I got interested in playing guitar one day when I found an old acustic guitar in my basement. At first I used to take piano lessons in my house but I found it boring but when I discovered this fantastic instrument there I felt it was for me. My father who wasa misician encouraged me by teaching me basic notes.
I found I really liked it and was soon doing things which were more complicated. As my family thought that I had talent they suggested me to try with electric guitar, so they bought me one.
When I got it I decided to take electric guitar lessons and now I think I improved a lot. Sometimes my friends who also are musicians, come round to my house we play together. Soon we formed a band and now we play in the church every Tuesday and Sunday. I find it really amazing and relaxing because I can express my feelings in the songs and the guitar helps me.
I recommend it as a hobby because for me it's one of the most creative and interesting free-time activities I can imagine.
martes, 30 de abril de 2013
lunes, 22 de abril de 2013
Hi Anne!
Thanks for writing me. It’s amazing to hear
from you’re coming to Argentina. In my opinion I suggest you to come in the
summer holidays because it is the best time in the year and you can do more
activities.
If you want to meet young people I think you could spend a few
days in the disco or How about going to “Camp of the Youth”?. I’m sure you will
make a lot of friends because there are people from all over the world and you
can spend time with them travelling to Cachi for example, helping poor people.
Also it would a great idea to stay in my house!
In the summer the weather is too hot during
the day but it becames cold in the evenings so you should bring some light
clothes for the daytime but a jersey and a jacket for evenings.
Thanks also for your invitation to join the
group I’d love to do so if I’m free. I’ll be able to show you some if of the
most interesting things in my area. Let me know when you’re coming!
Best wishes
Judith
jueves, 18 de abril de 2013
do and make
DO AND MAKE
....do.........a good job ............do....it yourself
.....make........a course ......make..........a suggestion ....do.........a subject ................the dusting .......make.......the bed ........do........well / badly .....do.........sense ........do.........wonders
....make..........a noise .......do..........up your mind
....make..........the honours .......make........an appointment ...do...........a favour ...do............your duty ...do...........an offer .....make........... a phone call
...do........... a journey .....make...........a cake
.....make..........a fortune .....do............fun of someone .......do........an effort ......do...........a sum
|
......do.........he ironing ......do........... the shopping
......do..........the washing up .......do.........studies
..........make........money ......make..........a room
.......make..........a scene ......do........... a speech
......make..........sure/certain ........do...........progress
....make..............plans .....make............ the most of
.......make..........a promise .......make............a complaint
.........do........a compliment .......do...........war / love
.....make.............harm .......make...........light of
.......make..........a guess .........make..........a decision
.........do.........friends ......make.............amends
Some more exercises
1.-I hate.........do................. the housework every day.
2.-She had to repeat the composition because she had........make........... a lot of spelling mistakes.
3.-Be serious ,Why are you always....doing..................... fun of everything?
4.-They were .....made.....................so much noise that someone phoned the police.
5.-I always .........do..................the ironing and she ..........does.................. the washing up. 6.-The bestman has to .........make.............. a speech.
7.-Could you .....make..................me a favour?
8.-I was ......doing................the shopping when I met Rosemary.
9.-I have ...to make.......................an appointment with the dentist.
3.-Be serious ,Why are you always....doing..................... fun of everything?
4.-They were .....made.....................so much noise that someone phoned the police.
5.-I always .........do..................the ironing and she ..........does.................. the washing up. 6.-The bestman has to .........make.............. a speech.
7.-Could you .....make..................me a favour?
8.-I was ......doing................the shopping when I met Rosemary.
9.-I have ...to make.......................an appointment with the dentist.
10.-She always .....make..................a delicious cake for her birthday.
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domingo, 7 de abril de 2013
WRITING
The Pantheras oncas
The Panthera onca is the largest feline of América. It is a robust and muscular animal. its weitghs ranges from 56 to 96 kg. However there are records of larger males which weights 158 kg, and even the little ones can have a weight as low as 36 kg. Females tend to be 10-20% smaller than males. The length of this felid varies between 162 and 183 cm . His shoulder-height is about 67-76 cm.38 The head is large and with a prominent jaw, the eye color varies from yellow to a greenish yellow and ears are relatively small.
Its habitat extends from the south of the state of Arizona in the southwestern United States through Central America to the north of Argentina, including most of the Brazilian Amazon.
