tag:blogger.com,1999:blog-81159031926562491122024-03-05T03:49:32.675-08:00Aspectos PrácticosProf. Beatriz Crosahttp://www.blogger.com/profile/06623521950997605436noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-8115903192656249112.post-46723796215479813762011-06-06T09:43:00.000-07:002011-06-06T09:43:50.707-07:00The Six T's Approach Part 2 by Ayrton Dave<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYceH9MnARYyf7-tL4RlcFlolTMFsgTUIcQOAXwQhPgPSnZ_hJZiWeP26W1LIoeL-Q3t4Wz_Qd_CK4dyOEjULdqgZ0vlRG6VM_dWvaUY5uoh_z8pe4A2JkNdD2_CpE3OdGMpKiDvkLKRo/s1600/Answer+1+-+2+-+3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYceH9MnARYyf7-tL4RlcFlolTMFsgTUIcQOAXwQhPgPSnZ_hJZiWeP26W1LIoeL-Q3t4Wz_Qd_CK4dyOEjULdqgZ0vlRG6VM_dWvaUY5uoh_z8pe4A2JkNdD2_CpE3OdGMpKiDvkLKRo/s640/Answer+1+-+2+-+3.JPG" t8="true" width="640" /></a></div><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJXnO0-QGWB_PoBu1iT1Pn3MzCgei6xy4BZ0My9EFtKyMcZPzrDogyBkc4D73luVIbVPA1N4dF_DSfgQD5NGzcnmLnk5d4J0QKzHP9p2ojTc84JDlKZFavu5vO4tRGinw38eK6kfyTNEg/s1600/Answer+7.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJXnO0-QGWB_PoBu1iT1Pn3MzCgei6xy4BZ0My9EFtKyMcZPzrDogyBkc4D73luVIbVPA1N4dF_DSfgQD5NGzcnmLnk5d4J0QKzHP9p2ojTc84JDlKZFavu5vO4tRGinw38eK6kfyTNEg/s640/Answer+7.JPG" t8="true" width="640" /></a></div>Prof. Beatriz Crosahttp://www.blogger.com/profile/06623521950997605436noreply@blogger.com0tag:blogger.com,1999:blog-8115903192656249112.post-47780277780312542432011-06-06T09:39:00.001-07:002011-06-06T09:39:53.005-07:00The Six T's Approach Part 1 by Ayrton Dave<div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><b><span lang="EN-US" style="color: black; mso-ansi-language: EN-US;">TASK<span class="apple-converted-space"> </span>I) Read Content-Based Instruction for Language Learners Lesson 4 and do the assignment below:</span></b><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"></span></div><div class="MsoNormal" style="margin: 0cm 0cm 12pt;"><br />
</div><ol style="margin-top: 0cm;" type="1"><li class="MsoNormal" style="color: black; margin: 0cm 0cm 0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"><span lang="EN-GB" style="font-family: Arial; font-size: 10pt; mso-ansi-language: EN-GB;">Consider the theme<span class="apple-converted-space"> </span><b>Global Issues</b><span class="apple-converted-space"> </span>as the overarching, organizing mega-theme of a content-based course you could teach.</span></li>
</ol><div class="MsoNormal" style="margin: 0cm 0cm 0pt 18pt;"><br />
</div><ol start="2" style="margin-top: 0cm;" type="1"><li class="MsoNormal" style="color: black; margin: 0cm 0cm 0pt; mso-list: l1 level1 lfo2; tab-stops: list 36.0pt;"><span lang="EN-GB" style="font-family: Arial; font-size: 10pt; mso-ansi-language: EN-GB;">Identify several themes and topics that could form the subunits of your sustained content-based course.</span></li>
</ol><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt;"><br />
</div><ol start="3" style="margin-top: 0cm;" type="1"><li class="MsoNormal" style="color: black; margin: 0cm 0cm 0pt; mso-list: l3 level1 lfo3; tab-stops: list 36.0pt;"><span lang="EN-GB" style="font-family: Arial; font-size: 10pt; mso-ansi-language: EN-GB;">Identify at least one thread that could be used to relate the various themes of the course.</span></li>
</ol><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt;"><br />
</div><ol start="4" style="margin-top: 0cm;" type="1"><li class="MsoNormal" style="color: black; margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo4; tab-stops: list 36.0pt;"><span lang="EN-GB" style="font-family: Arial; font-size: 10pt; mso-ansi-language: EN-GB;">Choose one of the themes or topics. Locate 4-8 texts that could be used with that theme or topic. (Remember that texts are not just written documents; they are "content resources (written and aural) which drive the basic planning of theme units" (Stoller and Grabe, 1997, p. 83).**</span></li>
</ol><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt;"><br />
</div><ol start="5" style="margin-top: 0cm;" type="1"><li class="MsoNormal" style="color: black; margin: 0cm 0cm 0pt; mso-list: l2 level1 lfo5; tab-stops: list 36.0pt;"><span lang="EN-GB" style="font-family: Arial; font-size: 10pt; mso-ansi-language: EN-GB;">Plan three or four tasks your students could do working with the texts you identified in point 4.</span></li>
</ol><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt;"><br />
</div><ol start="6" style="margin-top: 0cm;" type="1"><li class="MsoNormal" style="color: black; margin: 0cm 0cm 0pt; mso-list: l4 level1 lfo6; tab-stops: list 36.0pt;"><span lang="EN-GB" style="font-family: Arial; font-size: 10pt; mso-ansi-language: EN-GB;">Identify two or three transitions across topics, tasks, and texts.</span></li>
</ol><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt;"><br />
</div><ol start="7" style="margin-top: 0cm;" type="1"><li class="MsoNormal" style="color: black; margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo7; tab-stops: list 36.0pt;"><span lang="EN-GB" style="font-family: Arial; font-size: 10pt; mso-ansi-language: EN-GB;">Present points 1-<metricconverter productid="6 in" w:st="on">6 in</metricconverter> a chart similar to one you have seen used in this lesson.</span></li>
