FLYERS UPL

jueves, 14 de abril de 2011

martes, 5 de abril de 2011

viernes, 1 de abril de 2011

Easier - There are different styles of reading for different situations. The technique you choose will depend on the purpose for reading. For example, you might be reading for enjoyment, information, or to complete a task. If you are exploring or reviewing, you might skim a document. If you're searching for information, you might scan for a particular word. To get detailed information, you might use a technique such as SQ4R. You need to adjust your reading speed and technique depending on your purpose.

Many people consider skimming and scanning search techniques rather than reading strategies. However when reading large volumes of information, they may be more practical than reading. For example, you might be searching for specific information, looking for clues, or reviewing information.

Harder - Web pages, novels, textbooks, manuals, magazines, newspapers, and mail are just a few of the things that people read every day. Effective and efficient readers learn to use many styles of reading for different purposes. Skimming, scanning, and critical reading are different styles of reading and information processing.

Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word, instead you're scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research.

There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when you're seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.

Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it.

When scanning, look for the author's use of organizers such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.

Reading off a computer screen has become a growing concern. Research shows that people have more difficulty reading off a computer screen than off paper. Although they can read and comprehend at the same rate as paper, skimming on the computer is much slower than on paper.

jueves, 24 de marzo de 2011

Vocabulario para Cambridge Flyers

Lista de palabras que empiezan por la A

a.m. (for time) = por la mañana

I get up at 7 a.m. = Me levanto a las 7 de la mañana.

across (prep) = preposición para decir "de un lado al otro"

I walked across the street = Andé de un lado al otro de la calle.

actor (n) = actor

Brad Pitt is an actor = Brad Pitt es un actor.

after (adv + conj) - después

I do my homework after school = Hago mis deberes después del colegio.

ago (adv) = hace

I saw the film one week ago = Vi la peli hace una semana.

agree (v) = estar de acuerdo

I agree with him = Estoy de acuerdo con él.

air (n) = aire

The air in Madrid is polluted = El aire en Madrid está contaminado.

airport (n) = aeropuerto

I live next to the airport = Vivo al lado del aeropuerto.

already (adv) = ya

I have already done my homework = Ya he hecho mis deberes.

also (adv) = también

I also go to the cinema = También voy al cine.

ambulance (n) =ambulancia

Ambulances go to the hospital = Las ambulancias van al hospital.

anyone (pron) = cualquier persona.

Anyone can edit this website = Cualquier persona puede editar esta página web.
I don't think anyone will come = No creo que venga nadie.

anything (pron) = cualquier cosa

I eat anything = Yo como cualquier cosa.
I don't want anything = No quiero nada.

anywhere (adv)

April (n) = Abril

I arrive here in April = Llegue aqui en Abril.

arrive (v) = llegar

I arrive here in April = Llegue aqui en Abril.

art (n) = arte

You can see art in a museum = Puedes ver arte en un museo

artist (n) = artista

I am an artist = Soy un artista.

astronaut (n) = astronauta

I will be an astronaut = Sere un astronauta.

August (n) = agosto

I will leave here in August = Saldre de aqui en Agosto.

autumn (n) = otoño

away (adv)

Lista de palabras que empiezan por la B

before (adv + conj)
begin (v) = empezar
I just begin to eat this apple = Acabo de empezar a comerme esta manzana.
believe (v) =creer
I don't believe in you = No creo en ti.
belt (n) = cinturón
This bus haven't got belts = Ese autobus no tiene cinturones
Betty (n)
bicycle (n) = bicicleta
- Tomorrow I will buy my new bicycle = Mañana compraré mi nueva bicicleta.
bin (n) = papelera
biscuit (n) (US cookie) = galleta
- I love chocolate biscuits(cookies) = Me encantan las galletas de chocolate.
bookshop (n) = librería
bored (adj) = aburrido
Now I feel bored = Ahora me siento aburrido.
brave (adj) = valiente
- My best friend is very brave = Mi mejor amigo es muy valiente.
break (v) = romper
- Last week I broke a window in my school = La semana pasada rompí una ventana en mi colegio.
bridge (n) = puente
broken (adj) = roto
brush (n + v) = cepillo / cepillar
burn (v) = quemar
bus stop (n) = para de autobus
business (n) = negocio
businessman/woman (n) = empresario/a
- My father is a businessman = Mi padre es un empresario.
butter (n) = mantequilla
- My mum eats toast with butter some days = Mi madre se toma algunos los días una tostada con mantequilla.
butterfly (n) = mariposa
- Butterflies are very beautiful = Las mariposas son muy bonitas.