Like the other felids, is a carnivore, which feeds meat.Is a lonely hunter, and their diet includes more than 80 species as capybaras, tapirs, peccaries and deer.
The pantheras homes began to desappear especially by problems with farmers because pantheras kills their animals.
It is difficult to change the way of thinking of the people so some protections programs are planning strategies that can help to protect the ecosystem of these species. One of these strategies is making conferences in schools, districs and companies to raise awareness and ensure the habitat of this animal.
miércoles, 20 de marzo de 2013
a famous person
A famous person: Lady Gaga
Lady Gaga is one of the brightest singer. She is very succeful as a singer, designer, dancer and writter. She used to work for Screamline Records and wrote many songs.
She is tall and well built. Her hair which is changing all the time gives her a different style than the others singers.
Lady Gaga is an extravagant woman and her friends enjoy her company. She is a sensible person who leads a glamorous life.
When she has free time she enjoys to be alone because she is with a lot of people all the time. She feels that the loneliness gives her a balance in her life.
Lady Gaga is a talented as well as a luxirious young singer. We are sure to see a lot more of her in the future!
lunes, 9 de abril de 2012
Programa de Language 1
Syllabus
INSTITUTO FRANKLIN Nº 8195
CARRERA: PROFESORADO DE INGLES
ASIGNATURA: LENGUA INGLESA 1
REGIMEN: ANUAL
HORAS CATEDRA: 8 HS
PROFESORA: CORA GARCIA
CURSO: 1º
CICLO LECTIVO: 2012
PROGRAMA GENERAL DE LA ASIGNATURA
EXPECTATIVAS DE LOGRO
Lengua Oral:
- comprender textos orales con vocabulario y estructuras graduales y comunicarse oralmente con textos coherentes y apropiados a distintas situaciones comunicativas con fluidez y precisión y reflexionar sobre los mismos.
- Detectar errores y corregirlos
- Tomar conciencia de las estrategias de aprendizaje de la lengua oral y elegir las más apropiadas a cada situación.
- Leer historias y poder contarlas
- Relacionar las historias entre si
Lengua Escrita:
- comprender textos escritos y su organización.
- Producir textos escritos variados, coherentes, y apropiados a la situación comunicativa, con un razonable grado de fluidez y corrección y haciendo uso de diferentes estrategias, estructuras y vocabulario específico.
- Detectar errores y corregirlos.
- Monitorear la propia producción.
- Acceder a una lectura autónoma con diferentes recursos literarios.
CONTENIDOS ACTITUDINALES
- El desarrollo de la curiosidad y sensibilidad hacia los comportamientos socio culturales de las comunidades de habla inglesa.
- Valorar el esfuerzo personal y el trabajo en equipo.
- Valoración de la importancia del aprendizaje permanente.
- Lograr el desarrollo personal del alumno.
- Autonomía, creatividad y perseverancia en el planteo y la búsqueda de soluciones a problemas y en el diseño y concreción de proyectos.
- Responsabilidad y cuidado en el uso del material y equipamiento que se emplea en el aprendizaje.
- Desarrollar una actitud solidaria y cooperativa hacia los demás.
- Disposición a participar en proyectos grupales, institucionales y comunitarios que tienden al bien común.
- Valoración de la identidad y cultura nacionales, regionales y locales y reconocimiento y valoración de otras culturas.
- Valoración de la lengua en todos sus aspectos.
- Desarrollo de una actitud crítica y reflexiva.
- Desarrollar compromiso y responsabilidad de cada alumno en su formación.
- Desarrollar la confianza en las posibilidades de resolver situaciones linguísticas y comunicativas.
- Respetar las producciones de sus pares.
- Valorar el intercambio de ideas como fuente de aprendizaje.
CONTENIDOS PROCEDIMENTALES
- Sistematizar la búsqueda y proceso de información ( análisis, tablas, gráficos, clasificaciones )
- Sistematizar la comunicación de información ( elaboración de informes, exposiciones, puestas en común, debates, etc )
- Desarrollar la comprensión oral en situaciones comunicativas con lenguaje graduado.
- Descubrir principios básicos del aprendizaje: relaciones, asociaciones, estrategias de retención, etc.
- Asociar la representación escrita del lenguaje y su pronunciación.
- Desarrollar la capacidad de expresarse oralmente y de escribir en forma coherente y fluida.