</ol>Prof. Beatriz Crosahttp://www.blogger.com/profile/06623521950997605436noreply@blogger.com0tag:blogger.com,1999:blog-8115903192656249112.post-67799576449662425142011-06-06T09:37:00.000-07:002011-06-06T09:37:36.463-07:00The Six T's Approach Part 2 by Esteban Arrier<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOIABxrYmeLyqQGd76CLP04NOOLwE2Wn8olXfUfxn33P4frVBM0p7eUUvMzaiHzzbQoL1NxGKd6PoQx3x49gc2CPJIjAntMBztMfvl4yMJW-rrNSiWylAqrXmuSZ_10MWk8aB0LwqO06Y/s1600/ESteban+question+7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOIABxrYmeLyqQGd76CLP04NOOLwE2Wn8olXfUfxn33P4frVBM0p7eUUvMzaiHzzbQoL1NxGKd6PoQx3x49gc2CPJIjAntMBztMfvl4yMJW-rrNSiWylAqrXmuSZ_10MWk8aB0LwqO06Y/s1600/ESteban+question+7.jpg" t8="true" /></a></div><br />
<span style="color: black;"><span style="color: black;"> <div class="separator" style="clear: both; text-align: center;"></div></span></span>Prof. Beatriz Crosahttp://www.blogger.com/profile/06623521950997605436noreply@blogger.com0tag:blogger.com,1999:blog-8115903192656249112.post-77357700458477675472011-06-06T09:28:00.001-07:002011-06-06T09:32:41.759-07:00The Six T's Approach Part 1 by Esteban Arrier<div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt;"><b><span lang="EN-US" style="color: black; mso-ansi-language: EN-US;">TASK<span class="apple-converted-space"> </span>4) Read Content-Based Instruction for Language Learners Lesson 4 and do the assignment below:</span></b><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"><span style="mso-list: Ignore;">1-<span style="font: 7pt "Times New Roman";"> </span></span></span><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;">An overarching issue could be natural disasters in our World. </span><span lang="EN-GB" style="color: black; font-family: Wingdings; mso-ansi-language: EN-GB; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">ü</span></span><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"><span style="mso-list: Ignore;">2-<span style="font: 7pt "Times New Roman";"> </span></span></span><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;">As themes, I could identify ‘how earthquakes are produced and the results in world’, ‘the potential strength of water and its rage: tsunamis’, ‘a dangerous wind is blowing: hurricanes’. </span><span lang="EN-GB" style="color: black; font-family: Wingdings; mso-ansi-language: EN-GB; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">ü</span></span><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 18pt;"><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;">3- </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 18pt; text-indent: 17.4pt;"><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;">As topics, I can identify for example: the consequences earthquakes have on people/ consequences they have on economy/ consequences they have on the land.</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 18pt; text-indent: 17.4pt;"><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;">About tsunamis, I could work ‘the day after’, and work on the consequences the disaster had on people, the land. (more or less something similar to the previous one.</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"><span style="mso-list: Ignore;">3-<span style="font: 7pt "Times New Roman";"> </span></span></span><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;">A thread that I could identify is sympathetic support from people who were not reached by the disaster, and how it works when different disasters ‘attack’ humanity, that is to say, the help provided by those who were not affected by it.</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"><span style="mso-list: Ignore;">4-<span style="font: 7pt "Times New Roman";"> </span></span></span><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;">The thread in this case, would consist of a reading activity about the different ways people can contribute with those affected by a natural disaster. </span><span lang="EN-GB" style="color: black; font-family: Wingdings; mso-ansi-language: EN-GB; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">ü</span></span><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 35.4pt;"><br />
</div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"><span style="mso-list: Ignore;">5-<span style="font: 7pt "Times New Roman";"> </span></span></span><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;">Let’s take the topic about earthquakes. Some texts could be: a) a magazine report about the earthquake. b) The testimony of the survivors, this could be a listening activity. c) a chart with statistics about the disaster and also concerning the damage on people. d) An article from a newspaper about the current situation of the country and about the reorganization after the disaster. </span><span lang="EN-GB" style="color: black; font-family: Wingdings; mso-ansi-language: EN-GB; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">ü</span></span><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 18pt;"><br />
