Vol-Nº-131-June-2018.pdf - Dickens

Dear Colleagues , How is this weather treating you? I hope the flu has passed you and your students by and, if not , it has been kind to you and you are all better!

Today I was so happy to learn about the increasing number of teachers who have attended the Saturday courses devoted to developing teachers teaching skills and will be sitting for their exams tomorrow June 23 at the Dickens. These exams include the Cambridge Assessment English TKT modules 1 2 3, TKT Young Learners, TKT CLIL Content and Language Integrated Learning. Congratulations to all of you who have put all this extra effort in becoming even better teachers ! At the Dickens we value this greatly and wish you the best of luck! For all of you who are interested in the TKT CLIL Content and Language Integrated Learning Course but were unable to attend on Saturdays, you will be glad to know that the course will be repeated on Wednesdays at 5.30 pm in August.The course will be taught by Andrea Cabrera whom you all know well. There is a lot of interest in this course and External Teachers and Private School teachers have already enroled. This is your last chance this year. Take it! Make 2018 a relevant teaching year for you! At Dickens we are already planning the Mid Summer Dream Conference that takes place at Dickens every February! As you see we like to plan well ahead to offer you our very best . Paty has not informed us of the theme for the Conference yet but this year was Discover and before that, it was Empathy. Why don't you suggest a theme and surprise Paty? Or even better, try to guess! Send your suggestions or guesses to Maria Ines. You have her email at the end of this newsletter. Maria Ines will keep Paty and I posted. Make sure you read about the Cambridge Assessment English Awards for the best students sitting at Dickens in 2018. The event will take place in April 2019. Something to look forward to and work hard for! Paty , Andre , Miryam, Teresa and I wish you and your students all the very best and hope you will enjoy the Winter Holidays ahead !

Letter from the Editor

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SECTIONS:

Events (pag. 3)

Tests & Final Exams (pag. 6)

Exámenes Internacionales (pag. 18) Professional Development (pag. 26)

Teaching Resources & Ideas (pag. 29)

Trip To UK (pag. 32) PORTUGUÊS (pag. 33) Contact US! (pag. 33)

Edition: Fernando Wilkins / [email protected]

Happy Holidays!

NEWSLETTER - JUNE 2018 - VOL. 131

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Cambridge Assessment International Education Awards Ceremony On 28th May, Dickens Institute had the pleasure to host the Cambridge Awards Ceremony at the Dazzler Hotel, Montevideo. The British Consul, Mr Rossa Commane, Mr Richard Gilby, Regional Director and Ms Lucila Marquez, Senior Manager, both representing Cambridge Assessment International Education Latin America, and Dickens Authorities Patricia Alvarez Harvey and Mónica Harvey were present to present the Awards to the most outstanding students of the IGCSE Examinations 2017 in Uruguay. Of the 19 students selected by Cambridge as outstanding in Uruguay, there were 2 who had the honour of being Top in the World in the subjects of their choice. We believe this is a great distinction for them, their School and Uruguay as well, as their results were measured against the results of students of 40 countries around the world. This is no mean feat! All the students who passed their IGCSE Exams 2017 deserve our sincere congratulations, but the Top 19 students who received awards and both the students who were Top in the World deserve our deepest admiration! Cambridge Assessment International Education and Dickens Institute are working side by side to help Schools, teachers and students to achieve better skills to face this ever changing world we live in.


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British Ambassador visits the Provinces

Nuestra Señora del Huerto in Paysandú. Tuesday 8th May was a very special day for one of the Dickens Schools in Paysandú, as it was the very first visit of a British Ambassador to the School. Mr. Ian Duddy was welcomed by the Authorities of the School, Director Henry Oddone and Mtro. Director Juan González.

After a walk round the premises, which are an authorised venue for Cambridge Assessment English Exams, the students had the opportunity to interview Mr Duddy in "very good English" quoting the Ambassador's words. Teachers were extremely proud of their students' performance. Authorities, Teachers and Students were delighted with the experience and they even had time for selfies!

Teresa Gallette, who is a Dickens Coordinator and visits Nuestra Señora del Huerto regularly, was pleased by this visit as it helps to strengthen the bonds between Britain and Uruguay and motivates students to speak English.

