Vocabulary - www.saberingles.com.ar

Vocabulary
disinterested or uninterested?

Disinterested means impartial, unbiased, able to judge something fairly because the person is not concerned with gaining any personal advantage from it.

Uninterested means not interested, indifferent. It's always followed by the preposition in.

Examples:

- A disinterested mediator facilitated the negotiations.
- A lawyer should provide disinterested advice.
- He was uninterested in my offer.
- She seemed uninterested in learning English.

Disinterested significa imparcial, objetivo, capaz de juzgar algo con imparcialidad porque la persona no está preocupada en sacar alguna ventaja de ello.
Uninterested significa no interesado, indiferente. Siempre es seguido de la preposición in.

Teatro en Ingles - Una manera diferente de practicar el Ingles

Teatro en inglés para personas de cualquier edad entre 15 y 99 años, que buscan practicar el idioma de una forma diferente, explorando cómo es representar un personaje en un ambiente relajado y ameno.

Las actividades no varían demasiado de las de una clase de inglés: ejercicios de fonética, pronunciación y entonación; escritura de textos, corrección gramatical y de uso en forma oral y por escrito, trabajo sobre la fluidez a través de "role-plays", debates, juegos, etc. A esto se suman juegos teatrales, ejercicios para la expresividad, trabajo de improvisación y algunos elementos sobre técnicas teatrales. Siempre reflexionando sobre el teatro y, dentro de lo posible, siempre en inglés.

El trabajo sobre el idioma, se aplica a la producción de escenas buscando que el hecho dramático nos involucre con cada situación en forma vivencial, como "hablantes" de la lengua (roles reales de una conversación en tiempo presente) más que "estudiantes" (que ejercitan para un potencial momento futuro).

Los errores y problemas de comunicación se solucionan "en vivo", como en la vida real, como en un viaje...

Por otra parte, es la posibilidad de conocer gente nueva.

INGLÉS Y TEATRO PARA TODOS LOS NIVELES: desde abril estamos trabajando en una adaptacion de Edmond, de David Mammet. Se trata de un taller/ montaje para gente con alguna experiencia teatral. La idea es estrenar el montaje en el mes de noviembre. ¡Incorporamos actores a partir de agosto!

¡¡¡NUEVAS PROPUESTAS PARA EL SEGUNDO CUATRIMESTRE!!!

INGLÉS Y TEATRO

CLUB DE CONVERSACIÓN

TALLER DE PRONUNCIACIÓN

CONVERSACIÓN CON FINES ESPECÍFICOS

(gastronómicos y personal de abordo y aeropuertos)

COMENZAMOS EN AGOSTO

INFORMACIÓN E INSCRIPCIONES A PARTIR DEL 15 DE JULIO

Vacantes limitadas con inscripción previa mediante pago de la matrícula

matrícula (anual): $ 50

LOS ARANCELES INCLUYEN UN CUADERNILLO CON TODO EL MATERIAL DEL CURSO: TEORÍA TEATRAL, MATERIALES DE LENGUA INGLESA, TEXTOS PROPUESTOS, ETC.

DOS A TRES ENCUENTROS DE CADA CURSO, SE DEDICAN A VER FRAGMENTOS DE PELÍCULAS RELACIONADAS CON LAS ESCENAS QUE SE TRABAJAN

sala a confirmar en zona Palermo o Almagro

155 822 4568 / www.inglesyteatro.blogspot.com

Horarios y docentes

Docente: Naty Barry

Más información
http://www.inglesyteatro.blogspot.com

15-5822-4568

Color and write - abcteach.com

Here we have a nice exercise, where the pupils will practice vocabulary e.g: colors, the beach; and after coloring the picture the will write a very short story about the picture they colored.

It´s an exercise from this great website abcteach.com

To see the picture click here http://www.abcteach.com/free/c/colorandwrite_beach_elem.pdf

cloying: Word of the Day - Merrian Webster website

The Word of the Day for July 7 is:

cloying \KLOY-ing\ adjective
: disgusting or distasteful by reason of excess; also : excessively sweet or sentimental

Example sentence:
Although Kelsey usually likes romantic novels, she found this one so cloying that she couldn't even finish it.