- Desarrollar la habilidad para preguntar y responder.
- Desarrollar la capacidad de memorizar.
- Representa y dramatizar diálogos.
- Describir personas, animales ,lugares, objetos, etc.
- Dar opinión.
- Comparar datos.
- Ordenar secuencias de información.
- Aprender a organizarse para el aprendizaje de determinados aspectos linguísticos: vocabulario, ortografía, pronunciación, etc.
- Autoevaluar las actuaciones en clase.
- Resolver dificultades de forma cooperativa, por parejas o grupos.
- Respetar los turnos de participación oral.
CONTENIDOS
EJE 1 ENGLISH RESULT ELEMENTARY UNIDADES Nº 1, 2, 3, 4, 5,6, 7, 8 ( 12.03 al 17.05 )
GRAMMAR personal pronouns; possessive adjectives; present simple of be; imperatives; possessive ‘s; demonstrative pronouns; adjectives; a / an; prepositions of time and place; article the; plurals; present simple; adverbs of frequency; object pronouns; order of adjectives; have got; countable and uncountable; some and any; there is; there are; much, many, a lot of; suggestions; can, can’t; adverbs; like; present continuous; present simple and present continuous.
VOCABULARY greeting phrases; letters and numbers; e mail and web addresses; parts of an address; polite words and phrases; the classroom; days of the week; family; people; jobs; numbers and time; places; countries and nationalities; languages; things and places in town; phrases describing language ability; signs; responses to news; months and dates; ordinal numbers; morning habits; phrases to introduce people; adjectives describing colour, shape, age; office supplies; shopping phrases; gifts; food and drink; prices; supermarkets; offering phrases; leisure activities; weather; abilities; likes and dislikes; social phrases; family; clothes; action verbs.
READING scanning signs and labels for specific information; scanning dialogues for specific information; scanning a form for specific information; scanning a timetable for specific information; for gist and specific information in short descriptions; scanning and understanding detail in a dialogue; for detail in signs and symbols on a map; scanning a description for specific information; scanning a dialogue for specific information; for detail in a description; for detail in sings and notices; scanning titles and notes for specific information; understanding detail in short puzzles; for detail in quiz questions and answers; for gist and specific information in a dialogue; scanning a description for specific information; using background information to understand a catalogue; scanning a poem for specific information; for gist and detail in short explanations; for gist and detail in a dialogue; for detail in a description; for gist and specific information in a magazine article; scanning for detail in a poem; understanding detail in a dialogue; for gist and specific information in a description; for gist in song lyrics; scanning a film review for specific information.
LISTENING listening for specific information in a conversation; for key words in a conversation; for detail in short phrases; for detail in short conversations; for detail in quiz game questions; for detail in short descriptions; for detail in an interview; for detail in a conversation; for key words in an interview; for key words and specific information in a description; for detail in short phrases; for gist and detail in shopping situations; for detail in a restaurant situation; for specific information in a song; for key words in quiz questions; for gist and key words in a conversation.
SPEAKING asking for and giving spelling to help understanding; using polite words and phrases; asking questions for clarification; showing interest by asking questions; describing people; talking about the time; asking for information; talking about countries; talking about language skills; responding to questions with informative answers; describing habits; frequency; introducing people; describing people and objects; shopping situations; asking about prices; ordering food; talking about food; offering things; returning questions to keep a conversation going; talking about free time activities; talking about the weather; describing abilities; talking about likes and dislikes; talking about clothes; describing actions.
WRITING personal information; personal information in a form; capital letters; a message of introduction; ; proof reading for punctuation; following a plan to write a description; reviewing wrong words; building sentences with and and but; finding and copying words and phrases to complete a table; using notes to write a description; reviewing full stops and capital letters; filling in personal information in a table; using notes to write a poem; reviewing word order and spelling; phrase building with or and with; reviewing content and spelling; connecting information in sentences using also; text cohesion; thinking about content before writing.
EJE 2 ENGLISH RESULT ELEMENTARY UNIDADES Nº 9, 10, 11, 12, ENGLISH RESULT PRE INTERMEDIATE UNIDADES 1, 2 ( 21.05 al 28.06 )
GRAMMAR past simple of be; past simple regular and irregular verbs; wh- questions; too and enough; too much / many; not enough; comparatives; superlatives; present continuous future; going to; possessive ‘s; present simple; be and do in questions; grammar in the dictionary; adjective order; comparative and superlative adjectives; past simple.