St. Michael's English Language Centre in Salto On May 10th Co-Directors Irene Pérez Jones and Philip Hanham welcomed Mr Ian Duddy to St. Michael's English Language Centre. The students greeted him singing two Beatles' songs: All Together Now and Hello, Goodbye. Two groups of Cambridge First Certificate students spoke about life in Salto from the perspective of young people and the range of sports they practise. Mr Duddy explained he enjoyed rugby and was interested in the local rugby star, Manuel Barreiro.

Finally the Ambassador congratulated the teachers and students on their excellent level of English as well as the Heads of St. Michael's English Language Centre on their outstanding team of teachers and school! A great day for one of our Associate Institutes in Salto!


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ORAL EXAMS DATE:

SATURDAY 20th OCTOBER

Montevideo & Metropolitan Area


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HINTS ON THE ORAL EVALUATIONS

Total timing: +/- 8 minutes - Total parts: 2

We expect Children III / Juniors II students to speak freely about one of the following topics:

• A star or inventor I like • My neighbourhood and my neighbours • Plans for my next holidays • A great weekend I had

Ask students to bring photos or drawings to illustrate what they are going to talk about. They should produce a project on a soft piece of cardboard, powerpoint presentation or they can bring an object instead if they feel like it. Remember that the students are not expected to recite a text by heart but to hold a communicative and natural conversation with the examiner. It would be great if the students were able to ask questions to the examiner as well. Students are presented with a picture or a set of pictures. They might be asked to describe the scene, or the sequence using different verb tenses according to the instructions. For example, if the picture shows a girl in different moments of her day, the examiner might say “This is Lucy. This is what she does on a typical day, tell me about her routine.” If the examiner wanted to test simple past, he might say “This is Lucy. Tell me about what she did yesterday.” Similarly, the examiner might ask the student to talk about Lucy’s plans for the weekend, for example. In order to obtain a more complete sample of the candidate’s language, the examiner can also ask further questions such as: Where is/was Lucy?

What’s the weather like?

How many (animals) can you see?

What is she doing/eating/wearing/etc. in this picture?

Where’s the (book)?

What colour is the (sofa)?

Has Lucy got short or long hair?

Is Lucy taller than her friend?

Look at this picture, where did she go after school?

PART 1 - Presentation of the TOPIC: about 4 minutes.

PART 2 – Picture description: about 4 minutes.

New Happy Earth 2 / Today 2 / New Sky 2

Make sure you provide students with plenty of practice in describing pictures. Remind them of the importance of listening carefully to the examiner’s instructions and questions so as to know what verb tense to use in their answers (e.g. What did Lucy do yesterday? or What does Lucy do every day?). Students should also practise the use of connectors and sequencers such as First, Then, After that and Finally.


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Sample pictures for you to practise with your students.


9


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BOOKS: English Result Intermediate / Activate B1

Paper Summary Total timing: +/- 13 minutes Test format: 2 students - one examiner ( a trio if necessary) Total parts: 4 parts _____________________________________________________________________

Part 1 = +/- 2 minutes Students answer personal questions based on a given topic

student student

_____________________________________________________________________

Part 2 = +/- 5 minutes Students talk individually with the examiner about a given topic on prompts they have chosen. Then, they answer a question related to the topics mentioned.

student student

_____________________________________________________________________

Part 3 = +/- 3 minutes Students talk together about a given situation and discuss the prompts/items given.

student student _____________________________________________________________________

Part 4 = +/- 3 minutes Discussion between examiner and students about questions related to the situation introduced in the previous stage.

student student

examiner

examiner

examiner

If you have any doubts about the Basic Certificate Oral Exam, please write to us: [email protected] [email protected]

If you still don’t have a sample paper, please contact María Inés: [email protected]


mailto:[email protected]


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Sample paper for you to practise with your students

Stage 1 2 minutes

Interlocutor

Good morning/afternoon/evening. My name’s …. What are your names? …. I’d like to know something about you, so tell me…

(Interlocutor addresses both candidates in turns)

…………………………………………………………………………………………………………………………………………

• What do remember about your childhood?• When did you start school? (How old were you?)• What did you enjoy doing when you were a child?

