Posts Tagged ‘English language’

Dynamics in the classroom (English language)

7 October 2019

twitter: @eugenio_fouz

[Tom Berenger, “The substitute”, 1996. Dir. Robert Mandel]

ENGLISH LANGUAGE DYNAMICS in the classroom

-Teacher´s Notes-

1/ GRAMMAR: skeleton of verbs: samples ( 2 verbs) – programming of 44 specific points (demonstratives, plural of nouns, present simple tense)

2/ read words (wordlist PACK); take notes

3/ NOTEBOOK time – correction on BOARD – WRITING

4/ BOOK- show and do exercises + AUDIOS –LISTENING; WRITING

5/ visit AV (@moodle) – right there (in the classroom)

6/ sample sentences (sms): My name is … BOARD I am fourteen – GRAMMAR; SYNTAX; VOCABULARY Hello, good morning

7/ revise BASICS: (just certain elements) reminder alphabet (spell 3 words) numbers (remember how to write number 14? and 40?) colours make sentences in the IMPERATIVE grammar syllabus vocabulary (idioms, false friends)

8/ PPA (Parallel Papers) – have a look at some papers. Read them. Explain, show, check they have understood

9/ exercises WRITING

10/ FUNCTIONAL LANGUAGE (teacher´s eavesdropping.-try to get their mother language phrases into my bloc and pass them into English language myself)

11/ READING texts aloud

12/ Q. A (Question & Answer) – oral assessment

13 / HOMEWORK

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E. Fouz.-

7/10719

METHOD

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#PDF

https://tinyurl.com/yxdr4v2o

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Extremely brief oral assessment in English language classes

3 October 2019

twitter: @eugenio_fouz

oral

SuBjEcT: ENGLISH LANGUAGE

SiTuAtIoN: Q. A method in tests, controls and examinations

PaRtIeS: Teacher (Question) + STUDENTS (Answer)

HoW DoEs It WoRk?:

*The teacher moves around the students who are doing an examination and asks easy, quick questions to be answered by the students.

*To get a positive mark, the student must follow these 3 basic rules:

1/ give a right answer*

2/ never use Spanish language (in the English Language classroom)

3/not be too slow to reply

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*Obviously, wrong answers are opposite to right answers. Nevertheless, there is a chance for self correction. Just in case the student realizes of his mistake immediately, he has the opportunity to change his version. Let us say that he has been asked to spell his surname and he doesn’t get it right. If he apologises at once, he can try again.

METHOD

 

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E. Fouz.-

3.10.2019

#PDF

extremely brief oral assessment in English language classes

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Try to include 1 or 2 speaking items …

22 September 2019

twitter: @eugenio_fouz

Try to include 1 or 2 speaking items in the final part of written exams to test the student´s oral skills. There should be a short interaction between the student and teacher once the written examination is finished.

Some examples:

exercise 11. When you think you have finished this test, hand in your paper exam to the teacher and say goodbye to him and wish him a good day.

exercise 12. When you think you have finished this test, hand in your paper exam to the teacher and tell him the exact time while showing him your wristwatch.

exercise 13. When you think you have finished this test, hand in your paper exam to the teacher and ask him his family name. Wait a second and follow his next question. It might be the spelling of a family name (yours or anyone´s else).

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Eugenio Fouz.-

22.09.19

METHOD

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#PDF

https://tinyurl.com/yxclxh6d

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#PDF sample exam

https://tinyurl.com/yyx3qyeo

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The English language classroom (12 tips)

14 September 2019

twitter: @eugenio_fouz

The English language classroom (12 tips) 

1/exercises

practice (correction on BOARD, paper handout, document online)

2/words

drawings, context, usage of dictionaries and texts

3/BOARD

explanation of grammar, spelling words, samples, schedules, homework

4/audios

listening to audios from the textbook and other media. work pronunciation and understanding

5/notebook

taking time to jot down exercises, sentences, vocabulary

6/PPA

Parallel Papers.- BASICS (numbers, how to tell the time, etc), notes, lists of verbs, dialogues, idioms

(…)

Go on reading here:

#PDF G-Drive

https://tinyurl.com/y2e93klw

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METHOD

running slow or not running at all

27 August 2019

twitter: @eugenio_fouz

Boston marathon, 2018

Extract 

Why Do I Run Slow And How To Fix It?
November 20, 2016 / Fitness Training Running Health Q&A / By Jessica Natalie

“Perhaps you might be asking yourself: why do I run so slow? It seems like no matter what you do, you just cannot seem to get faster at running, let alone keep up the same pace for long. As a result, you might feel incredibly frustrated by your efforts, in that you feel to be making no progress at all in your running career.

However, do not let your negative thoughts take over you. Granted, it is challenging to get faster and better at running, but keeping a positive perspective on the situation is one way to get started.” (…)

Continue reading here:

https://causeiloverunning.com/why-do-i-run-so-slow/

Extract

If you are a slow runner….
Posted on April 6, 2016 by turtlemomblog

“Sure there are disadvantages to be a slow runner. First of all, we have to depend our luck on the lottery if we want to run at the prestigious marathons, such as New York City Marathon, Boston Marathon, Marine Corps Marathon and other popular marathons inside and outside the US, because our time does not meet their qualifying time.

