Qué poco falta y como todos los años, trato de agregar algo a todo lo que ya he escrito y mostrado sobre Halloween.
Esta vez me concentro en los disfraces, algunos muy fáciles de hacer y otros no tanto, pero con un poco de tiempo y maña, todo se logra!
Esta página de Disney está muy buena porque además presenta gráficos de cómo lograr unos disfraces muy bonitos y originales.
Este sitio es genial, GENIAL! Además de que ofrece unas ideas súper originales, el enfoque está en que se utiliza material reciclado. Hay una galería de imágenes muy claras y un paso a paso que no dejan lugar a dudas de cómo construir estos disfraces!
Aquí encontrarán ideas para enseñar idioms, increíblemente, a través de disfraces. Si es que no tuvieran tiempo para disfrazarse de tanto ejemplo que dan aquí, está bueno para hacer los dibujos tipo flashcards y es una forma amena de aprender. Claro que hay que proveer de ejemplos para entenderlos, pero ustedes sabrán cómo enfocar este teaching point!
Acá encontrarán muchos disfraces pero además es interesante ver los videítos del costado con interminables ideas para crafts.
También se ha hecho una adaptación americana que data del año 1999 y se llama She's All That.
Todo esto es porque hoy en el diario Mail On Sunday apareció un muy interesante escrito por la actriz que interpreta a Eliza, Kara Tointon, en la comedia musical. Ella describe cómo tuvo que pulir su acento de Essex y sus reacciones a medida que iba adquiriendo mejor pronunciación.
También les comento que encontré el texto de la obra completa, online y con lesson plans, preguntas y respuestas y lo mejor es que hay ciertas palabras que están subrayadas y esto es, si uno apoya el mouse sobre ellas, se lee su definición!
Tal vez porque uno trabaja en zonas donde no hay muchos recursos o quiere imponerse un desafío personal ("veamos cómo me manejaría si no tuviera tanto material..." "cómo hacían antes sin CDs, compu, internet, etc") que uno escucha "teaching English with minimal resoureces" y se preocupa... o se siente reivindicado! Cuántos teachers trabajan en zonas de bajos recursos y no hay textos ni fotocopias?
Pues aquí les ofrezco unos artículos muy interesantes donde nos ofrecen ideas de cómo enseñar con recursos mínimos... o nada!
'Nowadays, people have no idea where American ends and English begins. And that's a disaster for our national self-esteem. We are in danger of subordinating our language to someone else's - and with it large aspects of British life.'
Hace poco salieron publicados unos interesantes artículos por Matthew Engel en el Mail On Sunday sobre cómo Americanisms está invadiendo la manera británica de hablar, para el horror de muchos.
No sólo se queja del spelling sino también de las nuevas palabras que se adoptan o de cómo se pronuncian.
Les dejo la lista de las frases y/ o palabras más odiadas por él y por sus readers que le mandaron más.
(Tengan en cuenta que las explicaciones o definiciones que se dan están expresadas en forma muy sarcástica!)
Hospitalise (or worse still, hospitalize): It's bad enough going to hospital, without being accompanied by this hideous word.
Faze: It doesn't faze me (even when it's spelt 'phase') especially as it's useful in Scrabble. It's just downright irritating. Movies: Can we please watch a film? Or go to the pictures? Or the flicks?
Truck: It deserves to get run over by a lorry.
A Hike: Is a nice walk in the country, not a wage, price or tax rise.
The Finger: If I cut you up on the motorway, would you mind showing your finger by sticking up two fingers, the British way? Thank you.
(Esto es porque aquí la gente cuando quiere insultar a otro, no muestra generalmente el dedo mayor como los americanos. Hacen una V con los dos dedos pero no del lado de la palma de la mano, o sea, hacen el signo V de la paz o al victoria al revés, palma de la mano apuntando para nuestro lado.)
Do The Math: No, do the maths, for Heaven's sake.
Rookies: In Britain, they are big birdies, not newcomers.
Outage: An American power cut, now in use in a newspaper near you. I always read it as 'outrage'.
Monkey Wrench: An adjustable spanner, if you please.
Otras:
The U.S.-dominated computer industry, with its 'licenses', 'colors' and 'favorites' is one culprit. That ties in with mobile phones that keep 'dialing' numbers that are always 'busy'.
I accept that estate agents find it easier to sell fancy apartments rather than boring old flats. And it's right that our few non-passenger trains should carry freight not goods, because that's a more accurate description of the contents.
Ask any lawyer and they will explain: witnesses in British courts do not testify, they give evidence; nor do they 'take the stand' to do this, they go into the witness box.
It also used to be understood that, while American politicians 'ran' for office, British politicians always 'stood'. I liked that: it implied a pleasing reticence. Now in Britain both words are used interchangeably and in this month's General Election candidates stood and ran at the same time.
Del segundo artículo:
Top of the long hate-list was probably ‘Can I get a coffee?’ (and these days it probably would be an overpriced, overmarketed American coffee rather than a nice cup of tea).
It was closely followed by ‘I’m good’ as opposed to ‘I’m very well, thank you’. This phrase is even more infuriating when used as an alternative to ‘No, thanks’, in declining a second helping.
Other leading hates include ‘snuck’ as the past tense of ‘sneak’ and ‘dove’ as the past tense of ‘dive’;
driver’s license instead of driving licence;
overly rather than over;
autopsy for post-mortem;
burglarized instead of burgled;
filling out forms instead of filling them in;
fries for chips;
chips for crisps; and food to go as opposed to take away.
There is also period instead of full stop; and of course ‘Hi, guys’, guys in this case being of either sex.
(...) Martin Levin of London E4, says he keeps emailing Radio 2 to remind them there is no k in ‘schedule’ (...)
