LEVEL 1: Likes and dislikes

Activity 1: Likes and dislikes: checking sentences about what we like and don`t like

1. Check the follwoing link:

http://www.eslgold.com/speaking/ss_expressing_likes_dislikes.html

2. Check the vocabulary for the situations.

3. Pracice the Conversation with a partner.

4. Click the following link and play the game:

http://learnenglishkids.britishcouncil.org/en/language-games/make-the-sentences/likes-and-dislikes

4. Write a short description of the things you like and don`t like to do.

Activity 2: Listening to people talking about what they like or don`t like

1. Watch the following videos, click on the link:

http://www.youtube.com/watch?v=ULwcs9KaGp4

http://www.youtube.com/watch?v=-Nyb-jGTeRk&feature=fvwrel

2. Answer the questions below.

a. What does Claudia like?

b. What does Claudia not like?

c. What does Elissa like?

d. What does Elissa not like?

e. Which things do you like to do that are the same as theirs?

Cool information to check out

Hi guys,

This is the link for you to check some info about a very nice place to visit.

Check it out.
http://co.noticias.yahoo.com/blogs/blog-editorial/para%C3%ADsos-verdes-en-el-asfalto-223426019.html

LEVEL 2 Using adjectives

Activity 1: Knowing vocabulary to describe people and things.

1. Look for the item: Practicing vocabulary on the rigth side of the blog.

2. Click on the link: English Vocabulary

3. Below the picture, click on the link: Words and phrases.

4. In the list look for the link: Common adjectives.

5. Check the words and listen to their pronunciation.

6. Check the Grammar adjectives explanation.

7. Check out the following video about people describing people.

http://www.youtube.com/watch?v=5n2ma_4sy_8

Activity 2: Using adjectives to describe and compare.

1. Look for the item: Practicing grammar on the rigth side of the blog.

2. Click on the link: Test your English

3. In the English test list, click on the link: Adjectives-Comparisons Test 1

4. Click on Explanation adjectives

5. In the Adjective-adverb English Grammar list: click on Comparisons adjectives.

6. Read the Grammar explanation: A, B, C, D

7. Do the exercises on the top: Adjectives - Comparison and Adjectives - Comparison in sentences.

Activity 3: Writing descriptions

1. Open the following link and do the exercises it presents:

http://assets.cambridge.org/97805216/64356/excerpt/9780521664356_excerpt.pdf

Situación de la UdeA

Hi there,

Just for you to be informed.

Este miércoles 18 de abril, pasdas la una de la tarde, disturbios ocasionados por un grupo de encapuchados generaron temor entre quienes a esa hora cumplían con sus labores en la Ciudad Universitaria del Alma Máter.La situación provocó que las actividades académicas y administrativas fueran suspendidas.Los encapuchados bloquearon las distintas porterías (excepto la salida alterna a la portería del Metro) y lanzaron simultáneamente "papas bomba".Los miembros de la comunidad universitaria que atendieron el llamado de evacuación, tuvieron dificultades para hacerlo.Esta situación no sólo provocó crisis nerviosas, sentimientos de impotencia y angustia en la comunidad universitaria y en sus visitantes, sino también congestión en el lugar, pues por allí buscaban salir peatones, carros y motos.Una vez el Escuadrón Móvil Antidisturbios de la Policía, Esmad, hiciera presencia e ingreso por llamado de las directivas de la Universidad, arrojó gases lacrimógenos para controlar las acciones de los encapuchados.La acción hizo que éstos se desplazaran hacia la Plazoleta Central y que quienes no habían logrado salir se vieran afectados por los gases.En medio de los enfrentamientos entre encapuchados y miembros del Esmad, uno de los agentes de la Fuerza Pública resultó gravemente herido. Un explosivo que contenía metralla hizo que perdiera una de sus piernas. Los encapuchados también intentaron destruir con una bomba artesanal, el cajero electrónico de la Cooperativa de Profesores de la Universidad de Antioquia ─Cooprudea─, ubicado en el primer piso del Bloque 22.La situación, como ha ocurrido en otras ocasiones, también generó caos vehicular en los alrededores del Campus Universitario, pues el tránsito por la Avenida Ferrocarríl y la Calle Barranquilla fue suspendido durante algunos minutos.Desde las 5 de la tarde de este miércoles, se programó una reunión extraordinaria del Consejo Académico Universitario para evaluar la situación y definir la puesta en marcha de las actividades académicas y administrativas.Hace pocos minutos, los directivos de la Universidad, por medio de su cuenta en Twitter dijeron:1. Hace unos minutos finalizó la sesión extraordinaria del Consejo Académico de la UdeA. Mañana jueves 19 de abril, no se darán clases.
2. El Consejo Académico propuso jornada de reflexión sobre los graves actos violentos que afectaron hoy al Alma Máter.
3. El ingreso a la Ciudad Universitaria se reanudará mañana 19 de abril, a las 2 p.m. El viernes 20 se retoman las clases a las 6 a.m.

LEVEL 1- Prepositions

Activity:

1. Check the following Chart about the use of some prepositions.

at	in	on
PRECISE TIME	MONTHS, YEARS, SEASONS, CENTURIES and LONG PERIODS	DAYS and DATES
at 3 o'clock	in May	on Sunday
at 10.30am	in summer	on Tuesdays
at noon	in the summer	on 6 March
at dinnertime	in 1990	on 25 Dec. 2010
at bedtime	in the 1990s	on Christmas Day
at sunrise	in the next century	on Independence Day
at sunset	in the Ice Age	on my birthday
at the moment	in the past/future	on New Year's Eve

2. Do exercises on Practicing Grammar- English Page- prepositions

LEVEL 2 The town mouse and the country mouse

Check this link to read the story.

Read only page 1.

http://www.readers.sk/cz/pdf/townmouseplay.pdf

LEVELS 1 and 2

Today we are going to review the importance of doing a project.

Activity:

Read the following chart and comment with your partners what you understand about it.

PROJECT WORK
A project is an in-depth investigation of a topic worth learning more about. Done by: § a small group of [students] within a class § by a whole class § or by an individual. Key feature: § It is a research effort deliberately focused on finding answers to questions about a topic posed either by the [students], the teacher, or the teacher working with the [students]. Goal: “To learn more about the topic rather than to seek right answers to questions posed by the teacher.” Katz, L. (1994).	The following characteristics summarize this type of work (Stoller, 2001) § Project work focuses on content rather than a specific language target. § Project work is student centered. The teachers’ roles change. They give support and guide during the process. § Project work facilitates cooperative learning through group work. Students can share materials, ideas, and knowledge along the way. § Project work leads to integrate skills trough similar real life tasks. § Project works culminates in an end product (e.g., an oral presentation, a play, a talk show, a video, a contest, a magazine, a newspaper, a big book, a didactic game, a brochure.) § Project work is potentially motivating and challenging. It may develop students’ self-esteem, confidence and autonomy, as well as promoting students’ language skills, content learning, and cognitive abilities.
STEPS FOR DOING THE PROJECT: these stages can serve as a guide for the project development during the term. Pineda, D. (2009)	ü Topic Selection ü Defining the format for the project ü Exploration ü Questioning ü Planning ü Monitoring ü Presentation of the project ü Evaluation

Prepared by Sandra Echeverri. 2011

Adapted by Foreign Languages Teacher Carolina Herrera 2012