…………………………………………………………………………………………………………………………………………

• What kind of parties do you enjoy the most?• How do you like to celebrate your birthday?• Tell me about the best party you’ve been to.

…………………………………………………………………………………………………………………………………………

• What sports are you interested in?• Do you prefer playing or watching the sport. Why?• Tell me about a sport you’d like to play.

…………………………………………………………………………………………………………………………………………

• What job would you like to have in the future?• What course would you like to study at University? Why?• What are your plans for your next holiday?

Childhood

Parties

Sports

Plans


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Stage 2 +/- 5 minutes

Interlocutor: “Now, I’m going to give each of you a task sheet with the same question but with different options to talk about. You will have to talk on your own for about a minute.” “Here you are.”

(Interlocutor hands in the task sheets)

“You are going to talk about shopping. What do you like to buy? Choose 2 or 3 from the following ideas to talk about. Add other ideas of your own if you wish. You can make notes while you think about what you are going to say.”

(Interlocutor hands in paper and pencil)

“Here you are. You have one minute to prepare the task.”

Candidates’ preparation task: 1 minute.

Interlocutor: “(Candidate A’s name), please tell me about what you like to buy”

Candidate A talking time: 1 minute.

Interlocutor: “Thank you”

(Choose one of the following questions to ask candidate B) ½ minute

• Where do you like buying (any of the things Candidate A mentioned)?• What’s the last item you bought?

Interlocutor – What about you (Candidate B’s name), please tell me about what you like to buy

Candidate B talking time: 1 minute.

Interlocutor: “Thank you”

(Choose one of the following questions to ask candidate A) ½ minute

• What would you like to get as a birthday present?

Interlocutor: “Thank you” (Interlocutor retrieves task sheets and materials)

Candidate A

• Clothes• Souvenirs• School things• Technological devices• Other things

Candidate B

• Bags• Presents• Cds• Food• Other things


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Stage 3 3 minutes

Interlocutor:

Now, I’d like you to exchange opinions for about three minutes. I’m just going to listen to your discussion.

A friend of yours who lives in the UK is coming to spend a month in Uruguay. He wants to share all the activities teenagers do here. Talk together about the different places you could take him to and what is most enjoyable about them.

School Stadium Promenade or square Pubs in the evening Sports club Other….?

Talk to each other about the items mentioned above and decide what the best options are.

Allow candidates to discuss these issues for about 3 minutes. Intervene as little as possible, only if communication breaks down or if candidates have not understood the task. After 3 minutes (aprox) –

Interlocutor: “Thank you” (Interlocutor retrieves task sheets)


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Stage 4 3 minutes

Interlocutor: “Select any of the following questions as appropriate - You can ask any other questions related to the topic “Free time activities”

• What do you like doing in your free time?

• How often do you play sports?

• Do you prefer playing or watching sports? Why?

• If you had the chance, what new activity would you like totry? Why?

• What was the best weekend activity you’ve had lately? Tellus about it

• Is there any free time activity you would never like to try?Why?

• What type of music do you usually listen to? Why?

• If you could learn how to play a musical instrument, whatwould it be? Why?

If you have any doubts about the Basic Certificate oral exam,

please contact your coordinator or write to us:

[email protected] [email protected]

If you still don’t have a sample paper, please contact the

Schools Department and we will send it to you:

[email protected]




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OXFORD HOUSE PRELIMINARY ACTIVATE B1+

SPEAKING AND LISTENING EXAM FORMAT and PROCEDURE: Students are examined in pairs and the length of the interview is 14 minutes. The examination consists of the following: Part 1. Greetings, setting at ease and giving personal and factual information about themselves - 3 minutes After the examiner greets the students and introduces himself, he/she asks the students personal questions in turn. Part 2. Interactive task - 8 minutes (including preparation time) Students are given a task sheet with 5 - 6 prompts and each student chooses 2 or 3 they would like to talk about. Candidates are given a few minutes to prepare the task and then, they are asked to discuss with their partner. After a few minutes the examiner joins the discussion and a 3-way exchange takes place. Part 3. Follow–up conversation - 3 minutes This part involves the development of a topic in a 3-way conversation. The topic is related to the general theme of the previous task.