It includes airplane for aeroplane, pharmacist for chemist, advisory for warning (...)
The land is also full of ‘gotten’ haters – understandable because it is an extremely ugly word. This is a complex area, though, in that it was formerly used in Scotland and can be found in the works of Sir Walter Scott.
And there is widespread loathing of the verbalisation of nouns: incentivizing and all that rot.
In sport, Bob Carr winces when his team suffer an American ‘loss’ far more than when they go down to an English defeat.
Wayne Bryant says that, if he were still playing competitive sport and was told ‘you’re ON the team ON the weekend’, he would refuse to turn up. Gordon Spalding adds ‘Can we touch base?’ to the collection of ludicrous baseball metaphors.
Los artículos completos aquí y aquí. Si leen los comentarios al final de cada artículo, van a ver LA CANTIDAD que aportaron los lectores!
Llega ese momento, cada 4 años, en que todo el mundo anda medio loco y/o agitado: los alumnos que no hablan de otra cosa que de fútbol (al igual que los adultos, por supuesto) y las teachers que no saben qué inventar para enseñar o reciclar temas a través de este deporte, a ver si los chicos se interesan...
Y sí que se interesan si las actividades que ofrecemos son variadas, entretenidas, divertidas... y enseñan!
Les propongo visitar algunos sitios que ofrecen printables y lesson plans que cubren todos los niveles.
Suerte, que les sea leve y que gane el mejor! Y que todos aprendan!
Si quisiéramos empezar a organizarnos con cómo idear diferentes lesson plans a lo largo del campeonato, podríamos basarnos en esta página que, a pesar de que fue hecha para el campeonato 2006 y las actividades no están on line (no nos servirían), sí se encuentran ideas de qué actividades crear, las copio aquí:
Day One:
Activity 1: Introduction to the World Cup Pupils find out the location of the 32 countries participating in the World Cup final.
Activity 2: World cup quiz A quiz to stimulate interest in the countries which will be under the World Cup spotlight.
Activity 3: Country research (introduction) Project work for the week. Groups of pupils do research on some of the lesser-known countries participating in the World Cup finals.
Day Two:
Activity 1: We play football Pupils compare two photos of children playing football, one taken in (an African country) and one in the UK (or your own country). They discuss them, then learn about life in a shanty town in the suburbs of Nairobi.
Activity 2: A game of empowerment Do competitive games help poor people with the problems they face?
Activity 3: Country research (part 2) Continued project work about countries participating in the World Cup.
Day Three:
Activity 1: My ideal school playtime A writing activity to help pupils think about their leisure time at school.
Activity 2: Recreation at school What problems can occur during playtime at school? This thinking skills activity helps pupils to determine issues and identify possible solutions.
Activity 3: Presentation of country research Pupils present posters displaying the results of their research.
Day Four:
Activity 1: From shopper to worker Developing a concept map of the way sportswear gets from factories in the developing world to consumers in the richer countries.
Activity 2: Write to clothing companies Pupils write letters to clothing companies asking how they know that workers producing their clothes are fairly treated.
Activity 3: Design a logo An art activity in which pupils design a logo which would show that workers had worked reasonable hours.
Day 5:
Activity 1: Good competition, bad competition Brainstorming the good and bad points about competition.
Activity 2: The great debate A formal debate: ‘This house believes that competition should be banned'. Adobe PDF file
Activity 3: Evaluation: what have we learned this week? Assessing the week’s activities.
Para niveles intermedios y más altos, aquí hay una lista de diferentes actividades (vocab, fill in the gaps, etc) basadas en noticias reales.
Quería compartir con ustedes parte de un contrato que firmé con una agencia que a su vez me recomendará para dar clases de ESOL en diferentes colleges.
Espero que les resulte interesante leer esto, es muy distinto a lo que uno por ahí firma en otros lados, particularmente el tener que decir de qué raza es uno (en realidad, esto prácticamente lo tenés que aclarar en todos lados, hasta para cuando te querés asociar a la biblioteca! -aunque puede ser opcional) y las secciones de cómo tratar a los alumnos, evitando en lo posible, toda clase de physical contact y cómo proceder si se van a usar las computadoras del colegio. (ICT class)
Equal Opportunity and General Information Questions:
The following questions and relating answers are necessary for entering your details onto COMPANY'S NAME's candidate database to ensure the effective monitoring of our equal opportunities policy. They will at all times be kept confidential.
• Martial Status: Married Single Other
• Do you consider yourself to have a disability: Yes No
• Nationality: ________________________
• Ethnic Origin: Please indicate from the list below (optional)
• Black African • Black British • Black Caribbean • Bangladeshi • Black Other • Chinese • Indian • Mixed White/Black African • Mixed White/Black Caribbean • Mixed Race • Any Other Ethnic Group • Any Other Asian Group • Any Other Black Group • Pakistani • White
ADVICE ON ICT USAGE IN COLLEGES
Background
It is now a regular and frequent requirement upon supply staff to utilise the college’s ICT equipment as part of their teaching and learning responsibilities. This is a perfectly reasonable expectation of colleges and candidates should seek to utilise such resources to maximise their impact on students’ learning.
Some simple rules…
When utilising ICT equipment in colleges, candidates should follow some simple rules:
1. Acquaint yourself with the college’s policy and procedure on the use of ICT equipment. As with all college policies, you are expected to adhere and abide to such rules when you are working in that college. So try and establish what the rules are.
2. Try and organise yourself access to the college’s network with your own user name and password. Try and avoid using another person’s ‘log-in’.
3. Do not use the college’s computers for personal use. It reflects badly on you and COMPANY'S NAME if you are observed undertaking such activities.
