Consultas febrero marzo 2013

 FEBRERO

viernes 8 de febrero 15 a 16 (16 a 20 inscripción cursillo)
miércoles 13 de febrero 8 a 9 (9 a 12 inscripción cursillo)
jueves 14 de febrero 17 a 18 (18 a 21 inscripción cursillo)
viernes 15 de febrero 9 a 10
jueves 21 de febrero 830 a 1100
lunes 25 de febrero 8.00  a 9.00

MARZO

Lunes 4 de marzo,  11.00 a 14.00
Jueves 6 de marzo, 8.00 a 9.00
Lunes 11 de marzo  8.00 a 9.00


cuando tengo inscripción a cursillo, solo se trata de esperar que me libere de esa actividad y puedo atender consultas.

CONSULTING SESSIONS NOVEMBER-DECEMBER 2012

Consulting Sessions       November-December 2012

Tuesday November 13^th : 9.00 to 14.00(9-11 entrance course enrolment)

Monday November 19^th : 17.00 to 20.00(18-20 entrance course enrolment)

Tuesday November 20^th:  18.00-20.00 (entrance course enrolment)

Thursday November 22^nd: 9.00 to 12.00 (9-11 entrance course enrolment)

Thursday, December 6^th: 9.00 to 12.00 (9-11 entrance course enrolment)

Thursday December 13^th: 9.00 to 12.00 (9-11 entrance course enrolment)

NOTE: Two days have been erased on Nov 6th. (nov 29th and dec 10th). sorry for the inconveniencies.

TALLER II - OBSERVACIONES

Please sign up in the following form to be able to attend the observations. Keep the instructions I'll be sending through our group in mind. Prepare the report following the guide that will be sent. Hand in the report within two weeks of the date of  the observation.

CONSULTAS Y ATENCIÓN SELF STUDY JULIO 2012

MARTES 10 de julio: 9.30 a 11.00 /13.00 a 13.40
MARTES 31 de julio 10.00 a 14.00
LUNES 6 de agosto 10.00 a 14.00

Teaching Workshop 2012

Please, look for the document in which you will find the activities you are expected to do in these two weeks we won't have classes.

TEACHING WORKSHOP 2 / Reading 2

Download the interview with Dianne Larsen-Freeman "The Joy of Watching Others Learn" . Read it carefully and be ready to discuss it in class. Sort out some of the idiomatic expressions she uses and be sure you understand what they mean and how to use them. State the source of the article clearly. If you had to mention this article in a paper , how would you do it?

TEACHING WORKSHOP 2 / Intro Activity

Book Inspection

You are going to analyze a book, which has been arbitarily chosen, to get you started in the task of finding the best books for class use.

THIS ACTIVITY IS GROUP WORK

Task 1: go to the presentation page of What's Up? Starter and find out...

1. What kind of students is the book aimed at? (age/level)
2. How many levels does the book have?
3. How many contact hours/ hours an academic year is the book intended to cover?
4. Which are the book components? (teacher's book, activity book, cds, test samples etc) Is there support material online?

Task 2: go to a sample unit of the book and find out...

1. How is the lesson divided?
2. Which language skills are used in the lesson?
3. What is the lesson trying to teach?
4. A classical way of approaching a lesson is following the PRESENTATION-PRACTICE-PRODUCTION sequence? Is this respected in this lesson?
5. Group comments on the lesson.

Task 3: go to the Contents Section in What's Up? Starter and see how much info from what you gathered in task 2 is present here.


Concluding reflection: What have you learnt today after working on this activity? What do you think you will be taking into account from now on that you considered unimportant or that you disregarded before?