Did you know?
"Can one desire too much of a good thing?" asks Rosalind in William Shakespeare's play As You Like It. "Cloying" suggests that you can, because it implies a repugnant excess of something that might be pleasing in smaller doses. An exploration into the history of "cloying," however, leads us eventually to roots that are neither sweet nor excessive, but rather tough as nails. "Cloying" derives from the verb "cloy," which now means "to supply or indulge to excess," but which once meant "to clog" and earlier "to prick a horse with a nail in shoeing." "Cloy" itself traces via Middle English to Anglo-French "encloer" (which also meant "to prick a horse with a nail in shoeing") and ultimately to the Latin "clavus," meaning "nail."

zeugma - Word of the Day

The Word of the Day for July 3 is:

zeugma \ZOOG-muh\ noun
: the use of a word to modify two or more words in such a way that it applies to each in a different sense or makes sense with only one

Example sentence:
"Torpedoes hit their mark! Ship and many hopes sink!" said the headline, employing vivid zeugma.

Did you know?
"Zeugma, like the pun, is economical: it contracts two sentences into one...it links unrelated terms -- mental with moral, abstract with physical, high with low -- and thus generates surprise." (Walter Redfern, Puns) "Zeugma," which has been a part of the English language since the 15th century, comes from Greek, where it literally means "joining." The Greek word has another connection to English as well. In the early 1970s, a chemistry professor named Paul Lauterbur developed a technique for producing images of internal organs. He called it "zeugmatography," because it involved the joining of magnetic fields. Lauterbur was awarded a Nobel Prize, but the name he chose didn't stick. The technique is known today as magnetic resonance imaging, or MRI.

Sherton English

www.shertonenglish.com

Es gratuito e incluye un curso online, con más de 700 lecciones, organizado en un plan de 52 semanas. Además, posee cientos de páginas de gramática con explicaciones y ejemplos traducidos al español. Los estudiantes también podrán encontrar profesores de inglés en su ciudad que enseñan con este método.

En algunos foros ya lo declaran "El Mejor sitio para aprender inglés" http://www.aprendergratis.com/sherton-english-el-mejor-sitio-para-aprender-ingles.html

Cliffnotes Checklist for Writing an Essay

Checklist

Good writing often comes after revision and rewriting. If you can view your work critically, you will be able to improve it. Use the following checklist before you write a final draft.

Purpose, audience, and tone

These three elements deal with the overall effect of your essay and should guide you throughout your writing.

*If I am writing in response to an assignment, does my essay fulfill all parts of the assignment?
*Is my topic too broad?
*Do I state my thesis or main idea early in the paper? If I don't state a thesis or main idea, is it clearly implied so that there can be no mistake about my purpose?
*Is my thesis or main idea interesting? If this is an essay of argument, is my thesis statement fair? Do I take opposing viewpoints into account?
*Have I thought about my audience? Does my audience have any special requirements? Is my tone appropriate to my audience and purpose?
*Is my tone consistent throughout the essay?

Examples, evidence, and details

These are specific details in the writing process. When you read your essay, you can determine whether you have used these elements well.

*Have I adequately developed my thesis or main idea? Do I use specific details rather than generalities?
*Are my examples and evidence accurate, relevant, and convincing?
*Do I use quotation appropriately? Is too much of my paper quotation? Do I paraphrase carefully?
*Do I cite sources for the words and ideas of others?

Structure

Use an outline to determine the structure of your paper, but be aware that you may need to alter it as you write. Keep in mind the following:

*Do I have a principle of organization? Do I avoid repetition and digressions?
*Is my organization appropriate to my topic and thesis?
*Do I adequately introduce and conclude my paper?
*Are my paragraphs well developed, unified and coherent?
*Does one paragraph grow out of another? Do I use transitions?
*Are my examples, evidence, and details in the best order? Do I save the strongest point for last?

Language and style

Rely on a dictionary and your word processing tools to help you with language and style. Ask yourself some questions.

*Have I chosen my words carefully? Am I sure of meanings?
*Is my language appropriate to my purpose, tone, and audience?
*Have I avoided wordy expressions? euphemisms? clichés?
*Have I avoided pretentious language?
*Have I used idioms correctly?
*Have I followed the guidelines of current written usage?
*Have I avoided sexism in the use of nouns and pronouns?
*Have I preferred the active to the passive voice of the verb?

