English Staff Survey
PESSIMISTIC TEACHERS` ATTITUDES.
This survey was applied in the Liceo San Antonio del Humo. This is a new high school in San Antonio; a town located three kilometers from Roxana and 15 kilometers north from Guápiles; in which the main economic activity is the agriculture, specially banana and pineapple plantations; this town has also basic public services such as CEN-CINAI, school, E.B.A.I.S, and now the high school; but as others towns it has some problems that are affecting the citizens that include: familiar, educative desertion, alcoholism, drug addiction, employed, and social risk.
On February 1st, 2009 was found the Liceo San Antonio, but this project was rejected and was until March 18th, with the principal Lic. Andy Flores Castro, eleventh teachers and 50 students, that this high school was accepted; with the vision of created students in an educative institution of excellence to get the integral development of the people in their own context; and with the mission of implement the educative politic to attend the interest and necessities of the different levels of our high school.
Nowadays, there are 325 students, and three groups of seventh graders, three groups of eight graders, two groups of ninth graders, one group of tenth grader and one group of eleventh grader.
So, the teachers accept to realize the survey and the results are divided in two graphics the first part is represented in the following graphic:
And the second one shows the variables that affect the teachers attitude in the classroom and it is represented in the following graphic:
domingo, 18 de julio de 2010
Teaching Demo
Phrasal Verbs Plan
Outline
1. Lead in
Put 3 dashes on the board _ _ _.
Tell student to guess the verb (get). Elicit an example of a ‘get’ phrasal verb that they know e.g. get on with.
Students then brainstorm phrasal verbs they already know with get.
Write these on the board.
Tip: Tell students there are around 10,000 phrasal verbs in the English language
and elicit from students why they are so important. Highlight the following
information:
1) English speakers tend to use the phrasal verb rather than the Latin based
equivalent (e.g. give out /distribute, put up with/ tolerate etc) and so they are
high-frequency.
2) Understanding phrasal verbs therefore is very important but often it is difficult to understand the meaning of a phrasal verb from their individual components e.g. put up with.
2. Presentation of phrasal verbs
Provide a context for ten phrasal verbs with get which the students will use in later stages of the lesson.
The dialogue on worksheet 1 also provides a model for the dialogue writing activity in stage 5.
Tell the students they are going to read a conversation between two people. Hold up flashcards of two people and students guess their job. They are actors. Elicit names for the actor and actress (e.g. Peter and Susan). Tell the students the two actors are now working on a film together and are having a chat about working on their latest film.
Write the following questions on the board.
Are Peter and Susan enjoying working on their latest film?
Hand out worksheet 1. Tell the students to read the dialogue and answer the above question.
Feedback from the students that Peter and Susan are not enjoying working on their latest film.
Now ask the students to read the dialogue again and underline all the phrasal verbs with ‘get’.
After completion students compare with their partners to check they have underlined the same verbs.
3. Checking Meaning
Handout the worksheet 2 to the students. Allow students 5 minutes to complete the exercise.
Feedback answers together.
Answers: A – 7, B –8, C – 4, D – 1, E - 9, F – 10, G – 2, H – 5, I – 6, J – 3
4. Gap Fill
Give the students the gap fill worksheet 3.
Allow 5 minutes to complete the exercise. Check answers as a class.
Answers
1) get off lightly
2) get rid of
3) get away with
4) got over
5) get out of
6) get through
7) get up to
8) get wound up
9) get on with
5. Preparing the written conversation
Working in pairs, students need one piece of paper between them.
Tell students that they are going to create a written conversation similar to the Brad and Nicole dialogue.
Tell students to write down;
1) the names of two people (students in the class, or famous people).
2) the place where these people are having the conversation
3) the topic they are talking about
Now demonstrate the activity in front of the whole class with a student. Elicit where they are having the conversation (e.g. in a museum) and what they are talking about (e.g. football).
