Thursday, 13 December 2012

An example of a Weekly Planning Lesson.


Hello English teachers!

This is an example of a Weekly Planning Lesson related to Health and Fitness Unit and the Topic is about Fruits.

Through this Weekly Planning Lesson, you could find a variety of activities your students could do in class, developing their language skills by means of games, interactive role plays, written tasks and listening exercises. You will also find out some resources as a support of each English lesson.

The activities are organized from Monday to Friday, but Thursday is not included on the Plan due to, I don’t teach EAL that particular day.

Well, I hope what I have done; guide you to better your English Weekly Planning Lesson.

Please send me any comments about it!

Weekly Planning Yordanka Brunet

Grade 2
Unit 2. Health and Fitness

Topic: Fruits

Monday

Outcomes:

Recognize some parts of the body through a performance.

Activity:

Teacher will mention some parts of the body and students should recognize each by touching their bodies.

Resources:

Simon Games

 Outcomes:

Identify some Health problems studied before.

Make comments about some healthy habits.

Presenting new vocabulary related to Fruits.

 Activities:

The teacher will mention some healthy habits for discussing them in class.

Looking at some pictures from the DVD and online, the students should acquire new vocabulary related to some fruits.

By means of a debate first in pairs and after the whole class, they should talk about the importance of eating them.

Resources:

Food Fun DVD

Online pictures.

Examples of fruits


From Wikipedia, the free encyclopedia


Activities:

Students will copy the new vocabulary and repeat them, making emphasis in some sounds.

Game: The first student will mention a fruit and the next one should say that fruit, plus a different one. (Through this task, students are training their memory and reinforcing what they have just learned)

Students with the teacher's support will do different tasks from the Ventures 1. Workbook.

Task 1 Write the missing letter for each word.

Task 2. Look at the pictures and write the words.

Task 3. Write sentences using some of these words.

Task 4. Write a small paragraph using those words.

 Resources: Ventures 1 Book and Workbook. University Press.

Tuesday

Outcomes:

Improve speaking skill through some questions.

Talk about the importance of eating “healthy food”.

Practice the vocabulary related to fruits.

Reinforce the addition of‘s’ in third person singular.

 Activities:

Going back to the content studied before, students should talk about what they have learned so far.

They will discuss in class why eating “healthy food” is important and mention some of the examples.

(Student should say their ideas) Teacher copies them on the board.

Going back to the content related to some fruits studied before, the teacher will introduce and practice some grammatical features.

Outcomes:

Practice the use of likes and dislikes in sentences.

Activity:

Grammar: Likes and dislikes.

- I like eating….

- I really like eating…

- I love eating…

- I don’t like eating… / I don’t like eating… at all.

- I dislike eating…

Students will repeat the sentences after the teacher; they should change the fruit and the person while they are repeating.

 For example:

I like eating coconuts.

Lucy likes eating apples.

The teachers dislike drinking orange juice after lunch.

 
Activity: Complete these sentences, using like, likes, drink, drinks, eat or eats.

- Marian ( ) apples and oranges every mornings.

- The students ( ) their lunch at 1pm.

- Lucy ( ) strawberry shake on Mondays and Fridays.

- Julio and Ronny ( ) eating healthy food.

- We ( ) milk before going to bed.

- My mother ( ) drinking guava juice when she gets home.

Now write your own sentences!

 
Write some sentences using likes and dislikes and the vocabulary concerning fruits.

 Wednesday

 Outcomes:

Researching on Internet.

 Allowing good relationship among students while they work in pairs or in small groups.

 Activities:

Go back to the topic studied before, the students should mention different examples of fruits and do a research about the typical fruits from their countries. They could include pictures, online information, drawings and any recipe that included the fruit mentioned by them. They should prepare a small presentation using ICT, according to their ages and knowledge. The teacher should offer all his/her support.

 If there is enough time, students could ask questions in class practicing the Auxiliary Do/ Does.

 Do you like drinking orange juice?

- Yes, I do or

- No, I don’t.

 Does Misheel like eating pineapples?

- Yes, she does or

- No, she does not/ (doesn’t)

 Friday

Outcomes:

Spelling Test

Recognize and spell words with short ‘o’ and long ‘o’

Improve Speaking and Writing skills.

 Activities:

Students do the weekly Spelling Test.
Practicing the sound i in different words. (Working with Finger Phonics. Big Book.)

- Repeat the sound after the teacher.

- Repeat some words that contain that sound.

- Say other words that have that sound.

- Write sentences using those words.

 
Expand the sentences

 Resources:

Finger Phonics Big Book. Jolly Learning Ltd.

 Outcomes:

Reinforce the use of the following features:

- (Capital Letter)

- ( “ )

- ( , )

- ( . )
Activity:
Written exercises from the Spelling Book

Teacher will give a paragraph to students related to the topic they have discussed during the week and they should be able to correct the mistakes it has.
After some minutes, the teacher checks the task. The students will read the text and make a performance showing their correction.

Resources:

Spelling Practice Book. Grade 2. Treasures.

 
Homework

-       Students should talk about the importance of eating fruits and they should mention their favourite.

-       Students should write sentences related to the topic, using I like, I really like, I love, I don’t like, I don’t like eating… at all, I dislike.

-        Students should practice some words that have short ‘o’ and long ‘o’ sounds.
Assessments

-       Observation of students’ performance in class, through some oral presentations.