Sentence construction

Use your editing and revision skills to make sure your sentences are well constructed. Keep the following in mind:

*Are my sentences correct? Have I avoided both fragments and run-ons?
*Are my modifiers in the right place? Do I have any dangling modifiers?
*Do my subjects and predicates agree in number?
*Do I keep parallel constructions parallel?
*Have I avoided short, choppy sentences?
*Do I combine sentences effectively?
*Are my sentences varied in length and structure? Do I avoid monotony?

Grammar

Use this book to augment your grammar skills and keep in mind the following:

*Have I checked
ospelling (including correct plural forms, hyphenation)a
ocapitalization
ocorrect use and consistency of verb tenses
oagreement (nouns, verbs, pronouns)
opronoun cases
opronoun antecedents
ouse of adjectives with linking verbs
ocomparative degrees of adjectives and adverbs

*Does my punctuation make my meaning clear? Have I followed punctuation rules?
*Commas with nonrestrictive elements; no commas with restrictive elements
*Commas with interrupting elements; with introductory phrases and clauses when necessary; between series items; between independent clauses
*Correct use of periods and question marks
*Correct use (and not overuse) of exclamation points
*Correct use of semicolons and colons
*Correct use (and not overuse) of dashes and parentheses
*Correct use (and not overuse) of quotation marks
*Correct use of other punctuation with quotation marks

http://www.cliffsnotes.com/WileyCDA/CliffsReviewTopic/Checklist.topicArticleId-29035,articleId-29034.html?cid=cnnewswriting?citation=true

ACPI's 2009 CALENDAR OF EVENTS

It is with great pleasure that we contact you to announce ACPI's 2009 CALENDAR OF EVENTS

March to October
TKT Modules 1, 2 & 3
At Academia Arguello
ACPI members 20% discount

August 8th, 22nd & 29th
Jornadas INTERNET EN EL AULA
EN CASTELLANO, CON PUNTAJE OFICIAL
Proyecto 417-0-6 Expediente 0496-087115/2009
At Academia Arguello
ACPI members 20% discount

September 5th
Testing: A double-sided analysis of classroom practices and testing tools and techniques at school
Speaker: Juan díaz
PUNTAJE OFICIAL EN TRÁMITE
VENUE TO BE CONFIRMED

October 2, 3
Análisis y Aplicación de la Linguística Sistémica Funcional
Speakers: Marisel Bollati y Lucrecia Berrone.
PUNTAJE OFICIAL EN TRÁMITE
VENUE TO BE CONFIRMED

And of course, ACPI members also qualify for the FAAPI Member discount at the FAAPI 2009 Conference to be held in Bahía Blanca next September.

As you can see, we have a very busy year and this time we would like to remind you that we need your support to go on working for teachers' development and training. That is why we beg you to pay for our annual fee ($50,00), at either Blackpool, SBS or by contacting an ACPI Committee member.

Thank you so much for you support.

Best regards,

ACPI Committee

Other Upcoming Events

Integrating Skills in the EFL Classroom: A Permanent Challenge
Asociación Argentina de Cultura Británica
Córdoba, 13 de Junio, 10:00 hs.

Fourth National Meeting of Teacher Training Colleges
Lost in Digiland? Txt U more l8r
August 28-29, 2009. Instituto "Juan Zorrilla de San Martín", Córdoba
La organización informa que se ha decidido extender el plazo de presentación de propuestas para ponencias y talleres hasta el 30 de junio.

12th LABCI Conference
July 8th - 11th, 2009
Hotel Panamericano, Buenos Aires

XXXIV F.A.A.P.I. CONFERENCE
TEACHERS IN ACTION:
“Making the latest trends work in the classroom”
Bahía Blanca, September 24th - 26th 2009

For information on these events, click HERE

www.acpi.org.ar

THE LITTLE BOOK OF TENSES

THE USE OF ENGLISH TENSES

Autor GOTTAU VERONICA
Editorial NUEVOS TIEMPOS EDICIONES DE IACOMINI LIDO
Peso 0,20 Kg.Edición 2008,en Rústica
154 páginas
Idioma Inglés

