learning environment
Authenticity
Active learning
Scaffolding
Co-operation

http://www.youtube.com/watch?v=8YwABHYvHwM

http://www.youtube.com/watch?v=wnfUrKMl2is

http://www.macmillanenglish.com/methodology/books/Uncovering-CLIL.htm

Friday, 2 July 2010

Languages living and dying

Ongota, a dying language (video)

Cómo muere una lengua (El País)

David Crystal's Videos

Global English

Which English?

Should English be taught as a global language?

Thursday, 1 July 2010

Technical Training. Course B. 3VAL00B-18

IES Misericòrdia

1-16 July 2010

Technical Training. Course B.

3VAL00B-17 · 3VAL00B-18

Pla de Formació Lingüisticotècnica en Llengües del Professorat no Universitari

Legal framework:

Ordre (5 October 2009)
Convocatòria (1 March 2010)

www.edu.gva.es/ocd/sedev/val/sedev.htm

This specific B Course is designed to allow Secondary teachers to teach their subjects in English

Exam: 16 July. 9.30 h. IES Benlliure (Valencia)