4. If you are using the internet (for research or teaching purposes) ensure that the sites you visit are always relevant and appropriate. If you inadvertently visit a site that has inappropriate material displayed, immediately close down the site and report the circumstances to a senior member of staff.
5. Do not let students or other staff use your ‘log in’ details and always ‘log off’ if your computer is going to be left unattended at any time.
6. If you suspect students (or another member of staff) has used a computer with your log in credentials, report the details to a senior member of staff immediately.
7. If you discover evidence that college computers may have been used to access inappropriate web sites or download inappropriate material, report this to a senior member of staff immediately.
8. If you have access to the college’s email system, do not use it for sending personal emails. If you receive joke emails do not forward these on in any circumstances.
9. If you have reason to send emails, ensure that the language you use is always appropriate. Check what you are writing to make sure that it could not be misconstrued.
10. Never enter into over-familiar correspondence with students. Remember that you are in a position of trust. Do not give your facebook/bebo/my space or any such social networking account details to any students and if requested as a friend do not accept them. This will only blur the boundaries between student and teacher and will certainly put your motives in question.
11. If you receive any email correspondence from a student that concerns you please report this to a senior member of staff immediately.
12. Never give a student your mobile phone number. Similarly, do not ask for (or receive) the mobile telephone number of a student. There are no valid reasons why this should be necessary and to do so will create suspicion and place you in a vulnerable position.
13. Don`t have your mobile phone in view during lessons and never try to take photographs or videos of students on your phone. If, as part of the learning experience you need to photograph or video students, get clear permission from the college beforehand.
ADVICE ON PHYSICAL CONTACT WITH STUDENTS
Introduction
Physical contact with students in college is a very sensitive subject. As a member of supply staff, you have the same rights and obligations as permanent members of staff. However, as a member of supply staff (who may not be familiar to students) you may be susceptible to people misinterpreting your actions and/or students making unfounded or mischievous allegations. Be aware of this potential and always follow this guidance which is offered to assist you.
The general rule is to avoid student contact wherever possible. In that way your actions can never be misconstrued. However, there are situations where physical contact is necessary and there may be other situations where you cannot avoid physical contact.
The Law
The Education and Inspections Act 2006 has given new statutory powers to members of staff in colleges. This allows them to “use such force as is reasonable” to prevent a student from:
• Committing an offence • Causing personal injury to others (or themselves) or damage to property • Prejudicing the maintenance of good order and discipline at the college
Situations when physical contact might be appropriate
Some physical contact may be proper or necessary (e.g. to demonstrate exercises during a PE lesson or to administer first aid).
Young children and children with special educational needs may need staff to provide physical prompts and help. Equally, when young children are in distress it may be appropriate to offer comforting. In such situations these are judgement calls that have to be made at the time. However you must be aware that for some children touching may be particularly unwelcome for cultural or personal reasons. You must be sensitive to such situations. You should also ensure that you do not touch or hold a student in a way that might be considered indecent.
Intervention and the use of reasonable force
Inevitably, there will be situations when it is necessary to intervene either to protect yourself, the student or others. There is no legal definition of ‘reasonable force’ but there are two relevant considerations to guide you:
1. Do the circumstances warrant it? If a student is only committing a minor misdemeanour or the situation could be resolved without the use of force, then force would not be warranted. 2. The degree of force has to be in proportion to the circumstances. The use of force has to be the minimum needed to achieve the desired result.
In all circumstances you should not act in a way that might be expected to cause injury, e.g.
• Holding a Student by the neck or collar • Slapping punching or kicking a Student • Twisting or forcing limbs against a joint • Tripping up a Student • Holding or pulling a Student by the hair or ear • Holding a student face down on the ground
Some simple rules to guide you…
1. Acquaint yourself with the college’s behaviour management policy. If an incident is developing know from where you can summon assistance.
2. Try to avoid situations where you are alone with a student.
3. Have strategies ready to diffuse potential conflict situations.
4. In the event of an incident, summon assistance as soon as is practicable.
5. Ensure you report all such incidents to college staff and your consultant at COMPANY'S NAME.
6. If you have inadvertent physical contact with a student, report this immediately (explaining the circumstances in which this occurred).
7. If you have been injured in an incident seek medical attention immediately and ensure that the incident is properly reported to the college and your consultant at COMPANY'S NAME.
8. Whilst it is fresh in your memory write a record of the incident. Give as much detail as you can (including the names of any witnesses).
9. Remember that when you are in a college you are an ambassador for COMPANY'S NAME, so avoid any sort of behaviour that could be criticised or misinterpreted.
Citizenship es una materia que se enseña en los colegios aquí, en todos los niveles. No se trata de, como leí por aquí, enseñarles a los chicos a ser respetuosos o cómo recaudar fondos para hacer caridad, etc, sino de explorar una serie de conceptos y procesos sobre justicia, democracia, derechos y responsabilidades. Les recomiendo el ARCHIVE de este sitio donde encontrarán temas y resources para explorar y adaptar. Hay generalmente tres que son gratis, listos para imprimir y a los demás se accede si uno es miembro.
Este sitio que también les recomiendo ver, contiene Citizenship activities según el nivel de los chicos (nivel en colegio de aquí). Cuando hacen click, encontrarán links a diferentes resources.
Este otro sitioestá genial! Me encanta! Cuando hagan click en un tema en particular, verán unos pocos renglones. Miren a la izquierda y ahí encontrarán, en un costado, Introduction, Task 1, Task 2, etc. Haciendo click ahí entonces verán las actividades paso a paso.
Y este otro está muy bueno también, del sitio de la BBC. Tiene photostories, quizzes, etc.
Pero mi preferido absoluto es este, que usé yo para dar clases aquí y es bárbaro! Se lo pueden bajar todo o por capítulos. Este es muy bueno porque el lenguaje es sencillo y se aprende un montón!
