It is my great pleasure to greet in this blog that has as its basic purpose to
know the course of technology, and invite you to interact, with optimism able
to offer a range of content that make contact with this changing world of
technology, for it we're going to be worth several tools that give us ICT, not
only in the interest of offering the contents of the area, but will try to
reach a little further to try to achieve link these concepts to their daily
lives, it will be there a little more interaction between us as students and
In his early age a
child's brain develops a capacity to adsorb information quickly and is of great
importance that a child learns a second language from templana age.
·English learning need or topic to be
taught:Greetings and Farewells.
The greetings and
farewells are one of the topic that was taught at the beginning of a learning a
second language, the greetings and farewells in its different variations
defined the formality or informality of a communication
In his early age the
subject of greetings and farewell in English is new to them, but on the
knowledge of their mother tongue will help us go together these 2 languages for
Web 2.0 tool to create your activity:
You tube and powtoon
·Objective of your activity:
1.applying ICTs in the
teaching of English so that students have access to new educational tools and
knowledge, thus improving the pedagogical practices
2.Use resources from the
web 2.0 resources (videos and audios) are very useful to improve oral
proficiency in English of the students
This is the link of the presentation in
You tube and powtoon of the topics greetings and farewells
Institution: SENA virtual.
Number of students: 80
Average age: 16 - 50
Grade: Level 1
This process of knowledge will support labour market and academic purposes in local or global of a wide range of population inside or outside the institution.
English learning need or topic to be taught:
The present progressive tense is often overused by non-native speakers of English, but it just represent single Current Actions. Simply, what a person is doing right now, and action they are currently participating in.
Verb to B, vocabulary related with climate, places, food.
This previous knowledge will help students to create solid statements and develop the virtual postcard correctly.
Web 2.0 tool to create your activity:
Objective of your activity:
- Narrate events that are ocurring in the writing moment.
- Share places, food, weather, etc.
INSTITUTION (REAL OR UNREAL) Institución
Educativa Distrital El Recreo
Located in the urban area of the municipality of Cordoba
OF STUDENTS The
group is 25 students who receive 4 hours a week of English class.
(IF IT IS A SCHOOL)
These children are somewhat self-conscious and prefer group
activities to working alone. They are also beginning to understand abstractions
as well as cause-and- effect relationships, but need real experience in social
They can be very competitive and tend to get noisy and excited.
They value fair play and expect adults to adhere to rules. Many students are
peer-conscious and may be very concerned about what classmates think. They like
participating in group activities. They are often inquisitive and need to
express their opinions. Boys and girls begin to discover one another and begin
LEARNING NEED OR TOPIC TO BE TAUGHT
Everyday life, customs and / or routine of some teachers may be
due to multiple causes, but this phenomenon is found mainly in the public
sector and low socioeconomic priorities where students are at the level of
survival in the scale of Maslow Hence the growing discouragement, disinterest
and apathy of students by making learning difficult for teachers, lack of
appropriate institutions within educational tools, dissatisfaction with wages
and the speed at which technology is advancing left many stragglers to
implement educational activities that include virtual; This last demand of
educators transition from traditional models in their teaching practices to new
methodological tools that allow a teacher to adopt new models from taking
positions in innovative teaching-learning process to achieve more creative
experiences thus achieving meaningful learning and appealing to generate
interest in students learning English as a second language, but despite the
social demand for change that does not occur in all institutions leaving only
to private institutions and specialized institutes educational activities.
The central idea arises precisely from the need it was found in
the community to learn English as a foreign language, which can be developed
through workshops, plays, forums and different dynamics so that your learning
more fun and quality especially significant, which put into practice in their
daily lives, not only their homes but their schools and other social.
To solve these and many other problems we investigate the tools
with which you can work, as students conduct surveys, asking for example:
How you like to learn to speak English?
The work should be more practical to use visual and auditory
media because we see writing while listening pronunciation; so we avoid errors
because the English words are not pronounced as they are written in the same
way no words that your pronunciation is similar but his writing is totally
Today it is possible to interact with people from different
countries despite the distances encourage students to form groups to practice
English or enter platforms designed to socialize with English speakers are
still studying applications that enable playing in moments of waiting which can
serve productively using one of these mobile applications.
In the context of schools, background knowledge
can be defined as the knowledge students have, learned both formally in the classroom
as well as informally through life experiences. In an academic sense,
background knowledge also includes content knowledge, academic language and
vocabulary necessary for comprehending content information.
Prior knowledge is a term also used to define
background knowledge. Some people distinguish the two as a means to separate
experiences students have had in their lives, and the knowledge and language
needed to be successful learning a content topic. Whatever term you use, it is
important to distinguish these two concepts, and consider when to tap into
students' experiences and assess the knowledge they have about a particular
When it comes to English learners and students
from diverse cultural and educational backgrounds, the type and amount of
background knowledge related to a particular topic can vary. Students may have
a high degree of academic schooling in their native language when they arrive
in your classroom, but not have the words to express what they know in English.
Other students may have had interrupted formal schooling, or their background
knowledge may not match the perspective presented in the classroom. This poses
a particular challenge and demonstrates the importance of assessing students'
knowledge and skills as related to the content you will be studying.
Background knowledge plays a strong role in
reading comprehension as well as content learning; when individuals have
knowledge about a particular topic, they are better able to recall and
elaborate on the topic.
OF YOUR ACTIVITY
·Used orally foreign language to
communicate in activities within the context of the classroom "
·Conducting an early stimulation
program for the acquisition of a second language.
·To develop intervention
strategies to reach communication in more than one language.
·To familiarize young children
with the English language, using appropriate methods for their age that are
interesting and fun.
·Getting children to develop
their understanding of English spoken and lay the foundations of a good
·To offer our students a first
experience is positive and increases your confidence when facing a foreign