This is so good for teachers. Take a look!!!
http://www.bbc.co.uk/worldservice/learningenglish/flatmates/
Betusa (Brazilian English Teacher USA)
Thursday, February 21, 2013
Wednesday, February 20, 2013
More Interesting Sites
These sites can help you to improve your skills in English Language! Enjoy them!
www.techsmith.com
www.blabberize.com
www.voxopop.com
www.goanimate.com
www.techsmith.com
www.blabberize.com
www.voxopop.com
www.goanimate.com
Tuesday, February 19, 2013
TULP - Teaching Unit Lesson Plan
Marilia Candido Jacomini
Eliana de Brito Alves
TULP
Students will understand ocean biodiversity, interactions among ocean animals, and humanity`s impact on marine life.
Subunit 1: Habitat
SWBAT...
Content objective:
Recognize the ocean; describe the ocean and identify ocean layers
Language objective: Express writing three sentences about the ocean's layers (deep of the sea, the middle and its surface)
Language Strategy Objective: use a representative scheme of the three ocean's layers to organize their writing.
Subunit 2: Animals
SWBAT...
Content Objective: describe ocean animals, including their life cycle, adaptations, and relationships.
Language Objective: develop the academic vocabulary related ocean animals.
Language Strategy Objective: create a picture dictionary (the students will search some pictures of ocean animals and after write the name of them)
Subunit 3: How humans affect ocean animals
SWBAT...
Content Objective: understand the impact of human action on marine life (i.e., pollution, fishing, hunting, oil spills)
Language Strategy objectives: orally demonstrate the impact of human action on marine life using cards and pictures.
Thursday, February 14, 2013
Monday, February 11, 2013
I am Poem
I am a dreamer and happy girl
I wonder how to understand the people
I hear the sound of my heart
I see beautiful flowers
I want to be a good teacher.
I am a dreamer and happy girl.
I pretend to visit places that I don`t know
I feel blessed
I touch the sky
I worry about my feelings
I cry when I am sad.
I am a dreamer and happy girl.
I understand that God is all
I say that God know all things
I dream of traveling more times
I try to do my best
I hope to be a successful person because
I am a dreamer and happy girl.
My Atlanta Experience
We went to Atlanta and we stayed at Marriott Courtyard Hotel. I saw many things: Chickamauga battlefield, Aquarium, CNN, MLK Center. The most interesting thing was Dolphins` show. It was a beautiful and exciting show. I learned many things about U.S. history, mainly in the MLK Center.
Wednesday, February 6, 2013
TULPs
TULPs is a good method because it helps students understand connections from the real world and life experiences. We could use them to explain more about the specific content. For example, talking about games, movies, environment, countries, music, etc.
Anxiety in the classrooms
Comunicating in a second language becomes a difficult and painful exercise for many students because some of them are anxious and they should overcome their fears to develop second language., Depending on the environment and activities in the classroom, the teacher can help these students or develop more anxiety. As an English teacher, I like to use images, books, issues related to the daily life of students, presentations, videos, and mainly I talk to my students by a friendly way. All this is important to provide a safe environment to my students, because "the key to helping second language learners is to provide a supportive environment" (Tara Allen )
Tuesday, February 5, 2013
Mentor Teacher
On Friday, February 01, we had a meeting with our mentor Leandra Hill. First of all, we introduced ourselves and she explained for us the goal of the meeting. Then, she started to read our plans and talk about it one by one.
In my lesson plan she said to me that was important to change one objective (Language Objective by Learning Strategy Objective).
This moment was pretty good because we discussed about different types of classrooms, different types of school. It was a great time for us.
In my lesson plan she said to me that was important to change one objective (Language Objective by Learning Strategy Objective).
This moment was pretty good because we discussed about different types of classrooms, different types of school. It was a great time for us.
Monday, February 4, 2013
Pre-reading activities
Pre-reading activities are so important because the students can imagine the text, talk about what they know. The teacher also can use any activity that interests students in the text and motivates them to read the book or the story. So, when the students start the reading they are going to be curious about the story and they are going to improve their English Vocabulary.
Friday, February 1, 2013
Pre-reading Activity Lesson Plan
Pre-reading Activity Lesson Plan Example
Name: Eliana de Brito Alves
Marilia Jacomini
Book: Turtle in the Sea – Jim Arnosky
Objectives:
Content Objective: Students will be able to understand how is the way of life: birth, the hardships of life and reproduction.
