Monday, 29 September 2008

Material to share

 
-----Mensaje original-----
De: Daniela Tonelli [mailto:danielatonelli@infovia.com.ar]
Enviado el: viernes, 23 de mayo de 2008 10:13
Para:
Asunto: Material to share

Hi Ceci,
I´ve been surfing the net, looking for teacher´s development material (you know how interested I am in that) and I found this manual, which contains very useful tips for teachers. Perhaps you already know about this material, which you can find together with plenty of other resources on the British Council site www.britishcouncil.org . I strongly recommend the Games archive  as well as the Teaching Tips.
You can find very interesting articles. I´ve been reading something about Error Correction, which Vane told me is going to be the topic of our next Teacher´s meeting.
 
We are really lucky to count on this useful tool, the Internet. It can really make things much easier for us.
However, it is time-consuming and once you start you can´t stop (at least this is what happens to me)
 
Hope you find it useful
Regards
Daniela


ONLINE PICTIONARY

http://www.isketch.net/isketch.shtml

Talking English - 45 edition


 
email this page June2008
Talking English

Welcome to Talking English edition 43!

This issue features:

  • The new-look Teaching English site - bigger, better, brighter, bloggier
  • Englishbanana - huge collection of downloadables - mind you don't slip!
  • Pangea Day - watch the films, make a difference
  • RIF - helping young children to discover reading
  • Visuwords - Thesaurus meets neural net meets fairground ride...
  • Britain in Pictures - does what is says on the tin!

If you would like to send us any feedback about this newsletter or any of our programmes, please e-mail us at info@britishcouncil.org.ar.
We hope you enjoy this issue
Mary Godward
Operations Manager Arts & English
British Council Argentina

 LearnEnglish Parents
Are your children learning English as a second or foreign language? LearnEnglish Parents has lots of info and resources for parents like you. There's the 'Help your child' booklet, the cool Pron Pal software, downloads, links and tips on how to use LearnEnglish Kids. Get cracking!
www.britishcouncil.org/learnenglish/parents
 Flashcard ideas
bogglesworldesl.com
If you like using cards to teach vocabulary, find hundreds on ESL Kids Flashcards, along with ideas on how to use them. Matching games, go fish, alphabet soup, bear card charades, forest animals circle dance, handkerchief race and more! All free!
 A taste of TTTJ
If you are a teacher trainer in some formal or informal way, you'll enjoy the collection of classics from The Teacher Trainer Journal. 'Web only' articles and the column 'It's a Wired World' are also available for free. Enjoy!
tttjournal.co.uk
 Dinosaur Den
dinosaurden.co.uk - image: paul millard
Do kids ever get tired of 'dinos'? No, they don't! In the Dinosaur Den, you'll find all things 'dino': timelines, A-Z lists, kings of the sky, early mammals, dinosaur relatives, dinosaur clipart, and dinosaur fun fun fun!
 MADE TO MEASURE in Mar del plata
RulesBeatriz Pena Lima will be presenting Made to Measure a resource book to support the inclusion of litertaure in the primary English language classroom.  The workshop will take place at Villa Victoria on 24 August 2008. For further details, please contact info@britishcouncil.org.ar
Students on a bilateral language exchange
 The National Year of Reading
yearofreading.org.uk
In 2008, UK children, families and adult learners will be celebrating the many values of 'reading'. The National Year of Reading website offers lovely ideas and activities which could be adapted for elsewhere - check them out, get inspired and celebrate 'reading'!

If you are a learner or teacher of English, LearnEnglish has something for you.

Search English - a news, information and networking tool for English language teaching professionals.

teaching English - produced by the BBC and the British Council as a resource for teachers.

ELTeCS - a professional network helping teachers work together across borders to share knowledge and improve practice in their regions.

The British Council is not responsible for the contents of any external sites.
Estamos registrados en el Reino Unido como una organización sin fines de lucro. Nuestros principios de privacidad y derechos de autor. Nuestra web sobre la libertad de Información y nuestras reglas sobre publicaciones. Doble click para abrir el diccionario
You have received this e-mail because you registered on our website or have previously indicated an interest in British Council Argentina's events. If you wish to opt out of this British Council e-mail list unsubscribe here.