Lista de palabras que empiezan por la C

camel (n) = camello
camp (v) = acampar
candy (n) (UK sweet(s)) = chuche / caramelo
card (n) = carta / tarjeta (felicitación / crédito) / cartulina
castle (n) = castilll
cave (n) = cueva
century (n) = siglo
cheap (adj) = barato
chemist(’s) (n) = farmacia
chocolate (n) = chocolate
chopsticks (n) = palillos chinos
Christmas (n) = navidad
circus (n) = circo
club (n) = club / discoteca
college (n) = facultad (US) / instituto
comb (n + v) = peine / peinar
competition (n) = competición
conversation (n) = conversación
cook (n) = cocinar
cooker (n) = cocina (la máquina)
cookie (n) (UK biscuit) = galleta
corner (n) = esquina / rincón
could (v) (for possibility) = podría
cut (v) = cortar

dangerous (adj) = peligroso

dark (adj) = oscuro

date (n) (as in time) = fecha

David (n) = nombre de chico

dear (adj) (as in Dear Harry) = querido

December (n) = diciembre

decide (v) = decidir

dentist (n) = dentista

desert (n) = desierto

diary (n) = diario / agenda

dictionary (n) = diccionario

dinosaur (n) = dinasaurio

drum (n) = tambor

dry (adj) = seco

during (prep) = durante

Lista de palabras que empiezan por la E

each (det + pron) = cada
early (adj + adv) = temprano
east (n) = este
else (adv) = otro / más / aparte
- Would you like anything else? = ¿Queire algo más?
Emma (n) = nombre de chica
empty (adj) = vacio
end (v) = terminar
engineer (n) = ingeniero
enough (adj + pron) = ¡Basta! / suficiente
envelope (n) = sobre (de carta)
environment (n) = medio ambiente
ever (adv) = alguna vez (en preguntas)
everyone (pron) = todo el mundo
everything (pron) = todo
everywhere (adv) = en todas partes
exam (n) = examen
excellent (adj + excl) = excelente
excited (adj) = emocionado
expensive (adj) = caro
explain (v) = explicar
extinct (adj) = extinguido

Lista de palabras que empiezan por la F

factory (n) = fábrica
fall (v) = caer
fall over (v) = caerse (de estar de pie en el suelo)
far (adj + adv) = lejos
fast (adj + adv) = rápido
February (n) = febrero
feel (v) = sentir
fetch (v) = ir, coger y traer
a few (det) = unos pocos
find out (v) = averiguar
finish (v) = terminar
fire (n) = fuego
fire engine (n) = camión de bomberos
fireman/woman (n) = bombero/a
fire station (n) = parque de bomberos
flag (n) = bandera
flashlight (n) (UK torch) = linterna
flour (n) = harina
fog (n) = niebla
foggy (adj) = con niebla
follow (v) = seguir (a alguien, por ejemplo)
- I'm following him. - Yo le estoy siguiendo a él.
footballer (n) - futbolista
- Cristiano Ronaldo is a footballer - Cristiano Ronaldo es un futbolista.
for (prep of time) - durante
- I have been waiting for the bus for 5 minutes - He estado esperando el autobús durante 5 minutos.
forget (v) - olvidar(se)
- Sometimes I forget to do my homework - A veces se me olvida hacer mis deberes.
fork (n) - tenedor
- I use a fork when I eat - Uso un tenedor cuando como.
fridge (n) - nevera / frigorífico
- I keep yoghurt in the fridge - Guardo yogures
friendly (adj) - amigable
- He is very friendly - El es muy amigable.
front (adj + n) - la parte de delante
full (adj) - lleno
- The plate is full - El plato está lleno.
fun (adj + n) - divertido / diversión
- The circus is fun - El circo es divertido.
fur (n) - pelaje / pelo
future (n)