Take me as an example. With my PR (Personal Record) now for full marathon, which is 6 hours, I will never get my BQ (Boston Qualifying ) time even until I reach 80. To qualify running for Boston Marathon without lottery for my age bracket, my time should be 3 hours 55 minutes. If I still run until the age of 80, I should be able to score the time 5 hours 25 minutes to be qualified. OK, I have planned to improve my PR and my target is to be able to run full marathon in 5:30. Now I have to be a little bit ambitious and try 5:20, so one day, God willing, when I hit 80, I will finally be qualified for Boston Marathon, of course if I can keep my PR that long😄😄 ” (…) 

 

Continue reading here:

https://turtlemomblog.wordpress.com/2016/04/06/if-you-are-a-slow-runner/

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7 musts in the learning of a foreign language

27 July 2019

twitter: @eugenio_fouz

Which are the things you should learn in a foreign language?

 

First, I think I should learn the alphabet and vocabulary, that is to say, words from the new language and of course, their meanings. I should know how to say every word, how to pronounce them. This part has to do with phonetics. Whenever I learn a new word I feel the urgency to know how to write it (spelling, written language)

Second,grammar. What are the rules in that language. Why do we say or write “I do not like her” instead of saying  **“”I not like her”, for example. Being able to create my own messages following the rules of grammar. These rules include exceptions.

Third, I would like to learn functional language as well, I mean, practical and formulaic sentences to ask someone his name or his age as in “What is your name?” or “How old are you?”. There are plenty of singular expressions which belong to formulaic language such as idioms, slang, abbreviations or false friends, among many others.

Fourth, I would appreciate to know about syntax (order and relationships of elements in the discourse).

Fifth, I´d love to be an independent reader of literature and a good radio listener as well to work fluency in the foreign language besides the pleasure of reading inherent to a man of letters like me.

Sixth, being curious about culture (tradition, customs, people, geography, etcetera)

Seventh, practise language through the well-know four basic skills: reading, listening, writing, reading

 

 

 

Eugenio Fouz.-

27.7.2019

METHOD

 

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#PDF G-Drive

https://tinyurl.com/y2zk53ho

A good idea to start the day (watching the news)

21 July 2019

twitter: @eugenio_fouz

e u r o n e w s 

https://www.euronews.com/live

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https://www.euronews.com/2019/07/20/vase-of-flowers-germany-returns-painting-stolen-by-the-nazis-to-the-uffizi-gallery

Ufizzi gallery, Florence (Italy)

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TAEP (The After Exam Page) for Business English 1 (1.7)

24 May 2019

twitter: @eugenio_fouz

THE AFTER EXAM PAGE

Business English 1

1.7

3rd term

 

1.The months of the year are twelve: January, February, March, April (…)

2.Cardinal numbers in Spanish language: 1-13: uno, dos, tres, cuatro, cinco, seis, siete, ocho (…)

3.Ordinal numbers in Spanish language: 1-13: primero, segundo, tercero, cuarto (…)

4.Personal pronouns of subject are: I, you, he /she/ it, we, you, they (yo, tú, él /ella / ello, nosotros, vosotros, ellos). I speak: yo hablo / she speaks: ella habla  / we do not speak: nosotros no hablamos

5.Possessive adjectives always need a noun after themselves, e.g: my book (my: mi) (book: libro) my keys / your girlfriend / his notebook / her brother (…)

6.Skeleton of verbs (enunciado de verbos).- TO TYPE (escribir a máquina)

To type typed typed [to type: escribir INFINITIVE FORM] [typed: escribí PAST FORM] [typed: escrito PAST PARTICIPLE FORM]

 

7.Conjugation of LEXICAL VERBS works like this:

To WRITE (escribir)

Present Simple (+)

I write / you write / she writes (ella escribe)

We write / you write / they write (ellas escriben)

To CHECK (comprobar)

Present Simple (-)

I do not check / you do not check / she does not check (ella no comprueba)

We do not check / (…)

To SPELL (deletrear) (?)

Do I spell? (¿deletreo yo?) / do you spell? / does he spell?

(…)

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#PDF G-Drive

https://tinyurl.com/yxq78tob

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Oral skills (English language method)

24 May 2019

twitter: @eugenio_fouz

I don´t hate school

Work oral skills in the classroom. It would be ideal to test students´oral skills in short interviews; however, another way could be just Q & A, that is, make questions quickly to students and check their answers (intonation, pronunciation, fluency)

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METHOD

A bit more rich than it used to be (English language method)

24 May 2019

twitter: @eugenio_fouz

IMG_20190512_080514-1

I am trying to make classes a bit more rich by means of showing new points of difficulty in theory and practice. [Do not ask easy questions in controls such as “write the days of the week in order”, “put all the personal pronouns of object”]

Deal with some varied grammar points, some extra vocabulary packs and share sentences a bit more complicated than usual. Try to challenge students´s language skills. Include functional, useful language in the classroom. Board work. Oral chorus (pronunciation)

 

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METHOD

 


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