FINAL EXAM REMINDER Candidates will be able to choose to sit only for Reading & Writing or for Reading & Writing and Speaking & Listening. In this case they get two different grades in their certificate.

The listening paper is on the same day of the Reading & Writing paper.

For further information contact: [email protected]



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FECHAS INTERIOR 2018LOCALIDAD FECHA

PAYSANDÚ TO BE CONFIRMED PASO DE LOS TOROS 20 November CHUY

23 November COLONIA VALDENSE NUEVA HELVECIA PLAYA PASCUAL TARARIRAS DURAZNO 25 November ATLÁNTIDA

26 November PAN DE AZÚCAR TREINTA Y TRES COLONIA

28 November RIVERA FLORES LIBERTAD LA PALOMA

29 November MALDONADO SAN CARLOS CANELONES 30 November EL PINAR

2 December LASCANO OMBÚES DE LAVALLE ROCHA SANTA TERESITA DOLORES 3 December MELO FRAY BENTOS 4 December JUAN LACAZE

5 December RODÓ ROSARIO SANTA ROSA SALTO FLORIDA 6 December MINAS LA PAZ 7 December LAS PIEDRAS LAGOMAR

9 December LOS CERRILLOS PANDO SHANGRILA SOLYMAR PROGRESO 10 December SANTA LUCIA 11 December MERCEDES 12 December SAUCE

Contact Camila [email protected]

27107555 (ext 113), should you have any comment or doubt.

Thanks!


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QUICK and SIMPLE!

RAFFLE 2018

The form to enrol your students for the Raffle 2018 is now available on our website. If you haven´t received it yet, you can download it from the ASD section, fill it in and send it to [email protected] . We hope you find this practical.

Give your students the chance to win one of the 20 free Dickens national examinations enrolments that will be raffled on 16th July. Remember that you can also be the lucky winner of a trip to Buenos Aires for two people.

Your opinion on our bimonthly tests will

certainly contribute to their improvement.

You can now download the Testing Team

– Feedback form from Dickens website.

Whenever you feel the need, complete the

form and send it to

[email protected] and/or

[email protected]

Your comments will be very much

appreciated by our team of test writers.





Cambridge Assessment English Exams Segundo Semestre 2018 - Precios y Fechas

YLE Starters, Movers & Flyers - Octubre y diciembre 2018

KET, KET for Schools, PET & PET for Schools - Noviembre y diciembre 2018

Examen Writing & Listening

Fecha de Examen escrito

Speaking Test Período

ventana examen oral

Precio bonificado

Precio sin bonificar

Del 20 de agosto al 7 de

setiembre

Del 10 al 14 de setiembre

YLE Starters Sábado 20 de octubre

Entre 5 días antes y 5

días después del Test escrito

100 125

Lunes 3 de diciembre

YLE Movers Viernes 26 de octubre

110 130

Martes 4 de diciembre

YLE Flyers Sábado 27 de octubre

120 140

Miércoles 5 de diciembre



Speaking Test Período ventana

examen oral

Precio bonificado



setiembre


KET Sábado 17 de noviembre 09/11 - 18/11 145 170

Viernes 7 de diciembre 30/11 - 09/12 145 170

PET Sábado 17 de noviembre 09/11 - 18/11 170 190

Viernes 7 de diciembre 30/11 - 09/12 170 190

KET for Schools Sábado 24 de noviembre 16/11 - 25/11

145 170 Lunes 3 de diciembre 30/11 - 09/12

PET for Schools Sábado 24 de noviembre 16/11 - 25/11 170 190

Lunes 3 de diciembre 30/11 - 09/12 170 190

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FCE & FCE for Schools - Noviembre y diciembre 2018



