04/28/2009
04/27/2009
[odeo=http://odeo.com/episodes/22080575-Unchained-Melody]
Chorus:
Oh my love, my darling
I’ve hungered for your touch
A long lonely time,
And time goes by so slowly
And time can do so much,
Are you still mine?
I need your love,
I need your love
God speed your love to me.
Lonely rivers flow to the sea, to the sea,
To the open arms of the sea, yeah!
Lonely rivers sigh “wait for me, wait for me”
I’ll be coming home,
Wait for me.
Chorus:
Oh my love, my darling
I’ve hungered,
Hungered for your touch
A long lonely time,
And time goes by so slowly
And time can do so much,
Are you still mine?
I need your love, I…
I need your love
God speed your love to me
04/26/2009
Toda educación se mueve en el binomio información-formación. La información nos proporciona los conocimientos necesarios para manejarnos en la sociedad y conseguir una capacitación profesional que permita el desarrollo personal en el trabajo. Uno de los fines del sistema educativo es formar administrativos, chóferes, médicos, informáticos, químicos, etc.
La información no se refiere solamente al aspecto profesional, sino también a la adquisición de habilidades y procedimientos de actuación, que permiten perfeccionar ciertas facultades humanas. Por eso hablamos de educación sentimental, sexual, vial, cívica y de dominio de la voluntad. Para un estudiante es importante la adquisición de técnicas de estudio, de procedimientos para desarrollar la memoria y dominar las técnicas de lectura rápida manteniendo la comprensión.
Pero la información sola no basta, hace falta que vaya acompañada de una orientación. Esto es lo que llamamos formación. Por ejemplo, en la educación sexual, no basta con conocer la anatomía, la fisiología del aparato reproductor y los mecanismos endocrinológicos del organismo. Hace falta dar pautas de conducta que nos expliquen con claridad para qué sirve la sexualidad, su integración en la personalidad humana, su finalidad, etc.
La educación conduce a la formación de un hombre más maduro, más completo y más coherente. El hombre es maduro cuando alcanza un buen equilibrio personal entre sus facultades intelectuales, su cuerpo y sus relaciones sociales. Es completo cuando sabe integrar diversas vertientes adecuadamente y es coherente cuando establece una armonía ente las ideas y la conducta, entre la teoría y la práctica. El hombre formado es más humano y más espiritual, más dueño de sí mismo.
En toda educación es importante la figura del educador (padre y profesor) y la tarea de autoformación del propio educando. El poder del educador depende menos de su palabra que de su ejemplo. El chico necesita un modelo de identidad, una persona ejemplar a la que admirar y en quien aprender. Las palabras mueven, pero el ejemplo arrastra.
Pero el agente principal de la educación es uno mismo, es la propia persona que formula y desarrolla su proyecto personal. Los medios para alcanzar los objetivos propuestos son dos: la motivación y el esfuerzo. La motivación nos mueve a actuar y mediante el esfuerzo realizamos pequeños vencimientos concretos, repetidos una y otra vez, hasta conseguir el control de la propia conducta.
Arturo Ramo García.
04/26/2009
In language learning, mistakes are good, correcting them is bad (sometimes)
Posted by idajemi under Inicio1 Comment
Let’s talk a little more about correcting mistakes in language learning, since it seems to have attracted a lot of attention here.
I stated earlier that we should not correct unless requested to do so, and even then as little as possible, when a learner is speaking, although we can be a lot more thorough in correcting writing. Corrections while speaking are best provided after the discussion, and in any case the objective is to make the learner attentive, and not to expect instant improvement.
The main benefit of correcting is that it makes the person correcting feel good. There are also learners that feel that if they are not corrected they have not had a lesson. However, I think that correcting has to be done mostly in writing and we have to be realistic about what it can achieve.
Let me explain why I believe this is good advice.
Let’s look at some very obvious errors, ones that are easy to point out and explain, and which rarely result in improvement.
English
1) The third person singular in the present tense in English takes “s”. Most learners know this at some level, and yet continually get it wrong.
2) Learners often say “I listen him” and I point out time and again that it is “listen to” and yet the learner does not change.
French
Gender
Mandarin
Tones
Further examples include Chinese people speaking English, regularly confuse “he” and “she” because there is not such distinction in spoken Chinese. German speakers use “since” like “seit” in German. I can point it out and nothing changes. “It is many people here” say the Swedes, and the list goes on. Correcting and explaining does not help very much.
I can look at tables of verb or noun endings and while looking at the table think I have learned something, yet when I go to speak I cannot remember a thing.
So what is the solution? In my view it is only through lots of input, lots of listening and reading, lots of noticing, lots of reviewing of phrases, and a little of correcting and grammar review, that we start to develop the right instincts and produce the language more accurately.
When speaking, it is important not to destroy the enjoyment of communicating that the learner is experiencing. That is much more important than any minor correction that the learner will usually forget anyway.
When we look at a written summary of key words and phrases that we have misused in a conversation, or when we look at the correction of our writing submissions, we are not under any pressure and feel no stress. We can concentrate and observe. We can save these key words and phrases for review and then look for them in our listening and reading.
So I say corrections can be helpful if done properly, and that means mostly in writing.
From: http://thelinguist.blogs.com/
04/26/2009
This cartoon by Paul Thomas from The Daily Express uses the release of the latest Star Trek film to make a joke about the ailing British economy (though British taxpayers may find it’s no laughing matter). One of the clichés made popular by Star Trek and other science fiction films is the construction: “That’s no _____—it’s a ______ “. For example, “That’s no moon—it’s a space station” (from Star Wars). Here, one of the crew of the Starship Enterprise uses this expression to tell the captain (James T. Kirk) that it’s not a black hole they can see, but the British economy. VOCABULARY A black hole is an area in space where gravity is so strong that nothing, not even light, can escape. Black holes are thought to be formed by collapsed stars. It is a common myth that black holes suck in all the matter around them. Here the term is used figuratively to refer to the fact that the collapsing British economy is sucking in billions of pounds.
04/17/2009
Mi nombre es Rosa Pacheco, soy maestra de Inglés hace 9 años. Actualmente imparto clases en la escuela Luis Muñoz Marín de Juana Díaz. El propósito de este blog es ayudar a estudiantes como tú, que no entienden mucho inglés y necesitan una ayuda extra para mejorar dus destrezas, así que aventurate conmigo en esta nueva aventura.
Hi, my name is Rosa Pacheco, I’m an English teacher at Luis Muñoz Marín School in Juana Díaz. The purpose of this blog is to help students like you that have difficult in the language, and need extra help to understand it. So come with me in this new adventure!!!