Aprovecho para desearles a muchos profes, feliz comienzo de clases y recordarles un post que escribí hace tiempo, sobre qué hacer el primer día de clase.
Quisiera agradecerte tu visita este año, si fue un minuto o una hora, igual te doy las gracias. Me hace bien saber que hay colegas por allí con quien hermanarme aunque sea a través de posts e ideas que te puedan servir.
Te deseo un 2010 con muchos éxitos, para vos y tus alumnos, en tu vida y en tu carrera.
Que disfrutes de esta maravillosa profesión cada vez más!
Aquí iremos a The London Eye a ver los fuegos artificiales y a cantar Auld Lang Syne, esta maravillosa canción escocesa, que tiene su historia y aquí transcribo la versión inglesa.
Should old acquaintance be forgot, and never brought to mind ? Should old acquaintance be forgot, and old lang syne ?
CHORUS:
For auld lang syne, my dear, for auld lang syne, we'll take a cup of kindness yet, for auld lang syne.
And surely you’ll buy your pint cup ! and surely I’ll buy mine ! And we'll take a cup o’ kindness yet, for auld lang syne.
CHORUS
We two have run about the slopes, and picked the daisies fine ; But we’ve wandered many a weary foot, since auld lang syne.
CHORUS
We two have paddled in the stream, from morning sun till dine† ; But seas between us broad have roared since auld lang syne.
CHORUS
And there’s a hand my trusty friend ! And give us a hand o’ thine ! And we’ll take a right good-will draught, for auld lang syne.
CHORUS
Para ver la versión escocesa original y su pronunciación, click aquí.
Te recomiendo que escuches esta hermosa versión por la BBC, la imagen de fondo es del Sydney Harbour.
Londres está cada vez más linda, se respira Navidad, hay pantos y por supuesto, también se cantan los villancicos.
Uno puede ir a la iglesia a escuchar un coro o incluso se dan sing-a-longs como el que hubo hace poco en el Royal Albert Hall.
Tuve la dicha de ser invitada a un sing-a-long y fue mi segunda vez y les puedo asegurar que es una experiencia maravillosa cantar villancicos con gente que no esconde su voz y canta a viva voz, familias, gente grande, niños, todos juntos!
Les paso los que cantamos ayer, bastante "entonados" en todo sentido, después de haber comido mince pies y de tomar mulled wine...
También agrego las letras para que puedan enseñarlos, particularmente The Twelve Days Of Christmas, una especie de cumulative song, muy divertida!
Si ya están de vacaciones, será el año que viene.
Clickeen PLAY y a cantar! Merry Christmas!
The First Noel
The First Noel, the Angels did say Was to certain poor shepherds in fields as they lay In fields where they lay keeping their sheep On a cold winter's night that was so deep. Noel, Noel, Noel, Noel Born is the King of Israel!
They looked up and saw a star Shining in the East beyond them far And to the earth it gave great light And so it continued both day and night. Noel, Noel, Noel, Noel Born is the King of Israel!
And by the light of that same star Three Wise men came from country far To seek for a King was their intent And to follow the star wherever it went. Noel, Noel, Noel, Noel Born is the King of Israel!
This star drew nigh to the northwest O'er Bethlehem it took its rest And there it did both Pause and stay Right o'er the place where Jesus lay. Noel, Noel, Noel, Noel Born is the King of Israel!
Then entered in those Wise men three Full reverently upon their knee And offered there in His presence Their gold and myrrh and frankincense. Noel, Noel, Noel, Noel Born is the King of Israel!
Then let us all with one accord Sing praises to our heavenly Lord That hath made Heaven and earth of nought And with his blood mankind has bought. Noel, Noel, Noel, Noel Born is the King of Israel!
Ding Dong Merrily on High (Mi villancico favorito! No se olviden de la intrusive r cuando canten Hosanna in Excelsis!)
Ding dong merrily on high, In heav'n the bells are ringing: Ding dong! verily the sky Is riv'n with angel singing. Gloria, Hosanna in excelsis!
E'en so here below, below, Let steeple bells be swungen, And "Io, io, io!" By priest and people sungen. Gloria, Hosanna in excelsis!
Pray you, dutifully prime Your matin chime, ye ringers; May you beautifully rime Your evetime song, ye singers. Gloria, Hosanna in excelsis!
Away in a Manger (generalmente, la primera estrofa la cantan los niños, la segunda las mujeres y la tercera, los hombres)
Away in a manger, no crib for His bed The little Lord Jesus laid down His sweet head The stars in the bright sky looked down where He lay The little Lord Jesus asleep on the hay
The cattle are lowing the poor Baby wakes But little Lord Jesus no crying He makes I love Thee, Lord Jesus, look down from the sky And stay by my side,'til morning is nigh.
Be near me, Lord Jesus, I ask Thee to stay Close by me forever and love me I pray Bless all the dear children in Thy tender care And take us to heaven to live with Thee there
Good King Wenceslas
Good King Wenceslas looked out On the feast of Stephen When the snow lay round about Deep and crisp and even Brightly shone the moon that night Though the frost was cruel When a poor man came in sight Gath'ring winter fuel
"Hither, page, and stand by me If thou know'st it, telling Yonder peasant, who is he? Where and what his dwelling?" "Sire, he lives a good league hence Underneath the mountain Right against the forest fence By Saint Agnes' fountain."
"Bring me flesh and bring me wine Bring me pine logs hither Thou and I will see him dine When we bear him thither." Page and monarch forth they went Forth they went together Through the rude wind's wild lament And the bitter weather
"Sire, the night is darker now And the wind blows stronger Fails my heart, I know not how, I can go no longer." "Mark my footsteps, my good page Tread thou in them boldly Thou shalt find the winter's rage Freeze thy blood less coldly."