Speaking Test Periodo ventana

examen oral

Precio bonificado


Del 27 de agosto al 14

de setiembre


FCE Martes 4 de diciembre 30/11 - 09/12

265 310 Sábado 15 de diciembre 07/12 - 16/12

FCE for Schools Martes 27 de noviembre 23/11 - 02/12

265 310 Sábado 1ro de diciembre 23/11 - 02/12

CAE & CPE - Noviembre y diciembre 2018




examen oral

Precio bonificado



setiembre


CAE Sábado 24 de noviembre 16/11 - 25/11

275 325 Sábado 8 de diciembre 30/11 - 09/12

CPE Jueves 6 de diciembre 30/11 - 09/12 285 330

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BEC Preliminary, Vantage & Higher - Noviembre y diciembre 2018




examen oral

Precio bonificado



setiembre


BEC Preliminary Sábado 24 de noviembre 16/11 – 25/11 160 190

BEC Vantage Sábado 1ro de diciembre 23/11 – 02/12 270 320

BEC Higher Sábado 17 de noviembre 09/11 – 18/11 280 330

TKT - Agosto a diciembre 2018

TKT - Módulos

Precio bonificado


1 Módulo 100 120

2 Módulos 180 220

3 Módulos 240 300

4 Módulos 320 400

5 Módulos 400 500

* La escala progresiva sobre TKT son aplicables solamente a aquellos módulos compradosdentro de un mismo año.


Fecha de Examen escrito Precio

bonificado Precio sin bonificar

Paper-based TKT

Sábado 27 de octubre Del 13 al 24 de

agosto Del 27 al 31 de

agosto

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Información importante

Los exámenes orales se realizarán dentro del período ventana autorizado por Cambridge English.

Los días y horas en que se realicen quedarán sujetos a la disponibilidad de examinadores y la cantidad de alumnos inscriptos en cada nivel de examen.

Los alumnos que decidan borrarse o modificar la fecha del examen deberán hacerlo durante el periodo de inscripción.

25% de descuento para quienes no aprobaron su examen en el período de mayo/junio 2018. (No aplica a BEC Preliminary, BEC Vantage ni BEC Higher)

Inscripciones

Personalmente en nuestra casa central: 21 de setiembre 2744 Lunes a viernes de 9 a 19hs 27107555 int. 123 [email protected]

Inscripciones online a partir de 2018 a través de nuestra web: www.dickens.edu.uy

Pago:

Contado solo dólares

Crédito hasta en 6 pagos con Diners,Visa, Master, Oca y American Express

Pago:

Online: Visa, Banred y RedBROU

Personalmente: Redpagos y Dickens

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PRECIOS TRINITY ISE EXAMINATIONS AÑO 2018 - POR MODULO

Lugar de inscripción:

Horario: Lunes a Viernes de 9:00 AM a 19:00 PM

Dirección: 21 de Setiembre 2744

Teléfono: 2710 75 55* ext 123

Email: [email protected]

Forma de pago: (únicamente en Dólares americanos)

Contado

Depósito Bancario, BROU cta cte 189 / 7664

Tarjetas de Crédito ( 6 Pagos )

OCA VISA MASTER DINNERS CABAL AMERICAN EXPRESS

SPEAKING & LISTENING

GRADOS PRECIOS BONIFICADOS

PERIODO DE INSCRIPCION

PRECIOS NO BONIFICADOS


Foundation

115

Miércoles 1 de agosto al lunes 20 de agosto

130

martes 21 de agosto al viernes

31 de agosto

(equivalent Grade 4)

I 133 148 (equivalent

Grade 6)

II 196 211 (equivalent

Grade 8)

III

240 255 (equivalent Grade 11)

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PRECIOS TRINITY ISE EXAMINATIONS AÑO 2018 – POR MODULO

READING & WRITING

GRADOS PRECIOS

BONIFICADOS PERIODO DE INSCRIPCION



Foundation

50

Miércoles 1 de agosto al lunes 20 de agosto

65


31 de agosto


I 72 87 (equivalent

Grade 6)

II 94 109 (equivalent

Grade 8)

III

114 129 (equivalent Grade 11)




Teléfono: 2710 75 55* ext 123



Contado

Depósito Bancario, BROU cta cte 189 / 7664

Tarjetas de Crédito ( 6 Pagos )

OCA VISA MASTER DINNERS CABAL AMERICAN EXPRESS

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PRECIOS TRINITY GESE / ORAL EXAMINATIONS AÑO 2018

GRADOS PRECIOS

BONIFICADOS PERIODO DE INSCRIPCIÓN



1 85

Miércoles 1 de agosto al lunes 20 de

agosto

100

martes 21 de agosto al

viernes 31 de agosto

2 97 112

3 106 121

4

132 147 5

6

7

184 199 8

9

10

290 11 275

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Teléfono: 2710 75 55* ext 123