Saturday, 13 September 2008

Use of English-Worksheet 1

http://rapidshare.com/files/144971266/Worksheet_1-_Use_of_english-FloJoe.doc.html

Friday, 12 September 2008

Useful material for all levels

http://www.eslbase.com

Negotiating

http://rapidshare.com/files/144704241/negotiating.pdf.html?killcode=17608081217850760527

Wednesday, 10 September 2008

A presentation

http://rapidshare.com/files/144263490/presentation.pdf.html

Business board game

http://rapidshare.com/files/144261629/business-board-game.pdf

ANOTHER SITE

ESL LAB

SITE: RESOURCES FOR TEACHERS

http://www.englishcoach.com.ar/

Best wishes

Daniela T.

Saturday, 6 September 2008

REVISION FOR UPPER INTERMEDIATE 2 AUGUST

Adjectives

Conditionals

Board Game for Conditional Sentences

Discussion using conditionals.


First Conditional


Game for First and Second Conditionals


The Futures: Board Game

Gerund and Infinitive

Indirect Questions


Passive Voice

Revision Activities for August Test (Pre Intermediate)

Activities prepared by Florencia....

Finished Time

For Since

Matching Game: Telephoning

Reported Speech

Reported Questions

Reported Speech 2



Tag Questions


Tags Matching

REVISION FOR AUGUST TEST: ELEMENTARY

Thanks again, Flor, for caring and sharing....

You can download it from the link below.

Revision for August Test: Elementary

Thursday, 4 September 2008

From Super Vision to Teacher`s Vision

This is another very interesting workshop I attended during the 2008 Congress for Coordinators. Delivered by Mariana Porta and Leonardo Castelluccio, this workshop explored the different stages teachers go through and how coordinators and directors of studies have a role in helping their teachers advance through the different stages by providing support and professional challenges. Slides from the presentation can be downloaded from here.

The ideas for the workshop were taken from The Developmental Stages of Teachers by Lilian Katz

In what stage of your teaching career are you?

Check the descriptive statements that could apply to you:

1) You carefully plan your lessons and that planning may take much longer than the teaching session itself.
2) You feel amazed and surprised by students´ expression of love, gratitude and respect for you. You did not expect this.
3)You are pretty bound to your class plan. You don`t improvise, change or discard your plan at any moment.
4. You tend to be more concerned about your class plan than about how it will turn into actual on ground class managemet.
5. While teaching, you are often more concerned about your teaching than about student´s leraning.
6. You find yourself thinking: This might work pretty well in his/her classroom, but my students are different even if they are in the same level, so it won´t work with my sudets.
7. You admire certain teachers and you feel you will never get to be that good.
8. You are often surprised by the emergent. There is always something you haven´t considered when planning or there´s always a student who ask the unexpected question.
9. You have been able to focus on individual students and individual problem situations and seek a solution.. You find yourself thinking “How can i help a particular student who”?
10. Your classs ussally runs smoothly most of the times.
11. You enjoy teaching most of the times.
12. You have a few management “tricks” that usually work very effectively and you rely on them.
13. You are more concerned with specific aspects of your planning in order to approach a particular.
14. You are more concerned with specific aspects of your management such as “What other errror corrections could I use”.
15. You are rarely surprised by emergent. You pretty much know what to expect from students and they seldom ask an unexpected question.
16. You have found yourself seeking help from teachers who have had similar experiences and you´ve been willing to try out some of those suggestions.
17. You are getting tired of doing the same things over and over.
18. You ask yourself more questions about new developements in the field.
19. You occasionally think you should have chosen a different profession.
20. You sometimes wonder: is this what I´m going to do the rest of my life? I don´t know if I want to.
21. You feel you have been repeating yourself and you find a need for renewal and refreshment.
22. You believe there is basically “nothing new under the sun”.
23. You have thought of leavingg the profession.
24. You have come to terms with the profession.
25. You have reached a comfortable level of confidence in your own competence.
26. You ask yourself deeper and more abstract questions about learning, teaching, education or school management.
27. You keep expanding your repertoire of teaching techniques.
28. You have found yourself giving guiadance, support and suggestions to younger colleagues.
29. You feel you are pofessional who can keep developing and growing.
30. You are pretty confident to face most substitutions on the spur of the moment.