Language Objective: Students will be able to re-tell the narrative, orally using sequence words: first, next, then, after that, finally. Also they will use responding questions with who, what, when, where, why and how.
Activate background knowledge: Students will create a large word web on the board to write down what they know about the sea.
Introduce new vocabulary: jellyfish, shore, shell, coral reef, shark, coral cave, ships, and hatchings.
Strategy of introduction of new vocabulary: The teacher shows pictures of the vocabulary words and attaches them on the board. The teacher says one word and a student goes to the board and takes the picture. If it`s correct the student will win a prize if it`s wrong the teacher will call another student.
Picture walk: The teacher will show the cover of the book and ask to the students: “What can you see?”, “Look… There are fish here.”, “Where do they live?”, “What is this animal?”, “It is a turtle. She is trying to save herself.”, “What is that?” “It`s a ship.”, “What happened?”, “Well, it`s the sunset. Let`s observe the turtle`s face. Is she frightened?”, “Why?” “Wow! Look at this net! What is going to happen?”, “Who is that man?”, “Is he good or bad?”, “ Why?”...
Obs.: According to the context, these questions can be changed.
An extra activity: Enjoying one of the texts of the book, the teacher can purpose that the students repeat the bold words and imitate the sound of the sea.
The shark bit her shell,
but she escaped by diving
and hiding in a coral cave.
There she stayed, holding her breath
until the shark finally swam away.
Her shell was scarred.
Her back was sore.
She never again drifted
on the surface close to shore.
Visiting Lenoir School
We visited the Lenoir School on Wednesday, 30th. It was a great time for us
First, we went to Elementary school; there it was so funny because the kids are cute. We saw many activities that they produced and I attended an ESL class. We saw the student`s activities and listened to the story that the teacher was telling them.
After that, we went high school and there we had the opportunity to talk to American teachers about the education in the U.S. and the education in Brazil.
We attended drama classes and the students surprised me they participated, laughed, had fun and mainly, they learned. After that we attended English classes. The students wrote an essay in a class before and in this class they corrected them using a chart. One thing that was interesting for me was the student`s behavior, because they respected the teacher by raising their hands when they want to talk.
There are some differences between Americans and Brazilian schools. In America students go to another classroom, in Brazil the teachers go to student`s classroom. In the classrooms here are many materials like: books, laptops, etc…, in our classrooms in Brazil don`t have them. We have libraries, lab, but not in the classrooms.
There are some similar things like ages that the students start to study, grades, and schedules.
So, this experience was so interesting and important for us.
Thursday, January 31, 2013
Bio Poem Outline
History Class
Bio Poem Outline
Marilia
Lives in Itaberai, Goias, Brazil
Is friendly, blond, and thin
Teaches Portuguese and English
Likes sleeping, reading and watching TV
Jacomini
South American Folktale
Years and years ago at the very beginning of time, when the world had just been made, there was no night. It was day all the time. No one had ever heard of sunrise or sunset, stars or the moon There were no night birds, nor night beasts, nor night flowers. There were no shadows, or soft night.
In those days the daughter of the GREAT SEA SERPENT, who lived deep under the seas, married MAN (a son of the earth). She left her home among the darkness of the deep seas and came to live with her husband in the land of daylight. Her eyes became tired of the bright sunlight and her beauty faded. Her husband watched her with sad eyes, but he did not know what to do to help her.
"O, if night would only come," she moaned as she lay on her couch. "Here it is always day, but in my father's kingdom there are many shadows. O, for a little of the darkness of night!"
Her husband listened to her moanings. "What is night?" he asked her. "Tell me about it and perhaps I can get a little of it for you."
"Night," said the daughter of the GREAT SEA SERPENT, "is the name we give to the heavy shadows that make father's kingdom dark in the depths of the seas. I love the sunlight of your earth land, but I grow very tired of it. If we could have only a little of the darkness of my father's kingdom to rest our eyes from the light."
Her husband at once called his three most faithful slaves. "I am about to send you on a journey," he told them. "You are to go to the kingdom of the GREAT SEA SERPENT who lives deep in the sea and ask him to give you some of the darkness of night, so that his daughter will not die here in the sunlight of our earth land."
