PRÁCTICOS abril 2018-2019 PROFESORA DRA. JELENA BOBKINA Practice - PowerPoint Presentation

PRÁCTICOS abril2018-2019 PROFESORA DRA. JELENA BOBKINA

Practice 1 Madrid READING COMPREHENSION, TEXTUAL GRAMMAR, LINGUISTIC EXPRESSION

Read the text and fill in the 7 sentence gaps with a suitable option from the ones below (a-h) according to grammatical/lexical cohesion and thematic logical coherence. There is one extra sentence you do not need: I’m a city dweller again now. I live in a flat in London with a window in front of my desk that looks out at the street That a new question formed in my mind to replace the one that had brought me there It was empty. It was quiet and wide, and gaping and wild As soon as I got home, I decided I would stay longer on Bleaker Island and would write a best-selling story I leapt across as though playing a demented game of hopscotch I wrote 2,500 words of my novel each day, sitting in the glass-walled sunroom at the front of the guest house, looking out at a whale skeleton that lay along the shoreline When I scoured Google maps for remoteness Writing every day, but not all words are the right ones

ANSWER KEY 1-G / 2-C / 3-F / 4-B / 5-H / 6-E / 7-A Distractor: D: As soon as I got home, I decided I would stay longer on Bleaker Island and would write a best-selling story.

2 . Find words in the text which respond to the following definitions: in a way that makes you  think  that someone is going to do something  bad  or that something  bad  is going to  happen (adv.): temporary  and of  low   quality , but used because of a  sudden  need (adj.):

3. Reformulate the following two sentences extracted from the text by using alternative ways of expressing the same idea. You must use the word in block capitals: A) I was drawn to its precarious, peripheral position on the edge of the world (MY) B) The thing I had written was indeed no good (HAPPY)

4. Find a word in the third paragraph that exemplifies the word-formation process known as conversion (a word that retains the source lexical meaning but is used as a different word class).

5. How does the author indicate in the third paragraph that the writing period was being fruitful?

6. What terms does the writer use in the sixth paragraph to reinforce the action of jumping ?

6. 7. Explain the two comparatives in the sentence… I’d go home tougher and a little less afraid

TOUGH- ER: Inflectional morphology, ending for comparative of superiority of one-syllable adjectives (and two-syllable adjectives ending in –y)   LESS AFRAID: comparative of inferiority by syntactic means (expression of degree by premodification of all adjectives, regardless of number of syllables or whether they occur in attributive or predicative position)

8. Which word in the following series is the odd one out (containing a different vowel sound from the other three…(see graphemes underlined) w or ld th ou ght dr aw n n or th

Practice 1 – teaching practice Madrid Select a number of lexical items that you consider as relevant vocabulary to be dealt with at the primary stage of education. Classify them into different categories and suggest presentation techniques.

island, farm, sand, beach, wind, trees, rocks, pond, storm, grass, water, sea (natural environment), description of open-air places and features Penguins, sheep, swans, seals, dog (animals-in the wild and domestic environments)

V ocabulary should be integrated into the teaching of the four skills –listening, speaking, reading and writing. Below are some of the main principles that must be followed when teaching vocabulary: Emphasise both direct and indirect teaching. Direct instruction refers to teaching the words and their meaning; indirect instruction refers to helping the children learn appropriate strategies. Pre- each vocabulary before a new activity. Teach how to use context clues appropriately. Present multiple exposures to new vocabulary items. Give opportunities for deep processing of vocabulary items. Deep processing means working with information at a high cognitive and/or personal level. Deep processing allows information to be remembered more easily. Have students establish connections between new words and their prior knowledge. Teach students to use dictionaries. (e.g. pictures, online …) as well as strategies to retrieve and keep vocabulary records, such as spiderwebs, diagrams…. Give multisensory input (use visuals, onomatopeic sounds, miming, defining, translating…

SAMPLE ACTIVITIES AND MATERIALS Realia: an attractive and motivating way of presenting new words is by showing the real object. This technique helps the pupils to memorize the words through visualization. Pictures: Pictures can be blackboard drawings, wall pictures, charts, flashcards or magazine pictures. This is also a great way of bringing the visual together with the linguistic Mime actions and gestures: Many words, such as actions, are better explained by miming. Words such as eating, drinking… are easy to present in this way. Similarly we’ll be encouraging bodily and kinaesthetic expression Opposites: words have sense relations. For example, we can present the meaning of “big” by contrasting it with “small”. This technique has two clear advantages: 1. Related words are learnt more easily, and 2. Pupils will learn two words instead one. Picture dictation: The teacher gives instructions on specific vocabulary for the pupils to draw. For example: Colour the carpet purple.

Guessing games: The teacher or another student hides an object. The students must guess what it is . For example “is it big or small? Is it blue?” Labelling: Pupils are given a picture and they have to write the names of the objects, or link the pictures with the corresponding word. Dominoes: this is based on the associations of pairs of cards, one showing the written word and the other pair with the picture. Spelling games such as crosswords, wordsearch games and hangman. Dictation of words for reinforcing words learnt orally. Categories: we use jumbled words which must be categorized into semantic fields. Odd one out: we provide a list of words and pupils must guess which word is not related to the rest.

10. How can the cross-curricular topic of environmental education be covered in EFL lessons in a general sense? Design an outline for a project at 5 th -year level

Cross-curricular teaching has become essential in our educational system. LOMCE 8/2013 establishes the necessity to integrate curricular areas. In the past, subjects were established as fragmented knowledge areas. But nowadays, in the curriculum there are elements connected across different fields and life itself. Procedures and attitudes are, then, part of the contents we will work on with our students, as a means of reaching the objectives we set for the didactic units. Procedures are included in the 4 blocks of the curriculum, which deal with the four language skills. In this sense, when addressing the issue of environmental education, we should follow the principles of the integrated and global learning process which characterizes Primary Education and uses not only the knowledge of one curricular area in particular but also cross-curricular or interdisciplinary issues, as it is the case of Environmental Education. As regards English, we can connect a great variety of curricular areas with the issue of environmental protection, for example, if we are teaching pupils vocabulary about clothes, we can connect this topic with the temperatures in the different parts of the world and the environmental problems and changes.