Lista de palabras que empiezan por la G

geography (n)
get off (v)
get on (v)
get to (v)
glass (adj)
glove (n)
glue (n + v)
go out (v)
gold (adj + n)
golf (n)
group (n)
grow (v)
guess (n + v)

Lista de palabras que empiezan por la H

half (adj + n)
happen (v)
hard (adj + adv)
Harry (n)
hate (v)
hear (v)
heavy (adj)
Helen (n)
high (adj)
hill (n)
history (n)
horrible (adj)
hotel (n)
hour (n)
husband (n)

Lista de palabras que empiezan por la I

ice (n)
if (conj)
ill (adj)
important (adj)
insect (n)
interesting (adj)
into (prep)

Lista de palabras que empiezan por la J

jam (n)
January (n)
job (n)
journalist (n)
July (n)
June (n)
just (adv)

Lista de palabras que empiezan por la K

Katy (n)
key (n)
kilometre (n) (US kilometer)
kind (adj)
knife (n)

Lista de palabras que empiezan por la L

language (n)
late (adj + adv)
later (adv)
leave (v)
left (adj + n) (as in direction)
let (v)
letter (n) (as in mail)
lie (v) (as in lie down)
light (adj + n)
little (adj)
a little (adv + det)
London (n)
look after (v)
look like (v)
lovely (adj)
low (adj)

Lista de palabras que empiezan por la M

magazine (n)
March (n)
married (adj)
maths (n) (US math)
May (n) (as in month)
may (v)
meal (n)
mechanic (n)
medicine (n)
meet (v)
meeting (n)
metal (adj + n)
Michael (n)
midday (n)
midnight (n)
might (v)
mind (v)
minute (n)
missing (adj)
mix (v)
money (n)
month (n)
much (adv + det + pron)
museum (n)

Lista de palabras que empiezan por la N

news (n)
newspaper (n)
next (adj + adv)
noisy (adj)
no-one (pron)
north (n)
November (n)
nowhere (adv)

Lista de palabras que empiezan por la O

o’clock (adv)
October (n)
octopus (n)
of course (adv)
office (n)
once (adv)
other (det + pron)
over (adv + prep)

Lista de palabras que empiezan por la P

p.m. (for time)
painter (n)
paper (adj + n)
past (noun + prep)
pepper (n)
perhaps (adv)
photographer (n)
piece (n)
pilot (n)
pizza (n)
planet (n)
plastic (adj + n)
plate (n)
player (n)
pocket (n)
policeman/woman (n)
police station (n)
poor (adj)
post (v)
postcard (n)
post office (n)
prefer (v)
problem (n)
programme (n) (US program)
pull (v)
push (v)
pyramid (n)

Lista de palabras que empiezan por la Q

quarter (n)
queen (n)

Lista de palabras que empiezan por la R

race (n + v)
ready (adj)
remember (v)
restaurant (n)
rich (adj)
Richard (n)
right (adj + n) (as in direction)
ring (n)
Robert (n)
rocket (n)
rucksack (n)

Lista de palabras que empiezan por la S

salt (n)
same (adj)
Sarah (n)
science (n)
scissors (n)
score (n + v)
secret (n)
secretary (n)
sell (v)
send (v)
September (n)
shelf (n)
shorts (n)
should (v)
silver (adj + n)
since (prep)
singer (n)
single (adj)
ski (n + v)
sky (n)
sledge (n + v)
smell (n + v)
snack (n)
snowball (n)
snowman (n)
so (adv + conj)
soap (n)
soft (adj)
someone (pron)
somewhere (adv)
soon (adv)
sound (n + v)
south (n)
space (n)
speak (v)
spend (v)
spoon (n)
spot (n)
spotted (adj)
spring (n)
stamp (n)
station (n)
stay (v)
steal (v)
still (adv)
storm (n)
straight on (adv)
strange (adj)
stripe (n)
striped (adj)
student (n)
study (v)
subject (n)
suddenly (adv)
sugar (n)
suitcase (n)
summer (n)
sure (adj)
surname (n)
swan (n)
sweet(s) (n) (US candy)
swing (n + v)