In his master's steps he trod Where the snow lay dinted Heat was in the very sod Which the Saint had printed Therefore, Christian men, be sure Wealth or rank possessing Ye who now will bless the poor Shall yourselves find blessing
The Twelve Days of Christmas
On the first day of Christmas, my true love sent to me A partridge in a pear tree.
On the second day of Christmas, my true love sent to me Two turtle doves, And a partridge in a pear tree.
On the third day of Christmas, my true love sent to me Three French hens, Two turtle doves, And a partridge in a pear tree.
On the fourth day of Christmas, my true love sent to me Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree.
On the fifth day of Christmas, my true love sent to me Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree.
On the sixth day of Christmas, my true love sent to me Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree.
On the seventh day of Christmas, my true love sent to me Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree.
On the eighth day of Christmas, my true love sent to me Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree.
On the ninth day of Christmas, my true love sent to me Nine ladies dancing, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree.
On the tenth day of Christmas, my true love sent to me Ten lords a-leaping, Nine ladies dancing, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree.
On the eleventh day of Christmas, my true love sent to me Eleven pipers piping, Ten lords a-leaping, Nine ladies dancing, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree.
On the twelfth day of Christmas, my true love sent to me Twelve drummers drumming, Eleven pipers piping, Ten lords a-leaping, Nine ladies dancing, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree!
Esto es lo que significa:
1 True Love refers to God 2 Turtle Doves refers to the Old and New Testaments 3 French Hens refers to Faith, Hope and Charity, the Theological Virtues 4 Calling Birds refers to the Four Gospels and/or the Four Evangelists 5 Golden Rings refers to the first Five Books of the Old Testament, the "Pentateuch", which gives the history of man's fall from grace. 6 Geese A-laying refers to the six days of creation 7 Swans A-swimming refers to the seven gifts of the Holy Spirit, the seven sacraments 8 Maids A-milking refers to the eight beatitudes 9 Ladies Dancing refers to the nine Fruits of the Holy Spirit 10 Lords A-leaping refers to the ten commandments 11 Pipers Piping refers to the eleven faithful apostles 12 Drummers Drumming refers to the twelve points of doctrine in the Apostle's Creed
All Come All Ye Faithful
O Come All Ye Faithful Joyful and triumphant, O come ye, O come ye to Bethlehem. Come and behold Him, Born the King of Angels; O come, let us adore Him, O come, let us adore Him, O come, let us adore Him, Christ the Lord.
O Sing, choirs of angels, Sing in exultation, Sing all that hear in heaven God's holy word. Give to our Father glory in the Highest; O come, let us adore Him, O come, let us adore Him, O come, let us adore Him, Christ the Lord.
All Hail! Lord, we greet Thee, Born this happy morning, O Jesus! for evermore be Thy name adored. Word of the Father, now in flesh appearing; O come, let us adore Him, O come, let us adore Him, O come, let us adore Him, Christ the Lord.
Hark! The Herald Angels Sing
Hark the herald angels sing "Glory to the newborn King! Peace on earth and mercy mild God and sinners reconciled" Joyful, all ye nations rise Join the triumph of the skies With the angelic host proclaim: "Christ is born in Bethlehem" Hark! The herald angels sing "Glory to the newborn King!"
Christ by highest heav'n adored Christ the everlasting Lord! Late in time behold Him come Offspring of a Virgin's womb Veiled in flesh the Godhead see Hail the incarnate Deity Pleased as man with man to dwell Jesus, our Emmanuel Hark! The herald angels sing "Glory to the newborn King!"
Hail the heav'n-born Prince of Peace! Hail the Son of Righteousness! Light and life to all He brings Ris'n with healing in His wings Mild He lays His glory by Born that man no more may die Born to raise the sons of earth Born to give them second birth Hark! The herald angels sing "Glory to the newborn King!"
Ustedes alguna vez escucharon hablar de esa famosa teoría conspirativa que dice que Paul McCartney habría muerto y que fue reemplazado?
Bueno, les copio parte de un artículo que apareció en el diario The Mail On Sunday, muy interesante por cierto y que seguro es de interés supremo para todo Beatle fan.
El artículo apareció el día 9 de agosto de este año un día después de haberse conmemorado los 40 años del cruce de la famosa calle Abbey Road. Que lo disfruten!
Pictured: The Beatles album cover that started a decades-long conspiracy theory
Forty years ago yesterday, at 11.35am, The Beatles walked across a zebra crossing in an innocuous North London street.
The photoshoot for their new Abbey Road album happened just yards from the eponymous recording studios and took ten minutes - only six frames were taken by the photographer, Iain Macmillan, who was perched on a stepladder.
It has since become one of the most iconic covers in history for two reasons - no album cover has inspired more imitations, and none has spawned such a mass of conspiracy theories.
For Beatles obsessives with fevered imaginations, it was ultimate proof of the bizarre theory of the time - that Paul McCartney was, in fact, dead.
According to the legend, Paul had died in a car accident and been replaced by an impostor. The band, it was said, subsequently felt guilty about the deception, and so placed hidden clues on the album cover for their fans.
Thus, even today, despite the apparent rude health of McCartney, they insist that if you look closely at the images on the front and back of the album it is packed with deathly symbolism.
What is certain is that the album denoted one death of sorts. Unbeknown to the public at the time, The Beatles were in the final throes of a bitter break-up and would never record another album.
Relations had deteriorated to such an extent that the group abandoned their original title of Everest, together with a shoot in the Himalayas, and were photographed instead walking away from the studios and everything they had once shared.
For other devotees, however, far more could be read into the image...