Comentario
The Little Book of Tenses efectúa una descripción de todos los tiempos verbales y de sus usos en Inglés. Es decir, en qué situaciones debe utilizarse cada tiempo verbal y cuáles son las reglas gramaticales de los mismos. A su vez, explica el uso de la voz pasiva en Inglés, si bien el idioma español tiene las mismas reglas gramaticales en cuanto a la voz pasiva, el uso que se la da a la misma en el idioma Inglés es diferente. Aprehender la verdadera función de los tiempos verbales hará posible la incorporación del idioma Inglés como un sistema, logrando el objetivo de poder hablar como un parlante nativo y evitar las traducciones literales.

http://www.cuspide.com/detalle_libro.php/9871399103

Word of the day skimble-skamble

The Word of the Day for June 29 is:

skimble-skamble \adjective\ adjective
: rambling and confused : senseless

Example sentence:
"What a lark it is to tag along after constantly astonished Alice as she meets up with all those skimble-skamble Lewis Carroll creations," raved one theater critic of an adaptation of Alice's Adventures in Wonderland.

Did you know?
One of the best examples of "skimble-skamble" used in context is also its first known use. It occurs in Shakespeare's Henry IV when Hotspur speaks of Mortimer's father: "Sometimes he angers me / With telling me of the moldwarp and the ant, / Of the dreamer Merlin and his prophecies, / And of a dragon and a finless fish.../ And such a deal of skimble-skamble stuff...." After reading Hotspur's rambling, we can clearly understand the word's meaning, but from whence did the Bard come up with the word? More than likely, he coined the word as a reduplication of "scamble," a word meaning "to stumble along" that was widely used during his time but is now only heard in some English dialects.

Free Materials for teachers from abcteach.com

Animals
Item	Description
Bookmarks: Animals (color)	Four different animal bookmarks
Bookmarks: Bears (color)	Four different bear bookmarks.
Bookmarks: Camels (color)	Four different camel bookmarks.
Bookmarks: Dogs (color)	Four different dog bookmarks.
Bookmarks: Frogs (color)	Four different frog bookmarks
Bookmarks: Owls (color)	Four different owl bookmarks.
Bookmarks: Snakes	Four b/w snake-themed bookmarks.
Bookmarks: Spiders

Character Analysis Abigail William The Crucible

Abigail Williams is the vehicle that drives the play. She bears most of the responsibility for the girls meeting with Tituba in the woods, and once Parris discovers them, she attempts to conceal her behavior because it will reveal her affair with Proctor if she confesses to casting a spell on Elizabeth Proctor. Abigail lies to conceal her affair, and to prevent charges of witchcraft. In order to avoid severe punishment for casting spells and adultery—not to mention attempted murder when she plots Elizabeth’s death—Abigail shifts the focus away from herself by accusing others of witchcraft. This desperate act of self-preservation soon becomes Abigail’s avenue of power.

Abigail is the exact opposite of Elizabeth. Abigail represents the repressed desires—sexual and material—that all of the Puritans possess. The difference is that Abigail does not suppress her desires. She finds herself attracted to Proctor while working in the Proctor home. According to the Puritanical mindset, Abigail’s attraction to Proctor constitutes a sin, but one that she could repent of and refuse to acknowledge. Abigail does the opposite. She pursues Proctor and eventually seduces him.

Abigail’s willingness to discard Puritan social restrictions sets her apart from the other characters, and also leads to her downfall. Abigail is independent, believing that nothing is impossible or beyond her grasp. These admirable qualities often lead to creativity and a thirst for life; however, Abigail lacks a conscience to keep herself in check. As a result, she sees no folly in her affair with Proctor. In fact, Abigail resents Elizabeth because she prevents Abigail from being with Proctor.

Abigail gives new meaning to the phrase “all is fair in love and war.” She has brooded over her sexual encounter with Proctor for seven months. The more she thinks about the affair, the more Abigail convinces herself that Proctor loves her but cannot express his love because of Elizabeth. Abigail continues to review and edit her memories until they accurately portray her as the center of Proctor’s existence. Rather than seeing herself as an awkward seventeen year-old who took advantage of a man’s loneliness and insecurity during his wife’s illness, Abigail sees herself as Proctor’s true love and his ideal choice for a wife. She believes she has only to eliminate Elizabeth so that she and Proctor can marry and fulfill her fantasy.

