Resources

Most of times, the impossibility of practicing English is the reason why people give up.

To learn and improve a language it is necessary to speak, write, read and listen, as the main reason to learn a language is to communicate with others.

Here, you can find different resources which will allow you to meet new people from all around the world you can speak, write, read and listen to:

Penpals: A penpal relationship is often used to practice reading and writing in a foreign language, to improve literacy, to learn more about other countries and life-styles, and to make friendships. (wikipedia)

• www.studentsoftheworld.info/menu_penpals.php3

Espanglish chat: it is a place to practise your English with English speakers and make friends: You can speak in English, Spanish or both

• http://www.espanglishchat.com/

Skype: it is software telephony service provider that offers free calling between computers.

• www.skype.com/intl/es/get-skype/on-your-computer/windows/

Podcasts: A podcast is an audio file that you download from the Internet. After you download it, you can listen to it on your computer or on an MP3/portable music player (for example an iPod or iRiver).

You can also suscribe to a podcast so it is delivered to you automatically each day, just like a newspaper.

• http://www.podcastsinenglish.com/
• http://www.eslpod.com/
 

Webquests: "A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet" (Dodge, 1995)

• www.isabelperez.com/ccprojects.htm#quest

The Common European Framework of Reference

Ready to go?

The Common European Framework of Reference for Languages (abbreviated as CEFR or CEF) is a standard, international scale of levels for language learning. It has 6 levels. Language testers and examination boards are increasingly using the CEF as their scale of levels, though many give each level their own name (for example, "Intermediate" for "B2 Vantage"). The table below shows the 3 bands and 6 levels of the CEF, together with the approximate hours* required for each level and what a person is able to do with the language at each level:    CEF band CEF level hours* level descriptor (ability at this level) C Proficient user C2 Mastery 1000-1200 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. C1 Effective Operational Proficiency 700-800 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. B Independent user B2 Vantage 500-600 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. B1 Threshold 350-400 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. A Basic user A2 Waystage 180-200 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. A1 Breakthrough Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Entry Test By taking this grammar-based test you can obtain an approximate rating of your English language skills: A1 A2 B1 B2 C1 C2 Find out what your level is by completing these tests. If you want the result to reflect your level of English even approximately take each test only once, and do not use a dictionary!

Instrucciones de Uso de las PDi

A continuación, podréis ver algunos vídeos que pueden ayudarnos a que las PDi no sean demasiado extrañas para nosotros.

Calibrado de las pizarras digitales Smart Board

Pizarras Digitales

Quizás, todo empezó con una pizarra mágica de color rojo que nos parecía maravillosa por su capacidad para dibujar líneas, usando dos botones que giraban de izquierda a derecha. Sólo con ese par de movimientos la motivación para dibujar y escribir de un modo distinto al tradicional se incrementó considerablemente. Del todo impresionados quedábamos cuando, sólo al agitarla, el dibujo se desvanecía y podíamos empezar de nuevo sin necesidad de usar el lápiz y la goma de borrar. Puede decirse que ya se empezaba a pensar en la idea de las pizarras digitales (PDi).

La realidad es que estamos inmersos en una revolución tecnológica que afecta directamente a nuestros hogares, trabajos, relaciones sociales, etc. Si no, miremos alrededor: móviles, e-mails diarios, redes sociales, chats, Ipods, Ipads, Iphones… un sin fin. El hecho es que nos vivimos en un mundo que quedaba futuro hace muy pocos años.

A lo que el sector de la Educación se refiere, la necesidad de que los ciudadanos del futuro estén íntegramente familiarizados con el uso de las nuevas tecnologías es un hecho ya hoy en día. A esta generación que nos deja con la “boca abierta” a más de uno cuando te dicen algo como: “Seño, es que tienes que calibrar la pantalla” se le conoce como Nativos Digitales.

Es ahí cuando nos planteamos la idea de que cómo es posible que con sólo 30 años un pequeño sepa más que yo… tampoco soy tan mayor, ¿no?

Los docentes disfrutamos como niños cuando se nos presenta la oportunidad de usar una nueva herramienta que nos permita compartir nuestro conocimiento; pero claro, antes hemos sentido esa sensación perezosa de plantearnos ¿cómo funciona esto?

Claramente el uso de materiales interactivos motiva tanto al alumno como al profesor. De hecho,  hoy en día el encanto de las pizarras digitales depende bastante de la creatividad y recursos de los docentes.

Es cierto que las pizarras digitales tienen miles de ventajas y desventajas; así que por tan sólo un minuto de vuestro tiempo, decidme ventajas y desventajas de las PDi como por ejemplo: facilitan la aplicación de distintos tipos de aprendizaje. 1, 2, 3, responda otra vez! ;)