VOCABULARY transport; instruction phrases; places in town; directions; adjectives; holidays; careers; years; education; accommodation; rooms and furniture; signs; times of the day; the body; health; lifestyle; family; parts of names; documents and personal details; question pronouns; definition words; tourist attractions; fact and opinion adjectives; weather; souvenirs, countries and regions.
READING for detail in directions; scanning an e mail for specific information; understanding detail in a questionnaire; scanning song lyrics for specific information; for detail in a postcard; scanning receipts and tickets for specific information; for gist and specific information in a dialogue; for detail in short narratives; using background information; scanning a biography for specific information; for gist and specific information in holiday advertisements; for gist and specific information in a poem; scanning a catalogue for specific information; understanding detail in instructions; for detail in signs and notices; for gist and specific information in a website article; for gist and specific information in a dialogue; for key word information in a leaflet; scanning thank- you letters for specific information; using background knowledge; gist and detail in short texts; a sketch for gist and detail; dictionary entries for detail; responding to a quiz; an explanation for general meaning and detail; scanning a tourist brochure for specific information; for detail in a cartoon dialogue; a magazine article for gist and specific information; a postcard for detail; for detail in an e mail description.
LISTENING listening for detail and specific information in directions; for key information in an interview; for gist and key words in a narrative; for specific information in an interview; for key facts in an interview; for key facts in descriptions; for gist and specific information in a conversation; for key words and detail in short telephone conversations; for key words in an informal dialogue; for specific information in a short monologue and in an explanation; to a short conversation for gist and specific information; for detail and opinion in a short description; for key words in a conversation.
SPEAKING echoing to check information; retelling a short narrative; giving informative answers and asking follow-up questions to keep a conversation going; describing a holiday; talking about a career; talking about the past; talking about life stories; making suggestions; saying what’s wrong; comparing things; understanding opinions; making appointments; saying how you feel; talking about future arrangements; talking about intentions; using spelling to clarify; explaining what words mean; giving and understanding personal details; asking questions about people; talking about vocabulary; describing places, comparing the weather in different places; talking about personal things.
WRITING thinking about a reader’s expectations to generate ideas; greetings and closings in a postcard; using notes to write a postcard; organizing ideas to write a biography; using notes to write a biography; organizing ideas to write instructions; capital letters and punctuation; thinking about content before writing a thank-you letter; using notes to write a short explanation and a description.
EJE 3 ENGLISH RESULT PRE INTERMEDIATE UNIDADES 3, 4, 5, 6, 7, 8 ( 13.08 al 04.10 )
GRAMMAR like doing; would like to do; ability can, can’t, could, couldn’t; could ( possibility ) going to for predictions; can / could ( requests ); present perfect for recent events; present perfect with ever; past simple; adverbs of degree; will ( promises and offers ); phrasal verbs with on and off; must; mustn’t ; have to; don’t have to; past continuous; defining relative clauses; can / can’t ( permission ); because; so; possessive pronouns; present passive; will (predictions ) first conditional.
VOCABULARY adventure sports; abilities; types of story; films; hotel words and phrases; accidents at home; things around the house; clothes; favours; shopping phrases; telephone phrases; on the road; bank and post office; using a dictionary; job conditions; jobs; workplaces and tools; apology phrases; material and shape; e mail.
READING guessing word meaning in a personality test; predict content from pictures; gist and detail in a magazine article; for detail in a poem; guessing meaning using background knowledge and pictures; e mails for gist and detail; for specific information in a short dialogue; using visuals to understand the main point; detail in a dialogue; a questionnaire for gist; deducing meaning from context; inferring a writer’s aim from content; for gist and detail in an advertising leaflet; a news article for gist and detail; commenting on content of tourist information leaflet; short dialogues for gist and detail; using visuals to understand short quiz questions; for gist and detail in short newspaper stories; using visual to predict content; for detail in short paragraphs; sequencing events in a narrative; detail in job adverts; for gist in captions; for gist and detail in a sketch; following ideas across sentences; using headings to understand a newspaper article; deducing meaning; following logical order in a description of a process; for gist and detail in short newspaper texts; interpreting writer’s purpose in an e mail; an e mail for gist and detail.