Lista de palabras que empiezan por la T

take (v) (as in time e.g. it takes 20 minutes)
tape recorder (n)
taste (n + v)
taxi (n)
teach (v)
team (n)
telephone (n)
tent (n)
thank (v)
theatre (n)
through (prep)
tidy (adj+v)
tights (n)
time (n)
together (adv)
toilet (n)
tomorrow (adv + n)
tonight (adv + n)
torch (n) (US flashlight)
traffic (n)
turn (v)
turn off (v)
turn on (v)
twice (adv)

CAMBRIDGE ON CLIL

What is CLIL?

CLIL describes an evolving approach to teaching and learning where subjects are taught and studied through the medium of a non-native language. In CLIL, learning a curricular subject in a second, third or sometimes fourth language involves drawing on effective pedagogical practice from a range of different educational contexts.
There are many advantages to the CLIL approach: it develops learners’ skills and understanding, enhances their cognitive processes and communication skills and encourages intercultural understanding.
The global need for language learning, particularly for English, means the potential for CLIL is enormous. For teachers of other curriculum subjects, being able to add language teaching to their existing skills could be the key to greater career opportunities. For language teachers, an understanding of how to teach a broader range of curricular subjects is a challenge for the 21st century.

What does TKT: Content and Language Integrated Learning test?

TKT: Content and Language Integrated Learning tests knowledge about content teaching in a target language and the learning, thinking and language skills which are developed across different curriculum subjects. It tests knowledge of how to plan lessons as well as knowledge of activities and resources used to support a CLIL approach. It also tests knowledge of lesson delivery and how assessment is carried out in CLIL contexts.
TKT: Content and Language Integrated Learning does not test subject specific knowledge but tests awareness of the skills that are taught across all subjects.

The exam format

TKT: Content and Language Integrated Learning is an optional module of TKT and follows that exam’s format. It consists of a single paper lasting 1 hour and 20 minutes and containing 80 questions. There are two parts to the test:

Areas of knowledge

1 Knowledge of CLIL and Principles of CLIL (25 questions)
aims of and rationale for CLIL

language across the curriculum

communication skills across the curriculum

cognitive skills across the curriculum

learning skills across the curriculum

2 Planning, Teaching and Assessing
Lesson Preparation (25 questions)

planning a lesson and a series of lessons

language demands of subject content and accompanying tasks

resources, including multi-media and visual organisers

materials selection and adaptation

activity types

Lesson Delivery (20 questions)

classroom language

scaffolding content and language learning

methods to help students develop learning strategies

consolidating learning and differentiation

Assessment (10 questions)

focus: content; content and language; cognitive, learning and communication skills

types of assessment

support strategies

Who is it for?
TKT: Content and Language Integrated Learning is suitable for pre or in-service teachers and for international candidates teaching across all sectors of education: primary, secondary and tertiary. It will be of particular interest to:

content teachers who need to teach their subjects in English, or who want to add language teaching to their portfolio of skills

English language teachers who are required to teach curricular subjects in a second, third or further additional languages

classroom assistants working in CLIL contexts

English as an Additional Language (EAL) teachers who have non-native speaker students in their classes.

miércoles, 16 de marzo de 2011

KID`S BOX YLE Practice tests

If you're preparing your pupils for the Cambridge Young Learners English tests (YLE), you’ll be happy to know that Kid's Box fully covers the syllabus requirements for Starters, Movers and Flyers.

You'll can find practice YLE-type tests in Levels 2, 4 and 6, but you can also download bonus practice tests below.

