Granny Big Boobs Streeth

TEACH - LEARN SPANISH AS A SECOND LANGUAGE (EL2). SMALL TASK: A RECIPE FOR CHRISTMAS *.

GROUP: RECEPTION HALL
LEVEL: A2

FIRST PHASE: BEFORE CONNECTING TO THE IDEAS AND LEARNING NEW VOCABULARY.

1 - In pairs, make a list of ingredients needed to perform suppose the recipe for a roasted turkey:


Now compare your estimate with the following list:

Sal y Pimienta Pavo                                 It Vinagre Onion Carrot ; Apple Laurel Potato Wine Sugar ; Marzipan How many have you successful? In what I have wrong? Are they all necessary? Before reading the recipe, decide which of the above ingredients are used and which not to roast turkey. Put those used in the left column and used in the column on the right. When they are each one in its place, built of phrases like "" or "" Write it below.

• To make a roasted turkey, use ....
• To make a roasted turkey, do not use ...
• To make a roasted turkey, use ....
• To make a roasted turkey, do not use ...
• To make a roasted turkey, use ....
• To make a roasted turkey, do not use ...
• To make a roasted turkey, use ....
• To make a roast turkey, do not use ...

2 - now collectively read the recipe for roast turkey.

Serves 4 :

- 1 whole turkey guts and clean. - 3 onions - 1 / 2 pounds of carrots - 2 heads of garlic - 2 Bay leaves - 4 Tomatoes

First, cut the onions and ; tomatoes wedges, sliced \u200b\u200bcarrots and garlic cloves in half. Season the turkey inside and out. Then they roast over high heat. When browned (medium roast), add the onions, carrots, tomatoes, garlic and bay leaves. roasted vegetables We left and when almost cooked, watered with half the wine over the chicken. Remove turkey from the pan and return to put in the fire by adding the remaining wine and 1 cup broth and let cook vegetables a few minutes. Finally remove the garlic, bay leaf and some of the vegetables and grind the rest. We spent the sauce crushed by a Chinese cast and add salt.

PHASE TWO: REFLECTION AND PRACTICE OF THE LEARNED.

3 .- We review and memorize vocabulary. Connects these words with their meanings:

· Season                                                                                            	· Cook vegetables
· Brown                                                        	·          Cut some ways it is in the shape of the crescent
· ; Wedges	· solid square tablet usually made with chicken broth or vegetable. Serves to flavor food or make soup.
· broth ;	· ; Add salt and pepper to food
· bake ;                                                                   	· Give it a golden color to meat and fish using the pan

4 .- We reflect on the sequence describing the development dela prescription: We ordered the sentences to individual work Recipe:

Season the turkey inside and out and roasted it over high heat, once gold (medium roast) add onions, carrots, tomatoes, garlic and bay leaf

Cut the onions and tomatoes into wedges, sliced \u200b\u200bcarrots and heads of garlic in half

Then remove the garlic, bay leaf and some of the vegetables and grind the rest . We spent the sauce crushed by a Chinese strainer and add salt.

Remove turkey from the pan and we put on the fire by adding the remaining wine and 1 cup broth and let cook vegetables minutes

roasted vegetables We left and when almost cooked, watered with half the wine and ; we cover

5 .- .- We reflect on the structure Recipe: Lee now with your fellow new recipe. Look at how many stages are divided. Assign each of the various stages of cooking: preparation, cooking and presentation.

First, cut the onions and tomatoes into wedges, sliced \u200b\u200bcarrots and garlic heads half. Season the turkey inside and out. Then he roast over high heat. When browned (medium roast), add the onions, carrots, tomatoes, garlic and bay leaves. Leaving Toast and vegetables when almost cooked, watered with half the wine over the chicken. Remove turkey from the pan and we put on the fire by adding the remaining wine and 1 cup of broth, and let the vegetables cook a few minutes. Finally remove garlic, bay leaf and some of the vegetables and grind the rest. We spent the sauce crushed by a Chinese cast and add salt.

PHASE THREE: TRANSFER AND USE REAL.

6 .- We use what they learned.

• Write typical recipe of your country at Christmas, individually. Use the stages of development from earlier.
• In pairs, discuss them with your partner. Explain how. He will explain his.
• comañero Now ask your questions that interest you on which he / she wrote. Who did you learn? What does it taste? What memories do you bring? When do you take ?.... Things like tell him or her.
• Notes and takes a little visual story. (can be through a power point or a mural).
• Each explains the large group (you can use the reports made) the prescription proposed by his colleague and added the comments that he has discovered.

