Plan semana 2-6 abril 2018

Esta semana sólo tenemos clase el miércoles día 4 de abril, porque Luz me ha pedido la hora del jueves día 5.

Programme.
WEDNESDAY 4th April 2018.

Unit 5. Travel

-Vocabulary related to travel. Reading, speaking and listening pratice. Page 61.

-Reported Speech and direct speech transformations. Exercises.

-A game to practise phonetics and pronunciation.

-Homework: pages 66 and 67. We’ll check it on Monday 9th April.

FECHAS EXÁMENES 3ª evaluación

Hola, chicos!
Urge que decidáis fechas de exámenes de la tercera evaluación. Elegid entre las siguientes posibilidades y me dais respuesta el lunes día 9 de abril, fecha tope.
Por un lado:
-lunes 7 de mayo: dos horas para prueba selectividad: listening, reading, writing.
-Otra tarde de vuestra elección, en la semana del 7 al 11 de mayo, excepto el viernes 11. DOS HORAS DE EXAMEN, RECORDAD.
Por otro lado:
- jueves 10 de mayo, examen de gramática unidades 5 y 6, en la hora de clase, más media hora añadida, es última hora.
-Otra tarde de vuestra elección, semana del 7 al 11 de mayo, excepto el viernes 11. UNA HORA Y MEDIA ES SUFICIENTE.

Bye for now,
Temi

Unit 5 Key to vocabulary exercises

Link a mi blog de trabajo: job shadowing for a week in Lofoten High School

Este es el link al blog que he hecho cada día de mi curso observación en Noruega.
Espero que disfrutéis del texto y las imágenes, y que os ayude a saber un poco más de otras culturas.
Temi

http://www.edu.xunta.gal/centros/iesriocabe/taxonomy/term/206

Padlet about our school and Lofoten High School

hola chicos!
Una vez leída la información que os dado acerca del sistema educativo noruego y mi experiencia de jobshadowing en el Lofoten High School, empecemos a comparar ambos centros y sistemas, en aquellos aspectos que os llamen más la atención.

Tratad de ser objetivos al opinar, vale? Si no, esto no tendrá mucho sentido ni utilidad.


Este es el enlace al padlet. Poned en primer lugar vuestro nombre y apellido.
 Después empezad a dar pinceladas, no testamentos, eh?

https://padlet.com/temimadarnas/tipcimciqxx4

One day in a Norwegian high school

9th March 2018.

1.-8,15-10,05 h. Preparing lessons together, they teach the same level. They plan two weeks beforehand.

High level. 5 hours a week.

One written and one oral test per term, though there are more small tests sometimes. Two terms, one in December and one in May.

Marks go from 1 to 6.

1 is failed. (From our 0 to 4)

2 is our 5.

3 is our 6.

4 is our 7/8.

5 is our 9.

6 is our 10.

2.- 10,15-11,50 h

Carl Philip English lesson ST1A. For two hours in a row.

1st hour.

Introducing me at the beginning of the class. Encouraging them to ask me a question but no one does, but the teacher doesn’t push them. 

NTaking a picture. 

Total silence. Philip doesn’t raise his voice at all.

They can drink water, tea, or eat occasionally just grab a bite.

Next week they are having a three hour test about SLAVERY, CIVIL RIGHTS AND THE AMERICAN GOVERNMENT.

Two parts: the first part is compulsory and then two more to choose one.

They begin the lesson with the planning for the week on the screen.

They can download this programme.

Philip revises a bit to start: talking about the topic of slavery, the movie The Roots, etc.

They had read the text yesterday so today it’s reading comprehension.

2nd hour.

-Linking words.

-easily confused words.

The teacher tells them to look up some words in ordnett.no, a dictionary.

Affect-effect

Looose-lose

Countable and uncountable 

-translating sentences into Norwegian 

-determiners

-collocations

-many, much, few, little

-word order. Similar in English and Norwegian 

LUNCH BREAK: 11,50-12,20 h

3.- 12,20-13,05 h. Marianne. TIP C171. She is teaching another English language colleague’s lesson. 

-They had had a previous lesson before the break. They had been reading a text about government and politics.

-They have to explain some words. They look them up in ordnett.no

Constitucional 

Bill 

Legislative

Executive

Judicial

-explaining what spelling is. How the English spelling is different from Norwegian because of the influence of French, Latin, etc. 

kween changed to queen

All of them working with their computers.

THEY ARE SUPPOSED NOT TO BE DRINKING REDBULL OR THE LIKE BUT IF THEY DO THE TEACHER TRIES TO PRETEND HE HASN’T NOTICED:avoiding conflict.

WHEELED CHAIRS FOR EVERYBODY, NOT ONLY THE TEACHER

WHEN THE TEACHER ASKS A QUESTION: he listens respectfully, avoids “no”, accepts different answers though sometimes changes the answer a bit or improves it with some of his own.

4.- 13,10-13,55 h. Video documentary about adoption. Half English half Norwegian.