Abigail’s fantasy reflects her age. She is a young girl daydreaming about the ideal male. However, she possesses shrewd insight and a capacity for strategy that reveal maturity beyond that of most other characters. Declaring witchcraft provides her with instant status and recognition within Salem, which translates into power. Abigail uses her authority to create an atmosphere of fear and intimidation. She threatens the other girls with violence if they refuse to go along with her plans, and she does not hesitate to accuse them of witchcraft if their loyalty proves untrue. Such is the case with Mary Warren.

Abigail develops a detailed plan to acquire Proctor and will stop at nothing to see her plan succeed. Her strategy includes establishing her credibility with the court and then eliminating Elizabeth. The achievement of her plot requires cold calculation, and so Abigail carefully selects the individuals that she accuses in order to increase her credibility. Thus, she first accuses the town drunk and vagrant, knowing that society is already predisposed to convict them. Each arrest strengthens her position, and demonstrating fits and trances increases her authority even more. Her decision to wait until the court sees her as irrefutable before she accuses Elizabeth reveals her determination and obsession with Proctor. Abigail thinks nothing of the fact that she condemns innocent people to die; those people merely serve as necessary instruments for her use in the fulfillment of her plan. At the end of the play, when Abigail realizes that her plan has failed and that she has condemned Proctor to hang, she displays the same cold indifference that governs her actions throughout the play. She flees Salem, leaving Proctor without so much as a second glance.

Article from: http://www.cliffsnotes.com/WileyCDA/LitNote/The-Crucible-Character-Analyses-Abigail-Williams.id-68,pageNum-57.html?cid=cnnewslit

Free resources for Teachers

Vuelvo a publicar esta entrada porque algun mal intencionado publico 3 comentarios desagradables sobre mi blog.

Seguro que fue algun INADAPTADO SOCIAL E IGNORANTE, que no sabe valorar el trabajo de un DOCENTE.

Bueno les vuelvo a dejar la website de Dibujos para colorear

http://www.mundodisney.net/colorear/

Dibujos para colorear drawings for coloring

Esta es otra website con varias opciones para imprimir dibujos para colorear. Se las puede usar para enseñar Ingles o cualquier otra materia especialmente enla escuela primaria y jardin de infantes (nivel inicial)

La web es http://www.adisney.com/colorear/

Dibujos para colorear - drawings for coloring

Siempre los Docentes necesitamos dibujos para dar nuestras clases, algunos saben dibujar pero otros como yo no, asi es que buscando por Internet encontre varias websites que ofrecen de manera gratuita dibujos para colorear.

En particular me gusto esta web http://www.colorear.info/

Mas adelante les ire mostrando otras websites de utilidad.

Free Material for Teachers

Teachers always needs lots of pictures to teach different themes in class, I found in this interesting website abcteach this Theme Unit about the Zoo for Early reades

Early Reader: Zoo "I like the zoo." Young readers can read about the zoo with this five-page easy reader booklet.

These are links for the free material

http://abcteach.com/directory/theme_units/zoo/

http://www.abcteach.com/free/z/zoo.pdf

Material from: http://abcteach.com/

• Here is a list for some new material

New Materials

Letter Puzzle: DirectionsHow to use the letter-themed puzzles on abcteach.

Letter Puzzle: Letter A (b/w)A black-outline 8-10 piece puzzle of words that start with the letter A.

Letter Puzzle: Letter A (color)A colorful 8-10 piece puzzle of words that start with the letter A.

Letter Puzzle: Letter A - easy (b/w)A colorful 4-5 piece puzzle of words that start with the letter A.

Letter Puzzle: Letter A - easy (color)A black-outline 4-5 piece puzzle of words that start with the letter A.

Letter Puzzle: Letter A - guide (b/w)A black-outline picture of words that start with the letter A. This can be used as a guide for our letter puzzles or alone as a decoration, sign, or coloring page.

Letter Puzzle: Letter A - guide (color)A colorful picture of words that start with the letter A. This can be used as a guide for our letter puzzles or alone as a decoration or sign.

Word Search: End of School (interactive)Play online!

Word Search: Spring (interactive)Play online!

Word Search: Summer (interactive)Play online!

Writing Paper: KoreaUse this writing paper, with a colorful picture of a child in traditional Korean dress at the top and a bright red border, to write a story, report, or poem about China. One page each of lined and unlined paper