7 .- Final task.

• With all the reports is made an entry in the "classroom blog" or integrated within a specific wiki "cross-cultural recipes."

NOTE: * We have ideas that have subsequently adapted to: http://www.elenet.org/aulanet/aula/elpavoasado.doc

Groping Hands Free Movies

TEACH - LEARN SPANISH AS A SECOND LANGUAGE (EL2) FINLAND

Start teaching English as a new language to children enrolled in inf Antil and primary a task that usually creates unrest among fellow teachers. Do not forget that p ara the children is not easy. The first advice is to manage the affective and emotional mastery.


sure I'll be writing this blog more and once there to begin with oral language. (In all courses, but especially in childhood and junior primary, for obvious reasons not to use reading and writing). L to teaching and practice of oral skills is very easy (we have all learned the spoken language without the need for teaching), but becomes complicated when we do classroom context situations, where the star is the paper and pencil.


not forget to explore and take account factors such as language, level of previous schooling and level of English language.

TOPIC FOR TODAY: TEACH-LEARN VOCABULARY

Reasons:

• Because when we start learning a language vocabulary.
• and l Because language can be a point starting to practice the four basic skills: speaking, writing, reading and listen. (expression and comprehension)
• Because a word like a whole sentence or text and can full communicative sense.
• from our vocabulary because we can pose to address the linguistic competence and communicative competence (strategic, discursive, pragmatic and sociolinguistic).

I nterrogante 1: What I have to teach vocabulary?

The immediate response that comes to me is "every man that the student will need." No matter either start learning where pampering takes place in the context of significant use, therefore, the communicative perspective should permeate the act of teaching and learning.

if they provide some criterion, then serious to teach / learn first the most productive on the frequency and use. We should continue with the vocabulary relates to the school environment.

If we dig a little deeper, we could choose, then the vocabulary that can be common or very similar to the native language and target language (L1 and L2), with particular care "false friends" and one that most semantic range and richness of synonyms and antonyms are.

question 2: How can we teach vocabulary?

For there to draw a pedagogical sequence.

Learning, the concept larger the word, has always three processes: Introduce new schemes, to produce a reflection-absorption of them and integrate them into our scheme pudiéndolos use in different areas. Speaking of teaching / learning vocabulary, several authors agree to call them:

PRESENTATION, TRANSMISSION, STORAGE, TRANSFER

presentation of new vocabulary must be ; encourage taking into account two principles: that of "significant learning" and the principle of "motivation."

To develop these two questions are very appropriate resource materials: including pictures, cards (bits), the "realia" or authentic materials audiovisulas resources and readings of texts (stories, poems / Descriptions, descriptions / scientific texts, historical texts )

They must contain a group of words (lexicon, in the broadest sense of the word) the idea of \u200b\u200bunity, as a semantic field or focus.

Younger children this should include basic vocabulary "emergency" to join soon. Can use simple pictograms personal or collective development.

After presenting the new vocabulary we give it meaning and convey semantic content. Again, both technical and non-verbal, are put forward as allies of the teacher. It is at this stage when the interaction among students is essential. Working in pairs or small groups will provide the development of interactive skills of listening and speaking very important for the formation of the new lexicon in aprendiene (d efine and describe e jemplificar, paraphrase, and explain through the co-text and context, synonyms and antonyms, use analogies, etc.).

The following step would l to memorize vocabulary understood through various strategies, all they worked in use. The acquisition-learning and memorizing vocabulary later reinforced by a periodic review of lexical items in the context class: conventional Activities ( associate words with pictures, reading a text; look it unknown, alphabetize ...), l Udic ; (crosswords, word searches, puzzles, scrabble, ...), to sociograms, etc .

The third step is transfer to other settings or contexts of learning, to really make it a functional learning. In this sense, group work, presentations, projects, role plays, are examples of absolutely valid for the proposed objectives: promote the learning of vocabulary, understanding and expressive use of language is learned.

question 3: How can we ensure that has learned the vocabulary?

The best sign that the teaching-learning process is effective is successful communicative exchanges of students. Observe the successes and publicly recognize and encourage positive reinforcement and self-confidence, admit mistakes and so language training as an indication of the status of "interlingua" for students as teaching reference for subsequent rounds to learn new vocabularies.