Contado

Deposito Bancario, BROU cta cte 189 / 7664

Tarjetas de Crédito ( 6 Pagos ) OCA VISA MASTER DINNERS CABAL AMERICAN EXPRESS

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TRINITY ISE FEES (*fees in American Do PRECIOS TRINITY FULL ISE EXAMINATIONS AÑO 2018




Teléfono: 2710 75 55* ext 123



Contado

Deposito Bancario, BROU cta cte 189 / 7664

Tarjetas de Crédito ( 6 Pagos ) OCA VISA MASTER DINNERS CABAL AMERICAN EXPRESS

GRADOS PRECIOS

BONIFICADOS PERIODO DE INSCRIPCION



Foundation

129

Miércoles 1 de agosto al lunes 20 de

agosto

144


31 de agosto


I 144 159


II 229 244


III

(equivalent Grade 11) 286 301

IV 302 317


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TKT: CLIL AN OVERVIEW TKT: CLIL is a test of knowledge of Content and Language Integrated Learning and concepts related to a CLIL approach. It tests knowledge about teaching subjects in English to speakers of other languages and the learning, thinking and language skills which are developed across different curriculum subjects.

TKT: CLIL tests knowledge of how to plan lessons, as well as knowledge of activities and resources used to support a CLIL approach. It also tests knowledge of teaching strategies and how assessment is carried out in CLIL contexts.

WHO IS TKT: CLIL SUITABLE FOR? TKT: CLIL is suitable for subject teachers who need to teach their curricular subjects in English,

English language teachers who teach curricular subjects in a second language and English as an

Additional Language (EAL) teachers working within mainstream classes.

It can also be taken by:

• pre-service teachers

• teachers who wish to refresh their teaching knowledge

• teachers who are moving to teaching English after teaching another subject.

WHAT IS CLIL? CLIL is an acronym which tends to attract teachers from all walks of life; the ones who work in

bilingual education…the ones who teach in the medium of a foreign language or the ones who bring

content into their English lesson … all of them work within the area of Content and Language

Integrated Learning.

Just as ‘integrated’ suggests, using CLIL hits two birds with one stone: the subject matter and the

target language. Teaching a subject class in English helps students learn not only about the subject

matter but also new language alongside it. In addition, in the process of researching and learning

about the subject, thinking critically about the assignments and interacting with classmates, new

linguistic and transversal competencies will develop.


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WHY CLIL? In CLIL, language is learned in a communicative context. This means, lexis and concepts are

relevant and meaningful, and students learn them as they need them. Students first feel the

necessity of learning the word/concept before they actually discover what it means. The strategies in

CLIL help students learn naturally and in a way that mimics how we learn our first language.

With CLIL, you stop being the language teacher for the moment, and become a subject teacher

instead. CLIL-based lessons provide students with a meaningful context with which they can learn

and anchor the target language naturally.

WELCOME TO THE WORLD OF CLIL YOU’LL NEVER BE THE SAME LANGUAGE TEACHER AGAIN!

Dates: August 1, 8, 22, 29 September 12, 19 October 3, 10

Time: from 5.30 to 7.30pm

Exam: October 27

Tutor: Andrea Cabrera DipTEFL

Venue: Colegio Nacional José Pedro Varela, Colonia 1637

Exam Fee: From August 13 to 24: U$D100 From August 27 to 31: U$D120

[email protected]



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One of the most important objectives in our classes is to

develop our students’ oral skills.

Do you usually wonder what

to do, how you can make

your students feel motivated

in preparing the oral exam,

and when to do it?

During this workshop we will have a look at classroom activities –

for both Juniors II and Juniors V / Adults IV – that increase

students’ talk and get them ready for the evaluation in a natural way

Saturday, 28th July

[email protected]



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5 BEST GAMES FOR YOUR NEXT CONVERSATION CLASS

Adapted from: English Brainstormers – Jack Umstatter

APPLES TO APPLES In this game, students play cards that they think relate to one another. The judge in each round of play lays down a card, and the other players must choose the card they think are related to the first one. The judge chooses the card that is most appropriate and then must explain his reasoning behind the choice.