Another way of promoting environmental education at primary level through English is to teach science lessons in English. Many schools are under the bilingual program (CLIL) in which pupils are taught science lessons in English. This is a very positive aspect because they will learn environmental vocabulary and processes in a natural way. C areful planning of didactic strategies must be carried out in order to enable the students’ acquisition of contents – in a conceptual sense, but also social and moral values. The ethical relevance of this topic is clear: most of the problems of today’s society, on the one hand, are linked to the uncontrolled application of certain technologies and the respect, on the other, to the environment depends on the adoption of a new ethical attitude, by becoming responsible consumers.

With a group of students in the 5 th grade, we could work through the following procedures: Research : our students can start by developing procedures such as collecting information about a topic. Making hypotheses : they can analyse a problem and present hypotheses. Presenting solutions to the problem: once the students have enough information, we can ask them to present solutions. Assuming that the basic vocabulary is known to the students, to work on these aspects we could encourage them to carry out a project in groups. The students have to gather information about the situation of animal species which are in danger. In order to do so, they will have to use different sources: library, newspapers, TV, websites  With the previous information they will have to make a poster presenting the species and a proposal to help improve the situation. Structures such as imperatives or We should( n’t ) are suitable at this level.

At the same time as we are working on concepts (reinforcing vocabulary and structures), and procedures, we will also develop the right attitudes in our pupils. With this topic, we can raise awareness and promote the following attitudes: Attitude of respect towards the environment, helping them realise the importance of our role to keep our planet safe. Raising our students’ awareness of the needs to recycle or ways of disposing of waste Make them aware of the attitudes in other societies towards the issue, relating the topic with the sociocultural aspects related to English-speaking countries. By means of the aforementioned project, we will also develop a positive attitude towards creating their own materials in English and towards working in groups in a co-operative way.

Practice 3 Madrid READING COMPREHENSION, TEXTUAL GRAMMAR, LINGUISTIC EXPRESSION

1–Fill in the gaps with one of the options below. about celebrity logical own such affected have long pace therefore being however nostalgic quite unaffected bicycle it no reputable when but like not simultaneously while

Time Travel T ravelling in time is a favourite theme of science fiction writers. One of the most famous books is The Time Machine (1895) by H.G. Wells. Before the XIXth century, writers were (1) __________attracted to the theme of time travel. Perhaps it only fascinates people when the (2) __________ of change in their own society is very fast. They begin to speculate about how different the future will be, or they feel (3) __________ for the past. The time machine described by Wells was fairly __________ which was a very modern invention at the time he was writing. In other writers they also appear to be (5) __________ ordinary objects. However, whatever the time machine looks (6) __________ the central problem of time travel remains the same. If we travel back in time, how do we avoid affecting the future from which we (7) __________ come? In an extreme case, by travelling back in time and bringing (8) __________ the death of our ancestors, we could prevent ourselves from ever (9) __________ born. In which case, we could never have travelled back in time in the first place because we would not have existed. Some writers have accepted the idea that time travellers change their own time by the actions they take in past time. (10) __________ the travellers return, they find to their dismay that things have altered in some subtle (11) __________ disadvantageous way. So they hurry back to the past in order to put things right, only to create an even worse situation in their (12) __________ present time. In any case, if time travel were possible, we would already have met people from the future.

Science fiction writers tend to solve the (13) __________ problems of time travel by assuming that there is an infinite series of parallel universes, all existing (14) __________ Different things could be happening somewhere else at the same time; that’s why time travellers would, in fact, travel in space rather than time and simply go to an alternative universe and then return to their own time/place, which has been (15) __________ by their actions. Surprising though (16) __________ may seem, scientists do not dismiss the concept of time travel out of hand. Many (17) __________ scientists believe that ‘time tunnels’ may actually exist in the universe and that the mysterious ‘black holes’ in space may provide the exits and entrances to (18) __________ tunnels. Even if this turns out to be true, it would be totally impossible for a human being to survive such a journey. We must, (19) __________ conclude that however curious we are about the future or however much we (20) __________ to be present at famous historical events, we can only satisfy our curiosity and longing by reading more science fiction

Practice 3 Madrid 3. Provide definitions to explain the following words from the text

Science fiction: Ancestor: Mysterious:

Practice 3 Madrid 4. Identify and pick up seven adjectives from the last paragraph in the text and build two words derived from them by means of prefixes or suffixes

Mysterious , mystery, mysteriously Surprising , surprised, surprisingly, unsurprising True , truth, truthful, truthfully, Impossible , possible, possibly, impossibility Human , inhuman, humanity Curious , curiosity, curiously Historical , historic, history, historically

Practice 3 Madrid 5. Match the following three sentences with the type of function or ‘speech act’ which they perform. Select from the list below: Demanding an explanation Warning Describing something Narrating past events Expressing speculation Contrasting ideas Showing agreement Expressing hope Expressing fear Stating a fact Stating preferences

a)Scientists do not dismiss the concept of time travel out of hand b)Different things could be happening somewhere else at the same time c)The time machine described by Wells was fairly primitive –it had a saddle and handlebars!

Practice 3 Madrid 7. Which TWO of the following words from the text contain the same diphthong: Century ; favourite ; future ; theme; society ; change