LISTENING following a conversation; listening for detail in a conversation; for key words in short conversations; for gist and detail in a phone conversation; for key words and detail in s dialogue; using background knowledge to predict content; for gist and detail in short phone conversations; guessing content; for specific information in a radio interview; for key words in short explanations; for detail in a monologue; for the main points in a description.
SPEAKING talking about likes and dislikes; abilities; suggesting what to do; about what’s going to happen; asking for things in a hotel; saying what’s happened; saying what you’ve done; talking about experiences; taking control of the topic in a short conversation; managing a conversation; talking about clothes; making promises and offers; asking for things in shops; talking about rules; talking on the phone; talking about obligations; telling a story; saying what was happening; managing turn taking; asking for meaning of unknown vocabulary; having a conversation about work; explaining what you mean; describing a typical day; apologizing and responding to apologies; describing things; making predictions; talking about the results of future actions.
WRITING an invitation; a thank you note; understanding a reader’s expectations; tips for visitors from abroad; thinking about the reader; topically-connected information in a paragraph; an insurance claim; planning and reviewing content; joining sentences with when; a job description; making notes for a first draft of an article; improving a first draft by adding reasons with because and so; a message of apology; organizing greetings; content and closings; reviewing style.
EJE 4 ENGLISH RESULT PRE INTERMEDIATE UNIDADES 9, 10, 11, 12 ( 09.10 al 29.11 )
GRAMMAR countables and uncountables; quantifiers; should; must; present perfect with yet, just and already; present perfect with for and since; used to; action or state verbs; verb + infinitive ( with to ); past passive; gerund and infinitive; indefinite pronouns; adverbs; future forms; second conditional.
VOCABULARY prepared food; cooking; sequencers; verbs phrases with make, do and have; places; journey times; air travel; prepositions of direction; symptoms of illness; verbs for giving ideas; the face; polite requests; festivals and celebrations; going out phrases.
READING identifying text type and understanding detail in a quiz; using background knowledge to sequence recipe instructions; an article for gist; guessing unknown words; scanning for specific information; a holiday brochure for gist and detail; signs for detail; a dialogue for gist and detail; inferring information about the reader and writer; following a sequence of events in a complaint email; thinking about context; reading for detail in short exchanges; using visuals to understand gist and detail in short descriptions; for detail in a sketch; for detail and to deduce vocabulary in a song; following an email conversation.
LISTENING for gist and detail in a conversation; for key words in a recipe; for detail in a radio interview; predicting content in an interview; listening to a conversation for gist; listening and understanding directions; to a radio advert for detail; for key words in short descriptions; listening to a sketch for detail; predicting content; detail in a conversation; following a conversation; detail in an explanation.
SPEAKING sequencing instructions; explaining how to cook something; giving lifestyle advice; talking about table manners; talking about stages of a journey; keeping a conversation going; describing a route; describing symptoms; saying how people appear; giving your ideas; saying something was done; asking people to do things; describing a festival; accepting and refusing invitations, taking about imagined situations.
WRITING a food and drink guide for visitors; using and reviewing punctuation; brainstorming ideas; following and reviewing letter structure; a letter to a holiday friend; a complaint; thinking about content before writing; reviewing for clarity; an email conversation; using informal style in an email.
EVALUACION Se realizarán tres parciales, todos ellos con recuperatorio, evaluando en el primero solo áreas escritas y en los restantes tanto área oral como escritas.
Cada una o dos unidades se realizará un práctico, algunos orales y otros escritos, en grupo, en pares o individuales.
PARA REGULARIZAR LA MATERIA LOS ALUMNOS DEBERÁN CUMPLIR CON
- todos los parciales aprobados con más de 60%, todos ellos con recuperatorio.
- 80% de prácticos aprobados con más de 60% y 100% realizados y / o presentados. De encontrarse ausente el profesor decidirá, teniendo en cuenta el concepto del alumno, si podrá recuperarlo o no.
- 60% de asistencia a horas de clase. Las inasistencias se justifican sólo con certificado médico, de trabajo y / o familiares, pero las mismas se recuperarán con trabajos prácticos asignados por el profesor.
- 80% de tareas presentadas y aprobadas con más de 60%
- todos los módulos incluyen material extra de lectura y audio
BIBLIOGRAFIA
- Annie Mc Donald & Mark Hancock English Result Elementary libro y cartilla
- Annie Mc Donald & Mark Hancock English Result Pre Intermediate libro y cartilla
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