Now ask students the following instructions checking questions about the activity:
• Do you discuss together what you write? (no, it is a spontaneous written conversation)
• Is it like chatting on the internet? (yes)
• Does each person write? (yes)
Tell students to write a conversation between their two people as demonstrated. Tell the students they have to include 6 phrasal verbs with ‘get’ in the conversation.
Give the students around 15 minutes to write the conversations. The teacher needs to monitor this task carefully paying particular attention to the students’ use of the phrasal verbs.
Tell the students that they will now perform their conversations in front of the class. Allow the students time to practice reading them out. Students then perform the conversations in front of the class.
6. Card Game (Extended speaking practice)
Before the lesson chop up the discussion cards (on worksheet 4).
Students work in groups of 3 and have a set of cards between them. They put the cards face down on the table between them. Demonstrate the activity with two students. Nominate one of the students to pick up the first card. He/She asks the question on the card to you and the other student.
You both answer the question. Take it in turns to pick up the question cards and ask the questions.
Tip: This activity should take approximately 15 minutes. The teacher monitors the
speaking activity making notes on any mistakes (and very good use of language)
made with the phrasal verbs.
After the speaking activity the teacher writes a few mistakes (and very good use of language). Give students time to correct the mistakes. The teacher then elicits ideas and corrects the sentences as necessary on the board.
7. Suggested follow-up activity
discuss strategies which students have already used when learning phrasal verbs. It’s a good idea to give your own suggestions
www.teachingenglish.org.uk
Outline
1. Lead in
Put 3 dashes on the board _ _ _.
Tell student to guess the verb (get). Elicit an example of a ‘get’ phrasal verb that they know e.g. get on with.
Students then brainstorm phrasal verbs they already know with get.
Write these on the board.
Tip: Tell students there are around 10,000 phrasal verbs in the English language
and elicit from students why they are so important. Highlight the following
information:
1) English speakers tend to use the phrasal verb rather than the Latin based
equivalent (e.g. give out /distribute, put up with/ tolerate etc) and so they are
high-frequency.
2) Understanding phrasal verbs therefore is very important but often it is difficult to understand the meaning of a phrasal verb from their individual components e.g. put up with.
2. Presentation of phrasal verbs
Provide a context for ten phrasal verbs with get which the students will use in later stages of the lesson.
The dialogue on worksheet 1 also provides a model for the dialogue writing activity in stage 5.
Tell the students they are going to read a conversation between two people. Hold up flashcards of two people and students guess their job. They are actors. Elicit names for the actor and actress (e.g. Peter and Susan). Tell the students the two actors are now working on a film together and are having a chat about working on their latest film.
Write the following questions on the board.
Are Peter and Susan enjoying working on their latest film?
Hand out worksheet 1. Tell the students to read the dialogue and answer the above question.
Feedback from the students that Peter and Susan are not enjoying working on their latest film.
Now ask the students to read the dialogue again and underline all the phrasal verbs with ‘get’.
After completion students compare with their partners to check they have underlined the same verbs.
3. Checking Meaning
Handout the worksheet 2 to the students. Allow students 5 minutes to complete the exercise.
Feedback answers together.
Answers: A – 7, B –8, C – 4, D – 1, E - 9, F – 10, G – 2, H – 5, I – 6, J – 3
4. Gap Fill
Give the students the gap fill worksheet 3.
Allow 5 minutes to complete the exercise. Check answers as a class.
Answers
1) get off lightly
2) get rid of
3) get away with
4) got over
5) get out of
6) get through
7) get up to
8) get wound up
9) get on with
5. Preparing the written conversation
Working in pairs, students need one piece of paper between them.
Tell students that they are going to create a written conversation similar to the Brad and Nicole dialogue.
Tell students to write down;
1) the names of two people (students in the class, or famous people).
2) the place where these people are having the conversation
3) the topic they are talking about
Now demonstrate the activity in front of the whole class with a student. Elicit where they are having the conversation (e.g. in a museum) and what they are talking about (e.g. football).