</div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"><span style="mso-list: Ignore;">6-<span style="font: 7pt "Times New Roman";"> </span></span></span><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;">In the texts which are written, I could set a reading comprehension activity and then students can answer some questions related to that topic. Another task could consist of summarizing the main ideas of the text and then they sharing <span style="mso-spacerun: yes;"> </span>them with their classmates orally. They could also express their opinion about that. Regarding the listening activity, they can do a ‘fill in the blanks’ activity, and then I would foster interaction among them, to encourage them to express their opinion about that. <span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;"><span style="mso-list: Ignore;">7-<span style="font: 7pt "Times New Roman";"> </span></span></span><span lang="EN-GB" style="color: black; mso-ansi-language: EN-GB;">One transition could be relating information about the different outcomes of the disasters and then students could compare the different disasters and think of the most harmful one/s for people, for the land. They may also think of different ways to help those people who are victims of different disasters.</span></div>Prof. Beatriz Crosahttp://www.blogger.com/profile/06623521950997605436noreply@blogger.com0tag:blogger.com,1999:blog-8115903192656249112.post-22642161949403582922011-06-06T09:23:00.001-07:002011-06-06T09:24:18.993-07:00The Six T's Approach Part 2 by Cesia Panama<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib3c8ukQNxHbwcFZqVvzbUudo2U7qWBKhFudrHo-8B9V5_e1T4Sgj-NShlQwOGXC79vNi1i5iZnB4BBb-d4VJtjC7-Ojo91w9IFGxt0VZFys9K37hW-fo-ft8jN0JnAZOlBYrMTjJAhvA/s1600/question+7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="614" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib3c8ukQNxHbwcFZqVvzbUudo2U7qWBKhFudrHo-8B9V5_e1T4Sgj-NShlQwOGXC79vNi1i5iZnB4BBb-d4VJtjC7-Ojo91w9IFGxt0VZFys9K37hW-fo-ft8jN0JnAZOlBYrMTjJAhvA/s640/question+7.jpg" t8="true" width="640" /></a></div>Prof. Beatriz Crosahttp://www.blogger.com/profile/06623521950997605436noreply@blogger.com0tag:blogger.com,1999:blog-8115903192656249112.post-13787211055726675342011-06-06T09:22:00.000-07:002011-06-06T09:22:37.608-07:00The Six T's Approach Part 1 by Cesia Panama<b>TASK I) Read Content-Based Instruction for Language Learners Lesson 4 and do the assignment below:<br />
</b>1. Consider the theme Global Issues as the overarching, organizing mega-theme of a content-based course you could teach.<br />
<br />
2. Identify several themes and topics that could form the subunits of your sustained content-based course.<br />
<br />
Theme: Global Issues. <br />
<br />
Subtheme: Human industry– <br />
Topics: Cause of pollution in air.<br />
Cause of pollution in water.<br />
<br />
<br />
Subtheme: Natural disasters – <br />
Topics: Tsunamies and earthquakes<br />
Floods and droughts<br />
<br />
<br />
Subtheme: Global warming – <br />
Topic: greenhouse effect.<br />
<br />
3. Identify at least one thread that could be used to relate the various themes of the course.<br />
<br />
Threads: polluted air, polluted water, polluted earth. <br />
Pollution causing short and long term consequences.<br />
<br />
4. Choose one of the themes or topics. Locate 4-8 texts that could be used with that theme or topic. (Remember that texts are not just written documents; they are "content resources (written and aural) which drive the basic planning of theme units" (Stoller and Grabe, 1997, p. 83).**<br />
<br />
Topic: greenhouse effect.<br />
<br />
Texts: <br />
1. http://bit.ly/m5B5Ib<br />
2. http://news.bbc.co.uk/2/shared/spl/hi/sci_nat/04/climate_change/html/greenhouse.stm<br />
3. http://www.buzzle.com/articles/causes-greenhouse-effect.html<br />
4. http://www.bgs.ac.uk/education/carboncapture/consequencesOfTemperatureIncrease.html<br />
5. http://www.seai.ie/Schools/Secondary_Schools/Subjects/Geography_LC/Climate_Change_Possible_Scenarios/Consequences_of_Greenhouse_Effect/<br />
<br />
<br />
5. Plan three or four tasks your students could do working with the texts you identified in point 4.<br />
<br />
• Looking at the image (link 1), discuss with your group which the consequences of the Greenhouse Effect could be and write them down. <br />
• Now read the article (link 2) and check if you were right.<br />
• Look at the schema (link 5). Identify the most dangerous effects for the planet and for our country. Choose one of the topics you would like to know more about.<br />
• Choose one article (links 3 and 4) and write down/make a list with the causes of greenhouse effect.<br />
<br />
6. Identify two or three transitions across topics, tasks, and texts.<br />
<br />
Transition 1: What are the problems caused by pollution in our country? Explain in one or two paragraphs why the impacts of pollution are not strong in our country. <br />
<br />
Transition 2: Are human industry, global warming and natural disasters linked?Prof. Beatriz Crosahttp://www.blogger.com/profile/06623521950997605436noreply@blogger.com0