1. THE FUNERAL The procession of The Beatles across the zebra crossing, say the conspiracy theorists, represents Paul's funeral. John Lennon leads in a white suit and symbolises the preacher; Ringo Starr is the mourner, dressed in black; George Harrison, in scruffy shirt and trousers, denotes the grave-digger; Paul is wearing an old suit and is the only one who is barefoot. He later explained that he began the shoot wearing sandals but, because it was a hot day, he kicked them off. The theorists believed that if this was the case, the hot tarmac would be too uncomfortable. This, they argued, was a sign that Paul was the corpse.
2. THE CIGARETTE Paul McCartney is left-handed, but here holds his cigarette in his right hand. At the time, cigarettes were commonly referred to as 'coffin nails'. This, therefore, could be seen as a message that Paul's 'coffin lid' had been nailed down and that the man in the picture was a lookalike. Paul is also out of step with the other band members. Each of the others has his left leg forward, but Paul has his right leg forward - again marking him out as different.
3. THE REGISTRATION PLATE The white VW Beetle in the background has the registration LMW 28IF - 28 being the age conspiracy theorists say Paul would have been IF he hadn't 'died'. In fact, Paul was 27 when Abbey Road was released - but fortunately for the theorists, Indian mystics count a person's age from conception, not birth, in which case Paul would have indeed been 28 at the time. Besides, the band were famously followers of the Indian guru, Maharishi Mahesh Yogi. It has also been suggested that the LMW stands for 'Linda McCartney Weeps' - referring to his new wife whom he had married earlier that year.
4. THE SPECTATORS In the background, a small group of people dressed in white stand on one side of the road, while a lone person stands on the other. Is this meant to be Paul, alone and different from the others?
5. THE POLICE VAN On the right-hand side of the road is a black police van, believed to be a reference to the police who kept quiet about Paul's 'death'. According to legend, the band's manager, Brian Epstein, bought their silence, and the presence of the Maria is meant as another subtle thank you.
6. THE LINE OF CARS A line can be traced from the VW Beetle to the three cars in front of it. If it is drawn connecting their right wheels it runs straight through Paul's head, with theorists suggesting that means Paul sustained a head injury because of a car crash.
7. THE BLOODSTAIN On the Australian version of the album, the cover showed what could be a bloodstain splattered on the road just behind Ringo and John, supposedly backing claims of a road accident.
8. THE CRACKED S On the back cover there is a picture of the Abbey Road sign and above it the name Beatles has been written. There is an obvious crack running through the S - thought to suggest problems within the group.
9. THE DOTS To the left of the name 'BEATLES' there are a series of eight dots. When joined together they form the number three. Did this mean there were only three Beatles left?
10. IMAGE OF DEATH If the back cover is turned 45 degrees anticlockwise a crude image of the Grim Reaper appears, from his skull to his black gown. Theorists believed it was a sign that someone in the group had died.
11. THE GIRL Nobody knows the identity of the girl dressed in blue on the back cover. On the night of the theorists' 'car crash' it was raining heavily and Paul is said to have given a lift to a fan called Rita. It could be that this girl is her, either fleeing the scene or running to get help.
12. PAUL'S FINAL RESTING PLACE If the writing on the wall is split into sections, it conveys the cryptic message, 'Be at Les Abbey'. In numerology the following two letters, R and O, are the 18th and 15th letters in the alphabet. By adding this together (33) and multiplying by the number of letters (2), we get 66, the year Paul is supposed to have died. Three also represents the letter C so 33 could also stand for CC. Cece is short for Cecilia, with theorists claiming Paul was 'laid to rest' at St Cecilia's Abbey, a monastery in Ryde, Isle of Wight.
A decir verdad, aquí la gente grande lo ve como una invasión de costumbres americanas pero los que tienen chicos están bien contentos (o por lo menos lo aparentan) de acompañar a sus niños, a la vuelta del cole, a pedir golosinas por el barrio.
Hubo un año en que me vinieron a visitar (ahora vivo en un departamento así que es medio difícil que vengan) y golpeaban mi puerta porque vieron que había puesto una calabaza en la ventana.
Gritaban "Halloweeeeeeennnnnn!!" y cuando salí a convidarles golosinas, muy tímidamente agarraban uno cada uno! Les invité a tomar más y les daba vergüenza!!! Después les pedí a las mamis si me daban permiso para sacarme una foto con ellos y aceptaron!
Bueno, les cuento esto porque les confieso estuve buscando infructuosamente nuevos sitios y/ o actividades para este año y no he encontrado casi nada nuevo que valiera la pena, salvo estos dos sitios muy interesantes.
Click aquí donde encontrarán worksheets y actividades varias y aquí donde tienen un lesson plan para desarrollar una clase sobre Halloween u otras seasons.
Les recomiendo darse una vueltita por los posts de Halloween de años anteriores los cuales he actualizado y allí encontrarán games, classroom decorations, etc. Halloween 2007 y Halloween 2008.
El 18/08/09 en el diario de circulación gratuita The London Paper, apareció una columna escrita por un lector, Sert Fetti, que trata cómo hablan los adolescentes en general.
Les copio aquí el texto. THE URBAN YOUTH TALK NANG, INNIT
Recently I met up with my 14-year old-cousin who, since starting secondary school, has somehow managed to morph himself into Ali G. His accent is now largely indecipherable to his family, much to their annoyance. During our time together words like “nang”, “sick”, “marvin”, “yard”, “blud” and “innit” kept rolling off his tongue.
This got me thinking about accents, language and my cousin’s new-found love of speaking – what I like to call “urbanese”. Does the way youngsters in London speak really say anything about them?
Programmes like The Catherine Tate Show and Little Britain poke fun at kids who’ve adopted this urbanese accent, depicting them as anti-social and unintelligent.