Wednesday, 3 September 2008

Non Violent Communication

What is Nonviolent Communication?

Nonviolent Communication means connecting with the human spirit, in each person, in any situation.


Nonviolent Communication means interacting with others in a way that allows everyone’s needs to be equally valued.


Nonviolent Communication means creating organizations and life-serving systems responsive to our needs and the needs of our environment.

Nonviolent Communication (NVC) helps connect us with what is alive in ourselves and in others moment-to-moment, with what we or others could do to make life more wonderful, and with an awareness of what gets in the way of natural giving and receiving.

NVC language strengthens our ability to inspire compassion from others and respond compassionately to others and ourselves. NVC guides us to reframe how we express ourselves, how we hear others and resolve conflicts by focusing our consciousness on what we are observing, feeling, needing, and requesting.

Nonviolent Communication Language: It awakens empathy and honesty, and is sometimes described as "the language of the heart."

Link to the first chapter of Rosenberg`s book.

Anger Management

We are never angry because of what others say or do. The cause of our anger lies in our thinking"
Marshall Rosenberg, Center for Non Violent Communication



This is a brief summary of a talk on Anger Management by Maria Marta Suarez, which I attended last Friday in the Congress for Coordinators and Directors of Studies. The ideas are based on the spiritual philosophy of Kabbalah and the principles of Non Violent Communication.

When working with people, it is important to be equipped with tools which encourage this type of communication in ourselves and in others. To put it in a nutshell, Anger Management strategies can be learnt and they can turn conflict into positive learning situations and can help us relate to others in a much more positive way. This will certainly have a positive impact on ourselves and on those who surround us.


According to Kabbalah, the negative actions we produce generate negativity. The Karma Ghost cartoon exemplifies this belief:

Karma Ghost by Billy Blob

Anger is a natural human emotion and is nature's way of empowering us to "ward off" our perception of an attack or threat to our well being. The problem is not anger, the problem is the mismanagement of anger. Mismanaged anger and rage is the major cause of conflict in our personal and professional relationships.

Domestic abuse, road rage, workplace violence, divorce, and addiction are just a few examples of what happens when anger is mismanaged.

WHAT WE ALL WANT: OUR BASIC NEEDS

CONNECTION
acceptance, appreciation, belonging, cooperation, communication, closeness, community, companionship, compassion, consideration, consistency, empathy, inclusion,
intimacy, love, respect/self-respect, safety, stability, support,to know and be known
to see and be seen, to understand and be understood, trust, warmth

PHYSICAL WELL-BEING
air, food, movement/exercise, rest/sleep, sexual expression,safety, shelter,touch, water

HONESTY
authenticity, integrity

PLAY
joy, humor

PEACE
beauty, ease, equality, harmony, inspiration,order

MEANING
awareness, challenge,clarity, competence,consciousness, creativity, discovery, effectiveness, growth, hope, learning, mourning, participation, purpose, self-expression, stimulation, understanding

AUTONOMY
choice, freedom, independence, space, spontaneity


Where does anger come from?

When one or more of our basic needs are unsatisfied, this leads to strong negative feelings, which we unconsciously avoid, because "it is the others` fault".

Example of strong negative feelings:
___ Anxious ___ Worthless ___ Hostile ___ Depressed
___ Mean/evil ___ Revengeful ___ Bitchy ___ Bitter
___ Rebellious ___ Paranoid ___ Victimized ___ Numb
___ Sarcastic ___ Resentful ___ Frustrated ___ Destructive

We feel angry and we react (we connect to our reactivity), blaming the others for the way we feel. We accuse others, we curse others and swear. We become JUDGEMENTAL because of our REACTIVITY caused by anger. This reactivity and being judgemental cause the others to become angry as well or simply defensive and unwilling to set their minds into a problem solving mood.