Now ask students the following instructions checking questions about the activity:
• Do you discuss together what you write? (no, it is a spontaneous written conversation)
• Is it like chatting on the internet? (yes)
• Does each person write? (yes)
Tell students to write a conversation between their two people as demonstrated. Tell the students they have to include 6 phrasal verbs with ‘get’ in the conversation.
Give the students around 15 minutes to write the conversations. The teacher needs to monitor this task carefully paying particular attention to the students’ use of the phrasal verbs.
Tell the students that they will now perform their conversations in front of the class. Allow the students time to practice reading them out. Students then perform the conversations in front of the class.
6. Card Game (Extended speaking practice)
Before the lesson chop up the discussion cards (on worksheet 4).
Students work in groups of 3 and have a set of cards between them. They put the cards face down on the table between them. Demonstrate the activity with two students. Nominate one of the students to pick up the first card. He/She asks the question on the card to you and the other student.
You both answer the question. Take it in turns to pick up the question cards and ask the questions.
Tip: This activity should take approximately 15 minutes. The teacher monitors the
speaking activity making notes on any mistakes (and very good use of language)
made with the phrasal verbs.
After the speaking activity the teacher writes a few mistakes (and very good use of language). Give students time to correct the mistakes. The teacher then elicits ideas and corrects the sentences as necessary on the board.
7. Suggested follow-up activity
discuss strategies which students have already used when learning phrasal verbs. It’s a good idea to give your own suggestions
www.teachingenglish.org.uk
martes, 15 de junio de 2010
Desertion
HYPOTHESIS: SOCIO CULTURAL ENVIRONMENT IS THE MAIN ISSUE THAT PROVOKES DESERTION IN OUR STUDENTS. IT’S ONE OF THE MAIN REASONS WHY THEY QUIT FROM HIGH SCHOOLS.
viernes, 28 de mayo de 2010
Socrates life.....
Socrates life
"I ONLY KNOW THAY I KNOW NOTHING" This is one of the best frase of Socrates, this man born in Greek and for me is yhe best Teacher that the hisyort ever had.
He was a classical person and a problematic man all his beliefs was wriyyen by Platon. Moreover,he trained a lot of things to yhe teenagers of Greek, some people think that was impossible sleep in one class of him. Because it was vert intresting and excited.
The Mateutica Method was his Tool to defendeing from others, this consist to make questions and answers by himself.
This manwas a controversial and made the teenagers Greek so rebel...Immediatily , they had learned to work bt own perceptions.
They consider him a wiseman and he always was limited bt the his ignorances, In facy Socrates once said " I know tou wony believe me" but the higest from of human excellences is to questions itself...
Cause of thay, he critized the politicion of Greek and made his students think in analitic way...This Socrates Method will be similar to the hypothesis but not exactlt..and force people think deeply.
To concluded, we can be critical thinkers thanks him, for me Socrates is an example of Teacher and his life had bee showig that. With hid death he had showed a brave man.
He was a classical person and a problematic man all his beliefs was wriyyen by Platon. Moreover,he trained a lot of things to yhe teenagers of Greek, some people think that was impossible sleep in one class of him. Because it was vert intresting and excited.
The Mateutica Method was his Tool to defendeing from others, this consist to make questions and answers by himself.
This manwas a controversial and made the teenagers Greek so rebel...Immediatily , they had learned to work bt own perceptions.
They consider him a wiseman and he always was limited bt the his ignorances, In facy Socrates once said " I know tou wony believe me" but the higest from of human excellences is to questions itself...
Cause of thay, he critized the politicion of Greek and made his students think in analitic way...This Socrates Method will be similar to the hypothesis but not exactlt..and force people think deeply.
To concluded, we can be critical thinkers thanks him, for me Socrates is an example of Teacher and his life had bee showig that. With hid death he had showed a brave man.
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