Personally, I’m not “bovvered” with the way some of our kids speak today. I admit, it can sound peculiar but I also think it shows creativity. According to many, a “proper” accent is the one that carries the most social prestige, and that’s how we should all be speaking. This is the pronunciation taught in schools and used by newsreaders, but why should it be classed as superior?
Everyone has an accent. Surely it’s what you say, not how you say it. I’m sure most of us are guilty of doctoring our accents depending on the company we’re in. Perhaps by speaking urbanese youngsters are just trying to conform to what is now the majority accent in their peer group.
Does a person’s accent really indicate how intelligent they are or their ability to do a job properly? Let’s suppose you have a vacancy in your company. Candidate A is experienced, qualified, bright and, on paper, perfectly able to do the job, but speaks urbanese. Candidate B is less experienced, skilled and qualified, but speaks “properly”. Who would you employ? I’m guessing that, although most of us wouldn’t admit to it, we’d probably discriminate against Candidate A.
It seems that people stereotype and make judgements based on accents. So should we be encouraging youngsters to smarten up their speech or should we forget snobbery about accents because urbanese is just a natural evolution of a London accent?
Only time will tell how future generations of Londoners will speak. We’ll just have to wait and see... innit!
Sé que a lo mejor llega un poco tarde esta info, pero a lo mejor, ahora que parece que pasó lo peor y los chicos volvieron a clase, viene bien información en inglés acerca de lo que ya saben y dominan bien.
Aquí tienen información lista para imprimir, con gráficos muy fáciles de seguir. Es un leaflet que está en los diarios, que se bajar de internet, como ustedes también pueden hacerlo. Contiene temas como medicinas a tomar, vacunación, cómo protegerse, etc.
Acá tienen el audio que también se pueden bajar a un CD para idear un entretenido listening comprehension.
Clickeando este link encontrarán la misma información pero en versión easy read, con dibujos, ideal para los niveles elementales.
Cada tercer domingo de junio se celebra el Día del Padre o Father's Day. Aquí en UK, también como así en USA.
Aquí les recomiendo unos sitios con actividades de todo tipo.
Este sitio es muy interesante, además de ofrecer diferentes tipos de actividades y lesson plans, también hay un powerpoint slideshow (Things Dads Do) muy bueno para practicar o aprender vocabulario en simple present tense. Para chicos es ideal, incluso lo pueden adaptar y hasta incentiva a los chicos a crear sus propias oraciones.
Aquí hay un sitio que presenta cinco lesson plans para que los alumnos aprendan a honrar a los padres o las figuras paternas.
Si quisieran actividades simples, listas para imprimir (como Hidden Picture, Colouring Pages, Projects, etc), hagan click aquí. También se encuentran reading comprehension exercises aunque para acceder se tienen que registrar. Acá también hay muy buenas actividades listas para imprimir, especiales para niños.
Siempre es lindo acompañar un regalo con una tarjeta. Aquí encontrarán varias. Y acá, certificados!
Y si les interesa las manualidades, origami, etc., este es un buen lugar para buscar.
Para los teachers sensibles y románticos, este sitio y este otro, ofrecen poemas para dicha ocasión.
Y para que todo termine en un mar de lágrimas de emoción, acá hay canciones para enseñarles a los pequeñitos.
Que disfruten de la preparación de las actividades.
Mientras los chicos esperan al Easter Bunny con ansias, las teachers tienen que planificar (qué novedad!).
El año pasado, el post sobre Easter fue desde el punto de vista religioso, con actividades y lesson plans para adaptar. Si en las escuelas donde trabajan exigen que el tema de Pascuas sea tratado desde ese plano, clickeando aquí encontrarán varias ideas.
Y encontré aquí unos flashcards muy interesantes, además de actividades sobre textos bíblicos, ideal para nivel pre-intermediate en adelante.
Para los pequeños de jardín y los primeros grados, acá hay unas bonitas colouring pages, listas para imprimir. Y en este sitio, innumerables worksheets y printables, también para pequeños.
Me gustó también esta página donde hay word searches, board games, awards, señaladores, y hasta tarjetas, todos con el tema de Pascuas. Y aquí hay desde crafts hasta poemas y canciones.
Felices Pascuas y disfruten de esos días de descanso que se vienen!
Generalmente se celebra St Patrick's Day el 17 de marzo si esta fecha no cae en Semana Santa.
Tienen que preparar algo para esa fecha?
Empecemos con algunos lesson plans entonces...
Este plan es de un sitio americano donde explica cómo desarrollar un lesson plan especial para esta fecha. Fíjense, es fácil de adaptar y tiene muy buenas ideas. Y al final, una lista de resources.
Para nivel Elementary aquí hay un crucigrama basado en un texto. Está listo para imprimir.
Este plan es un listening comprehension explicando la historia de St Patrick's Day. Es un texto que pueden adaptar para muchos niveles.
Este también es un listening comprehension y es para Upper Intermediate level. Aquí encuentran de qué se trata y el link para bajar el mp3, o sea que después lo pueden copiar a un CD. Y aquí tienen el lesson plan listo para imprimir y aquí el worksheet.
Este es un reading, listening and speaking plan, bien completo, para nivel Intermediate a Advanced. Y éste también es para Advanced; es una speaking activity y es para aprender idioms con la palabra green.
Este otro está perfecto para First Certificate students! Donde dice mp3 clickeen así se pueden bajar el audio.
Para niños, actividades aquí tienen lo que imaginen! Sobre todo crafts, games y printables.
Aquí poemas y canciones. Y acá flashcards. Acá encontrarán diferentes actividades listas para imprimir, hasta colouring pages.
Y cómo los hago hablar? Y de qué? No se me ocurre ningún temaaaaa!!!
Se puede enseñar "speaking"?
