May 30, 2011

ENVIRONMENT . THE RECYCLING RAP

The Recycling Rap

Listen to me children. Hear what I say.
We've got to start recycling. It's the only way
To save this planet for future generations -
The name of the game is reclamation.
You've got to start recycling. You know it makes sense.
You've got to start recycling. Stop sitting on the fence.
No more pussyfooting. No more claptrap.
Get yourself doing the recycling rap.

Come on and start recycling. Start today
By saving old newspapers, not throwing them away,
Don't just take them and dump them on the tip,
Tie them in a bundle and put them in the skip.

Get collecting, protecting the future's up to you.
Save all your old glass bottles and your jamjars too.
Take them to the bottle bank, then at the factory
The glass can be recycled, saving energy.

Don't chunk away that empty drink can.
Remember what I said. Start recycling, man.
Wash it, squash it, squeeze it, flat and thin.
Take it to the Save-A-Can and post it in.

Listen to me children. Hear what I say.
We've got to start recycling. It's the only way
To save this planet for future generations -
The name of the game is reclamation.
You've got to start recycling. You know it makes sense.
You've got to start recycling. Stop sitting on the fence.
No more pussyfooting. No more claptrap.
Get yourself doing the recycling rap.


John Foster
in The Poetry Chest

TEACHING WRITING

Teaching writing: strategies

The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implmentation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.

Choosing the target area depends on many factors; What level are the students?, What is the average age of the students, Why are the students learning English, Are there any specific future intentions for the writing (i.e school tests or job application letters etc.). Other important questions to ask oneself are: What should the students be able to produce at the end of this exercise? (a well written letter, basic communication of ideas, etc.) What is the focus of the exercise? (structure, tense usage, creative writing). Once these factors are clear in the mind of the teacher, the teacher can begin to focus on how to involve the students in the activity thus promoting a positive, long-term learning experience.

Having decided on the target area, the teacher can focus on the means to achieve this type of learning. As in correction, the teacher must choose the most appropriate manner for the specified writing area. If formal business letter English is required, it is of little use to employ a free expression type of exercise. Likewise, when working on descriptive language writing skills, a formal letter is equally out of place.

With both the target area and means of production, clear in the teachers mind, the teacher can begin to consider how to involve the students by considering what type of activities are interesting to the students; Are they preparing for something specific such as a holiday or test?, Will they need any of the skills pragmatically? What has been effective in the past? A good way to approach this is by class feedback, or brainstorming sessions. By choosing a topic that involves the students the teacher is providing a context within which effective learning on the target area can be understaken.

Finally, the question of which type of correction will facilitate a useful writing exercise is of utmost importance. Here the teacher needs to once again think about the overall target area of the exercise. If there is an immediate task at hand, such as taking a test, perhaps teacher guided correction is the most effective solution. However, if the task is more general (for example developing informal letter writing skills), maybe the best approach would be to have the students work in groups thereby learning from each other. Most importantly, by choosing the correct means of correction the teacher can encourage rather discourage students.
in http://esl.about.com/cs/teachingtechnique/a/a_twrite.htm

THE USA - CEF IOSI

THE PRESENT PERFECT

THE PRESENT PERFECT – Worksheet
(have / has + Past Participle)


I – ANSWER THESE QUESTIONS USING SHORT ANSWERS
(Yes/No + subject + have/has/haven’t/hasn’t)

1. Have you seen him? – Yes, ___________________
2. Has Mrs Bell arrived? – No, ____________________
3. Has Mary cleaned the board? – No, _________________
4. Have you done your homework? – Yes, ____________________
5. Have they lived here all their life? – No, _____________________



II – FILL IN THE SPACES WITH THE PRESENT PERFECT OF THE VERBS IN BRACKETS
1. I ________________________ (not see) you for a long time.
2. He _______________________ (not be) here since Christmas.
3. You ____________________ (drink) three cups of tea.
4. She ___________________ (study) very hard.
5. Bob ___________________ (try) to take me out.
6. You _____________________ (go) to Paris.
7. _______________________ (you / be) asleep all morning?
8. That light ______________________ (burn) all morning.
9. ________________________ (you / ever / see) a shark?
10. I _______________________ (not find) my key yet.
11. She _____________________ (work) as a secretary and a school teacher.
12. I _______________________ (not finish) my meal.
13. _____________________________ (you / read) that book?
14. My father __________________________ (buy) an expensive, new car.
15. _____________________________ (you / reply) to that letter from the bank?




III – MAKE SENTENCES WITH THE PRESENT PERFECT AND FOR OR SINCE
1. (I / not / play / tennis / last summer)
I haven’t played tennis since last summer.
2. ( I / know / her / more than ten years)
_________________________________________________________________
3. (you / live / in this town / a long time?)
_________________________________________________________________
4. (I / not eat / anything / lunchtime)
_________________________________________________________________
5. (Jill / be / a good friend / we were at school together)
_________________________________________________________________
6. (you / see / Jack / the party last week?
_________________________________________________________________








IV – COMPLETE THE DIALOGUES USING JUST AND THE WORDS IN BRACKETS
1. A: What’s happening in this programme?
B: I don’t know. It has just started. (It / start)
2. A: _________________________________ (I / come) back from my holiday.
B: Did you have a good time?
3. A: Could I have a copy of Sports World, please?
B: Sorry. ________________________________ (I / sell) the last copy.
4. A: How is Lucy?
B: She’s very happy. ___________________________(She / finish) her exams.
5. A: _________________________________ (I / have) a letter from Mike.
B: Oh yes? What did he say?
6. A: Have you heard from Alison and Frank recently?
B: Yes, ___________________________ (they / move) to another town.




V – MAKE SENTENCS USING ALREADY OR YET
1. (I / not / read / today’s newspaper.) yet
I haven’t read today’s newspaper yet.
2. (you / decide / which one / to buy ?) yet
_______________________________________________________________
3. (Their baby son / start / talking) already.
_______________________________________________________________
4. (I / explain / this to you three times.) already
_______________________________________________________________
5. (you / phone / Jane ?) yet
_______________________________________________________________
6. (The game / not / finish) yet
_______________________________________________________________
7. (I / have / lunch) already
_______________________________________________________________
8. (He / spend / all his money) already.
_______________________________________________________________

MOTIVATION


I want to share this cartoon with you!!!

ENVIRONMENT - CEF IOSI

ENVIRONMENT - CEF IOSI

May 29, 2011

ANDREA BOCELLI JINGLE BELLS WITH THE MUPHETS


SANTA CLAUS IS COMING TO TOWN

FOOD FLASHCARDS 2

STICKERS

FOOD FLASHCARDS

SUMMER WORDSEARCH

WINTER

BACK TO SCHOOL

HAPPY CHILDREN'S DAY




HAPPY CHILDREN'S DAY !!