MYSTERY PARTY GUEST Assign each of about 5 students a secret identity. One at a time, there students enter a “party” where another student is playing host. The host must determine the identity of each guest by having party type conversation with each person.

CHOOSE YOUR VICTIM Choose a specific grammar point to practice and arrange your students in a circle. The first person asks a question using the grammatical structure and then tosses a ball to another students, who answers the question. If he answers correctly, the asks a question to another student and tosses the ball If he answers incorrectly, he misses one turn.

HUMAN EXPERIENCE BINGO Work with your class to compile a list of experiences that a person might have had. For example, gone scuba diving or made a birthday cake would all be good experiences. Work together on the list until you have about 30-40 different experiences. Then, give students a blank bingo board and have them write one experience in each of the boxes. Then, students mingle to find someone with each experience they have chosen. If a student ‘finds someone who’, that student signs the square where your student wrote it on his Bingo board. The first person to get five in a row yells, “Bingo!”

A PICTURE IS WORTH Give each student an unusual picture (www.worth1000.com) and ask him/her to create a story to go along with the picture. After students have planned their stories, have them share their photos and stories.


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JUST BECAUSE … Adapted from: English Brainstormers – Jack Umstatter

Each statement below contains a conclusion and some evidence to support that conclusion. ‘Just because’ evidence is being offered, is it convincing? Why? Why not? Write your comments on another sheet of paper and discuss them with classmates.

It seems obvious that Mr. Smith didn’t commit the crime with which he is charged, because there was not enough evidence to convict him

DirectTV© makes the best television in America. Their brand is owned by more people than any other brand.

No one has been able to disprove that there is life on other planets, so it stands to reason that there must be

Roger Federer is an excellent tennis player. A number of prominent journalists have endorsed his work.

This development project is not good for the school. Why? just two years ago the student committee voted against it, and now they want to reconsider it.

THINKING CRITICALLY WITH WORDS

Adapted from: English Brainstormers – Jack Umstatter

Find what is common to each of the five words in each group below. The commonality has nothing to do with meaning, but it could have much to do with the formation of their letters or what could be added to each word in the group.

grave, lime, tomb, touch, whet

kayak, level, noon, racecar, radar

annual, cycle, plane, pod, weekly

race, read, region, room, rose

absolute, ghost, hire, stall


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GET KIDS DANCING, BAKING, CREATING AND PLAYING WITH THESE IDEAS

‘Here is the beehive’ https://www.youtube.com/watch?v=9BaonEqFPJk

FINGER RHYME DANCE Show children the actions that accompany this rhyme: Here is the beehive

[hands clasped together], but where are the bees?[Look puzzled.] Hidden away where nobody sees.

Soon they come creeping out of the hive, 1, 2, 3, 4, 5. [Steeple the thumb and fingers as you count]

Buzzz! [Wiggle fingers in the air.] Change the rhyme into a dance. Listen to ‘The Flight of the

Bumblebee’. Ask the children to huddle together into a hive. Can they stay still/quiet? When they

hear the music, ask them to creep out and find a space to stand. On your signal they can run around

the room, weaving in and out of each other, buzzing as they go!

HELPFUL FLOWERS Explain how planting flowers helps bees to survive. Provide each child with a

sunflower seed and a small pot. Show them how to fill the pot with compost and push the seed into

the soil. Remind them to water the plant regularly and put all the pots by the window so they can

feel the sun. Compare the plants’ height and record using drawings and photos. Who can grow the

tallest? Encourage children to take their flowers home and, if possible, plant them outside for the

bees.

HONEY BEE SANDWICHES Talk about bees making honey. Look at a honeycomb. Taste some

honey. Read Winnie the-Pooh and the Wrong Bees by A. A. Milne. Let children make honey

sandwiches using white and brown bread. Cut different-sized circle shapes out of the sandwiches.

Arrange them in a line, alternating white and brown to make stripes, and start with small circles,

then bigger and finally smaller to create the bee’s body. Place a white roll at the end for the head

and use cut-off crusts for legs and antennae

Adapted from: www.teachwire.net/early-yearsom


https://www.youtube.com/watch?v=9BaonEqFPJk

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Vol-Nº-131-June-2018.pdf - Dickens

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