jueves, 28 de abril de 2016

*    1. Characterization of students.
Institution  Educativa Ciudad La Hormiga
·         Number of students:  
 30 students
·         Average age:
6 to 8 years
·         Grade (if it is a school): First grade

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


·         Previous knowledge:
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 meaningful learning.
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

 Santiago Ardila Espinosa  en  

Teaching and practice English language

Characterization of students
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:
Present progressive.
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.
Previous knowledge:
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 (bolivar).
      NUMBER OF STUDENTS                         The group is 25 students who receive 4 hours a week of English class.
      AVERAGE AGE                                          10 years                     
      GRADE (IF IT IS A SCHOOL)                 Fourth Grade
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 settings.
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 to interact.

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 different.
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 topic.
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.

·         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 pronunciation.
·         To offer our students a first experience is positive and increases your confidence when facing a foreign language.
·         Enjoy learning.

Presented by Robinson Ospino Fonseca                                                 
Institution: Educative Natala Institution
Number of students: 20
Average age: 12 and 15 years old
Grade: 8
English learning need or topic to be taught: vocabulary and grammar (subjects, simple present)
Previous knowledge: Conjugation in simple present.
Web 2.0 tool: Prezi
Objective of my activity: Achieve that students learn enough words through the painting and they finally make sentences and a short text using these words

Publicado por Jenny Ulabarry

Characterization of students.

  ü  Institution (real or unreal)      I.E. Yes
  ü  Number of students               20
  ü  Average age                           15
  ü  Grade (if it is a school)          10°
  ü  English learning need            This/that – These/those
  ü  Previous knowledge              What’s this?
  ü  Web 2.0 tool                          Prezi
  ü  Objective of your activity      Students will learn how to use This/that – These/those 
                                                        To talk about objects in different distances.

     Web 2.0 tool: 

     Objective of the activity
     To explain how to use this/that, these/those, to describe objects that are near or far away from the speaker.
      To get students motivated to learn with the implementation of technology in the english classes


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