Animal song from the Kid's Box Level 3 interactive DVD

Aprendizaje Integrado de Contenidos y Lenguas Extranjeras

El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE; en inglès Content and Language Integrated Learning, CLIL) es una corriente de la lingüística aplicada que propugna que en los contextos escolares existe un mayor éxito en el aprendizaje de las lenguas extranjeras a través de las materias comunes, como la historia o las ciencias, que por medio de los currículos funcionales que las tratan de una manera aislada y en situaciones forzadas o inventadas, como asignaturas independientes.
La investigación en este campo ha demostrado también que el plurilingüismo en la escuela, aprovechando los recursos, estrategias y destrezas que desarrolla el alumno cuando aprende una lengua o materia, a través de los currículos integrados de las lenguas y áreas no lingüísticas, contribuye de manera eficaz al desarrollo de una competencia comunicativa en lenguas que optimiza y facilita los aprendizajes posteriores.
El enfoque AICLE se basa en dos pilares:

la motivación en el aprendizaje es intrínseca, ya que rápidamente el alumno encuentra la utilidad en el objeto del aprendizaje

La lengua es auténtica, en situaciones reales y no forzadas.

lunes, 14 de marzo de 2011

David Marsh on CLIL

viernes, 11 de marzo de 2011

Sir Ken Robinson.Las escuelas matan la creatividad.

miércoles, 23 de febrero de 2011

FLYERS : SPEAKING- Find the difference cards

Flyers Listening

Flyers Listening
Cambridge Young LearnersEnglish Tests
Recommendationsfor candidate

preparation

Part1
Encourage candidatesto spend the time they are given to lookat
the picture before the questionsstartbythinking abouthow each
of the charactersmightbe described. Theyshould be aware that
they willhave to focuson language thatpointsto the differences
between two similar people in the picture.
The language thatcandidateswillneed for thistaskisthatwhich
isused notonlyfor describing people’s clothesand physical
appearance butalso for commenting on whattheyare doing.
Practice in describing a range of picturesand photoscontaining
people is, therefore, likelyto help candidatesdo wellin thispart
of the test.

Part2
Give candidatesasmuch practice aspossible with thiskind of
productive task, ascandidates sometimes find thistaskdifficult.
Make sure thatcandidatesunderstand the meaningsof, and are
also able to spellcorrectly, the wordsin the Starters, Moversand
Flyers vocabularylists.
Even atFlyerslevel, candidates often seem uncertain aboutthe
namesofsome lettersofthe alphabet in English. Clearlythe more
practice thatcan be given here the better.

Part3
Make sure candidatesread the introductoryquestion atthe head
of the task, which setsthe context, and givesthe instructions. Both
should help them to understand what theyare being asked to do.
Encourage candidatesto listen carefullyto the dialogue and
understand exactlywhatissaid. Theyshould remember that
speakerswilltalkaboutthe two pictureswhich are notcorrect,
aswellasthose thatare. Candidates should therefore notassume
thatthe firstword theyhear isthe rightanswer.

Part4
Part4 coversa wide range ofthe grammar and vocabulary
appropriate to thislevel. Teachers should make sure thatthe
structuresand vocabularylisted in the syllabushave been well
covered in class.
It isalso veryimportantthatcandidateslisten to the whole ofthe
dialogue before choosing their answer. Theyshould be aware that
the correctanswer to each individualquestion maycome atany
point in the dialogue and isnotnecessarilythe lastthing
mentioned.

Part5
As with allpartsofthistest, make sure thatcandidatesknow
exactlywhatisexpected ofthem. In Part5, for example, theyare
required to write something and also to draw and colour one
object. Theywillnotbe expected to write or draw anything difficult.
Nor willtheybe expected to draw or colour particularlywell.
They simplyhave to show thattheyhave understood the
instructionscorrectly.

For thistask, candidateswillneed to show thattheycan
understand language which distinguishesbetween two similar
but slightlydifferentobjectsor people. Thismaybe a matter of
understanding language which explainspreciselywhere someone
or something is, or itmaybe a matter of understanding language
which focuseson how two people or thingslookdifferent. Practice
in handling these typesoflanguage willtherefore stand candidates
in good stead for dealing with thispartofthe test.
Candidatesshould be aware thatthistaskisperhapsmore
challenging than itappearsand should ensure thattheylisten
to the instructionsverycarefully.

!