What can be done when life presents challenges?

When we feel angry, we can turn this negative reactive energy into positive proactive conflict resolution activity by communicating in a non-violent way to others.

1. Notice the challenge
2. Acknowledge: Expand your circle of influence. Recognize the real enemy (YOUR REACTIVITY)
3. (Dis)Connect: Disconnect your reactivity (avoid being judgemental of others) and connect your light (Ask for the light to come in - Kabbalah)
4. Face the situation, acting pro-actively.



Cognitive Restructuring


Simply put, this means changing the way you think. Angry people tend to curse, swear, or speak in highly colorful terms that reflect their inner thoughts. When you're angry, your thinking can get very exaggerated and overly dramatic. Try replacing these thoughts with more rational ones. For instance, instead of telling yourself, "oh, it's awful, it's terrible, everything's ruined," tell yourself, "it's frustrating, and it's understandable that I'm upset about it, but it's not the end of the world and getting angry is not going to fix it anyhow."

Be careful of words like "never" or "always" when talking about yourself or someone else. "This !&*%@ machine never works," or "you're always forgetting things" are not just inaccurate, they also serve to make you feel that your anger is justified and that there's no way to solve the problem. They also alienate and humiliate people who might otherwise be willing to work with you on a solution.

Remind yourself that getting angry is not going to fix anything, that it won't make you feel better (and may actually make you feel worse).

Logic defeats anger, because anger, even when it's justified, can quickly become irrational. So use cold hard logic on yourself. Remind yourself that the world is "not out to get you," you're just experiencing some of the rough spots of daily life. Do this each time you feel anger getting the best of you, and it'll help you get a more balanced perspective. Angry people tend to demand things: fairness, appreciation, agreement, willingness to do things their way. Everyone wants these things, and we are all hurt and disappointed when we don't get them, but angry people demand them, and when their demands aren't met, their disappointment becomes anger. As part of their cognitive restructuring, angry people need to become aware of their demanding nature and translate their expectations into desires. In other words, saying, "I would like" something is healthier than saying, "I demand" or "I must have" something. When you're unable to get what you want, you will experience the normal reactions—frustration, disappointment, hurt—but not anger. Some angry people use this anger as a way to avoid feeling hurt, but that doesn't mean the hurt goes away.

On Fear II

Our biggest fear is not that we are inadequate
Our biggest fear is that we are powerful beyond measure
We ask ourselves, who am I to be brilliant, gorgeous, talented, fabulous?
Actually, who are you not to be?
Your playing small doesn't serve the world
We are born to make manifest the glory of God that is within us
And as we let our own light shine
We unconsciously give other people permission to do the same.

Marianne Williamson

On Fear

ACTIVITIES FOR ELEMENTARY (AUGUST TEST)

Flor has sent us the activities below.

You can download them by clicking on them:

Adverbs of Frequency

http://rapidshare.com/files/142393629/dailyroutinelifeofGoda_Page_1.jpg.html

http://rapidshare.com/files/142394057/homeActionsCrossword.pdf.html


http://rapidshare.com/files/142394190/how-much-many-kids.pdf.html

http://rapidshare.com/files/142394361/Months_20of_20the_20year_20_2_.jpg.html

http://rapidshare.com/files/142396295/negative_sentences__bingo__simple_past_regular_verbs_.doc.html

http://rapidshare.com/files/142396710/past-simple-board-game.pdf.html


http://rapidshare.com/files/142396861/past-simple-last-holiday.pdf.html

http://rapidshare.com/files/142397009/past-simple-worksheet.pdf.html

http://rapidshare.com/files/142397166/Tom_20daily_20routines_Page_2.jpg.html

Thanks, Flor!

Monday, 1 September 2008

SITE WITH IDEAS FOR ROALD DAHL`S STORIES

Tips for working with Roald Dahl`s Short Stories in Class.

http://www.roalddahl.com/

Thanks to Javier for suggesting this link!