The three slaves left for the kingdom of the GREAT SEA SERPENT. After a long dangerous journey they arrived at his home deep in the sea and asked him to give them some of the shadows of night to carry back to the earth land. The GREAT SEA SERPENT gave them a big bag full at once. It was securely fastened and the GREAT SEA SERPENT warned them not to open it until they saw his daughter, their queen.
The three slaves started out, carrying the big bag full of night upon their heads. Soon they heard strange sounds in the bag. It was the sound of the voices of all the night beasts, all the night birds, and all the night insects. If you have ever heard the night song from the jungles on the banks of the rivers you will know how it sounded. The three slaves had never heard sounds like those in all their lives. They were very frightened.
"Let us drop the bag full of night right here where we are and run away as fast as we can," said the first slave.
"We will die. We will die, anyway, whatever we do," cried the second slave.
"If we die or not I am going to open the bag and see what makes all those terrible sounds," said the third slave.
So they laid the bag on the ground and opened it. Out came all the night beasts and all the night birds and all the night insects, and out came the great black cloud of night. The slaves were more frightened than ever at the darkness and escaped to the jungle.
The daughter of the GREAT SEA SERPENT was waiting anxiously for the return of the slaves with the bag full of night. Ever since they had started out on their journey she had looked for their return, shading her eyes with her hand and looking away off at the horizon, hoping with all her heart that they would hurry to bring the night. She was still looking and standing under a royal palm tree, when the three slaves opened the bag and let night escape. "Night comes. Night comes at last," she cried, as she saw the night on the sky. Then she closed her eyes and went to sleep there under the royal palm tree.
When she woke up she felt very rested. She was once more the happy princess who had left her father's kingdom deep in the great seas to come to the earth land. She was now ready to see the day again. She looked up at the bright star shining above the royal palm tree and said, "O, bright beautiful star, you will be called the morning star and you will show that the day is coming. You will be queen of the morning."
Then she called all the birds to her and said to them, "O, wonderful, sweet singing birds, I command you to sing your sweetest songs at this hour show that day is coming." The cock was standing by her side. "You," she said to him, "will be the watchman of the night. Your voice will tell times in the night and will tell the others that the _madrugada_ comes." To this very day in Brazil we call the early morning the _madrugada_. The cock announces its approach to the waiting birds. The birds sing their sweetest songs at that hour and the morning star rises in the sky as queen of the _madrugada_.
When it was daylight again the three slaves snuck home through the forests and jungles with their empty bag.
"O, faithless slaves," said their master, "why did you not obey the voice of the GREAT SEA SERPENT and open the bag only for his daughter, your queen? Because you did not obey, I will change you into monkeys. You will live in the trees. Your lips will always have the mark of the sealing wax which sealed the bag full of night."
To this very day one can see the mark on the monkeys' lips, where they bit off the wax which sealed the bag; and in Brazil night comes out quickly on the earth just as it came quickly out of the bag in those days at the beginning of time. And all the night beasts and night birds and night insects give a sunset song in the jungles at nightfall.
Probable Passage:
This strategy encourages students to make predictions, activate prior knowledge, make inferences, and form images about a text. Before having students read a text, the teacher selects eight to fourteen key words from the text and presents them to the students. Choose words that would have an obvious connection and others that might encourage some disagreement. Model the strategy a few times before having students do complete the activity individually. Tell students that the words will be placed into particular categories based on what is known about the categories, and what they mean to students. As words are put into the various category boxes, the teacher should think aloud his/her reasoning. Model how to create a gist statement. In the “Discover” section, write down some things that one might be curious about. After modeling and during student independent work, and after explaining/discussing the meanings of the words, have students work individually or in groups to arrange the words into categories according to their probable function in the story (such as setting, characters, conflicts, solutions, or endings). After guessing/inferring which words belong to which story function and writing a gist statement (summary of the predicted story), students can read the story and see if their assumptions were correct. After reading the story, discuss together as a whole class the students’ prior story assumptions and gist statements. See how they compare to the true story. Discuss whether or not the predictions made as much sense as the story, and how the probable passage helped students better understand the story.
Tuesday, January 29, 2013
Monday, January 28, 2013
Friday, January 25, 2013
Thursday, January 24, 2013
Thursday, January 17, 2013
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