Por experiencia puedo decir que un alumno adquiere fluency y vocabulario con tiempo pero siempre que el tema a hablar les sea interesante y tenga que ver con sus vidas o intereses.
No sirve de nada tirarle cualquier tema para que hable y hable y hable.
Y también es muy importante que la teacher se interese en lo que el alumno esté diciendo, por ejemplo, haciendo preguntas, sonriendo, haciendo eye contact, sobre todo...
Demás está decir que interrumpir para corregir no es una buena idea si lo que queremos es que nuestros alumnos se "suelten" a hablar.
Cuando los alumnos son de un nivel inicial, no esperemos que se sientan con mucha confianza para hablar. Una buena idea es hacerlos hablar en base a algún juego, en base a una lectura que hayan tenido, así pueden usar vocabulario y estructuras que ya vieron.
Teaching Speaking links:
Un poco de teoría y tips: aquí, y aquí para nivel avanzado. Y aquí, genial, unas muy interesantes preguntas para hacernos pensar.
Conversation lesson plans para todo nivel, clickear aquí. Acá también hay una lista interesante de lesson plans.
Aquí encontrarán unos videos interesantes, se ve diferentes estrategias para enseñar speaking, cómo desenvolverse en la clase, etc.
Para beginners/ elementary o children, divino este sitio donde tiene board games listos para imprimir y jugar, con personajes, counters, etc., a todo color!
También les invito pasar por aquí, un post del año pasado con recursos e ideas para el primero día.
Espero que los links les sirvan y desde ya les deseo buen comienzo de clases!
A mí me encantaba ver series cuando era chica, allá por los setenta. Y mi favorita era La Mujer Maravilla.
Más aquí en el tiempo, mi serie favorita, la que no me canso de ver nunca es Friends y The Nanny.
Y las de ustedes ? Cuáles son sus series favoritas? Las de ahora o las que veían de pequeños?
Aquí les dejo los videos de la presentación de algunas y las letras de las canciones.
Sing along and enjoy!
Friends
So no one told you life was going to be this way. Your job's a joke, you're broke, you're love life's DOA. It's like you're always stuck in second gear, Well, it hasn't been your day, your week, your month, or even your year.
But, I'll be there for you, when the rain starts to pour. I'll be there for you, like I've been there before. I'll be there for you, cause you're there for me too.
You're still in bed at ten, the work began at eight. You've burned your breakfast, so far, things are going great. Your mother warned you there'd be days like these, But she didn't tell you when the world has brought you down to your knees.
That, I'll be there for you, when the rain starts to pour. I'll be there for you, like I've been there before. I'll be there for you, cause you're there for me too.
Pink Panther
The Pink Panther
Think of all the animals you've ever heard about like rhinoc'ruses and tigers cats and mink There are lots of funny animals in all this world But have you ever seen a panther that is pink?
Think!
A panther that is positively pink,
Well here he is, the pink panther, The rinky-dink panther, Isn't he a panther ever so pink?
He really is a groovy cat, and what a gentleman, a scholar, what an acrobat !
He's in the pink - the pink panther The rinky-dink panther, and it's as plain as your nose, that he's the one and only, truly original, Panther-pink (panther) from head to toes !
Mr Ed
A horse is a horse, of course, of course, And no one can talk to a horse of course That is, of course, unless the horse is the famous Mr. Ed.
Go right to the source and ask the horse He'll give you the answer that you'll endorse. He's always on a steady course. Talk to Mr. Ed.
Gilligan's Island
Just sit right back and you'll hear a tale, A tale of a fateful trip That started from this tropic port Aboard this tiny ship.
The mate was a mighty sailing man, The skipper brave and sure. Five passengers set sail that day For a three hour tour, a three hour tour.
The weather started getting rough, The tiny ship was tossed, If not for the courage of the fearless crew The minnow would be lost, the minnow would be lost.
The ship set ground on the shore of this uncharted desert isle With Gilligan The Skipper too, The millionaire and his wife, The movie star The professor and Mary Ann, Here on Gilligans Isle.
So this is the talel of the castways, They're here for a long, long time, They'll have to make the best of things, It's an uphill climb.
The first mate and the Skipper too, Will do their very best, To make the others comfortable, In the tropic island nest.
No phone, no lights no motor cars, Not a single luxury, Like Robinson Crusoe, As primative as can be.
So join us here each week my freinds, You're sure to get a smile, From seven stranded castways, Here on "Gilligan's Isle."
Wonder Woman
Wonder Woman, Wonder Woman. All the world's waiting for you, and the power you possess.
In your satin tights, Fighting for your rights And the old Red, White and Blue.
Wonder Woman, Wonder Woman. Now the world is ready for you, and the wonders you can do.
Make a hawk a dove, Stop a war with love, Make a liar tell the truth.
Wonder Woman, Get us out from under, Wonder Woman. All our hopes are pinned on you. And the magic that you do.
Stop a bullet cold, Make the Axis fall, Change their minds, and change the world.
Wonder Woman, Wonder Woman. You're a wonder, Wonder Woman.
The Nanny
She was working in a bridal shop in Flushing, Queens, Til her boyfriend kicked her out in one of those crushing scenes. What was she to do, where was she to go She was out on her fanny.
So over the bridge from Flushing to the Sheffield's door, She was there to sell make up but the father saw more, She had style, she had flair, she was there, That's how she became the Nanny.
Who would have guessed that the girl we described was just exactly what the doctor prescribed?
Now, the father finds her beguiling, watch out C.C., The kids are actually smiling, such joie de vivre She's the lady in red when everybody else is wearing tan. The flashy girl from Flushing, the Nanny named Fran.
Qué poco falta y como todos los años, trato de agregar algo a todo lo que ya he escrito y mostrado sobre Halloween.