Philip teaches these students Communication and culture. Sometimes it’s about philosophy.

They are left in the video room with me, while Philip is with another group

They are drinking a coke, water, tea, one girl is braiding her mate’s hair, some are eating some snacks.

They have to answer some questions about the video.

Mia and Alexandra. Two Chinese twins adopted by an American and a Norwegian family.

This is meant for them to reflect on pathos, logos and logic: philosophical topics.

5.- 14,55-15,35 h. The same students are now to work in groups about the video.

They are sitting in groups, comfortably, talking not loudly, writing on their computers.

The teacher is just on his desk working on his computer or walking around the classroom offering help, etc.

12th March 2018. Another day at school in Lofoten High School, Norway

12 March 2018.

1.- 1st class: Marianne. SS1A. Vocational English. Service and Transport, 1st year.

Comparing UK vs US
Just 8 students. All boys, some quite old: one is 30, another one is 28. Only two 16 year-old ones. 
She asks them what they prefer to do to introduce the topic: they choose a listening.
She asks them to think of American and British brands.
Then she plays the listening they have on their books: American and British cultures, families, backgrounds, ethnic groups, educational system, health and welfare,
The students are in complete silence following the listening on their books.
Then they have speaking session in pairs.

Marianne is having a day off work tomorrow because her daughter is sick. She has three children so she gets 15 days off a year.

A student is using his computer to look at trailers. He is in silence. He isn’t disrupting. The teacher doesn’t tell him anything. When they have to work in pairs, this boy is a bit louder than the others, but not much. The teacher doesn’t say anything when he’s a bit loud.

There are two teachers, Marianne and Ane Elise, in this group because there are different levels here. Ane Elise has arrived a bit later, talks to Marianne and then she talks to a boy and takes him with her out of the classroom: his level is high so he is not doing what the rest of his mates are, he is doing translation instead.


The students are not doing the speaking in pairs activity, so Marianne tells them politely to do so or to begin doing their homework instead. Some of them begin talking then, the “naughty” boy is browsing the net and pretending to be writing his essay.

Homework: writing.

2.- 2nd lesson. Mariannne. 1st Bac. The same level as Philip’s group. 20 students in class.
Marianne writes the plan for today on the blackboard.
-task 1, page 170
-discuss with partner
-make notes ? ( the question mark means it’s up to you)
-quizlet


More talkative. THERE IS more noise. More naughty boys. One girl is full of make up, fake eye lashes, not working much I think.
Some students are not working in pairs, Marianne is walking around in the classroom, checking subtly they are working,not pushing, offering her help, reminding them they will have a test next week and the contents are rather difficult (USA government, slavery, social rights, etc)

ONE BOY IS WHISTLING. MARIANNE PRETENDES SHE CAN’T HEAR HIM.
SOME OTHERS ARE DRINKING ENERGETIC DRINKS, WHICH ARE NOT ALLOWED, BUT MARIANNE DOESN’T SAY ANYTHING.
THE GIRL WITH MAKE UP LEAVES THE CLASSROOM EARLIER, SHE JUST STANDS UP, TAKES HER PHONE, WAVES GOODBYE TO MARIANNE IN SILENCE AND OUT THE DOOR.
ONE BOY IS PLAYING A COMPUTER GAME. THE TEACHER CANNOT SEE HIM.
OME BOY IS WATCHING A FOOTBALL VIDEO.
ONE BOY IS ALMOST FALLING ASLEEP.
A GIRL IS WATCHING THE NEWS AND CHECKING HER EMAIL.

The teacher can guess what the students are really doing but she just chooses not to interrupt the class, not to bother telling them off(reñir). She prefers letting them feel comfortable, so they are relaxed.
After ten minutes working together (or wasting their time) she asks them to be quiet and pay attention to her explanation of the division of the three powers, check and balance between them etc. THERE IS COMPLETE SILENCE,THOUGH IT’S TRUE NOT EVERYONE IS PAYING ATTENTION TO THE LESSON.
She asks them if there are questions.
No questions.
Then she asked questions. Students put up their hand and answer.
THE TEACHER JUST PAYS ATTENTION TO THE STUDENTS PAYING ATTENTION. SHE TALKS WITHOUT RAISING HER VOICE, JUST SAYING WHAT SHE HAS TO SAY, NOT WASTING HER TIME IN TELLING ANYONE OFF.

One boy has split his drink on the floor, not on purpose, he just stands up and goes out to the toilet to take some paper to clean it. The teacher doesn’t say a word.

They use their phones during breaks, no problem at all.

Another session with the same group.
First, quizlet.
They play four times so all of them know the answers by the end of it.

Now she tells the students to do some tasks, they are left alone in the class while she takes one student at a time for term individual tutoring to ask them how is everything going so far.

They are with their computers doing whatever they choose really.
Some of them put on their headphones and listen to music.
Complete silence, they just laugh from time to time.