-       Spelling test.

 

Wednesday, 12 December 2012

Weekly Lesson Plans. Introduction

Hi again,

As I mentioned before, I am teaching English to Lower School students specifically to EAL (English as an Additional Language) students from Grade 2, and each day I am enjoying more and more the tasks we do together in class.

It’s fascinating seeing how quickly they learn new things and develop different English skills during the teaching-learning process.

Through my Blog, I would love to show some Weekly Lesson Plans, I have used for teaching English to EAL Grade 2 students with the resources included.

Hope, you find them useful for your job.

Please feel free to send me any comments you like regarding my Lesson Plans.

I would also love to hear about any similar experience you have had as an EAL teacher.

Remember one thing, if you enjoy teaching and you do it with love and passion, your students will acquire knowledge easier and faster as if they were playing and not learning. They could feel as if they were learning a new language seating in a comfortable sofa at home!

Thanks! I will be in touch again!

Yordanka

Tuesday, 11 December 2012

Publishing a book online!

Hi everyone,


I’d like to share with you an issue regarding the publishing of my MA dissertation as a Book by LAP LAMBERT Academic Publishing in Germany. The title is "Using a Blog for training teachers to integrate videos in class". The project number is 72017 and the ISBN is 978-3-659-29663-5.

The issue concerning how to use videos in order to improve the English lessons has motivated the author to focus on this subject. Therefore, the main objective of the dissertation is to gain in depth knowledge and understanding about the use of videos in English lessons.

So, please take a look at it and send me your comments.

Thanks!

Yordanka

Monday, 22 October 2012

Teaching English to Lower School Students!

Hi,

I know it is been a long time you don’t hear about me, but I have done some professional changes that maybe you would like. I am not teaching University students at the moment as I used before, I am trying to go deeper into Lower School now, due to, this is an issue I wanted to do since a long time ago.

So now on, most of the research I do will be regarding teaching English to Lower School students. I just started teaching English to Lower School students and it’s great to see how much and fast they learn by means of different strategies.

At the school I am teaching now, there are multicultural classroom, students from everywhere learning from each other and having fun at the same time, but it’s also very challenging for teachers when planning the lessons to take in mind each student’s difficulty and learning styles.

In Grade 2 class, for instance, I have to face with students who don’t have the same level of English. For example, sometimes you could find in the same class a student who is able to communicate perfectly but has many problems in writing, or another one who is very good at spelling but he is not fluently when speaking in English language.

Another issue is related to the way students learn and the kind of activities teachers should bring into class for helping them to acquire the language easily and motivated. I order to support this issue, the use of different printed materials and online resources have highly contributed to a better acquisition of the English language. So, these aspects among others have motivated me to start writing about how Primary English teachers could improve their lessons and make them more motivated and fun. So by means of my Blog I will show some Weekly Lesson Plans I have already used for teaching English to Lower School Students (Grade 2) with the resources included.

I will also post some materials Primary teachers could use for teaching English to their students. I will briefly mention in my Blog, my experience up to now, as an EAL (English as an Additional Language) teacher.

Also, I will post some comments related to In Class Support Activity (it is another activity I do in class, working together with the Mainstream teachers, giving support to EAL students).

Well, this is all for today! Hope the materials you find in the Blog related to this new area, helps you to improve your work at Primary level.

 I’d love so much, keeping in touch and get some feedback from you as well. I am sure; you have lots of good ideas and experiences to share not only with me but with the whole Primary English Teachers community.

XXX Yordanka

Wednesday, 21 March 2012

Students' project work.

Hello teachers!

I hope the information I have been posting for you have been useful for your English lessons in general.

I am teaching English for Specific Purposes to 5th medical students, so we are using some short videos about different diseases regarding the Book Units.

At the moment they are doing a project work regarding some Eye disorders. I would like to share with you some of my students' project work that include lot of information,graphs, images, tables among other issues related to the Eye disorder selected.

I will add some of their pictures later on.

Hope keeping in touch and looking forward to see your comments!
Thanks,
Yordanka

Members:
Idania Nuñez Glez
Kenny Barbeyto Jimenez
Carlos Enrique Delgado Paredes
Adrian Garcia Moya

Havana City
2012

DiabeticRetinopathy

Introduction
A rare disease until 1921, when the discovery of insulin resulted in a dramatic improvement in life expectancy for patients with diabetes mellitus, it is now a leading cause of blindness in the Cuba. The retinopathy of diabetes takes years to develop but eventually appears in nearly all cases(see Fig. 1). Regular surveillance of the dilated fundus is crucial for any patient with diabetes. In advanced diabetic retinopathy, the proliferation of nonvascular vessels leads toblindness from vitreous hemorrhage, retinal detachment, and glaucoma. These complications can be avoided in most patients by administration of panretinal laser photocoagulation at the appropriate point in the evolution of the disease.

Diabetic retinopathy, the most common diabetic eye disease, occurs when blood vessels in the retina change. Sometimes these vessels swell and leak fluid or even close off completely. In other cases, abnormal new blood vessels grow on the surface of the retina.
The retina is a thin layer of light-sensitive tissue that lines the back of the eye. Light rays are focused onto the retina, where they are transmitted to the brain and interpreted as the images you see. The macula is a very small area at the center of the retina. It is the macula that is responsible for your pinpoint vision, allowing you to read, sew or recognize a face. The surrounding part of the retina, called the peripheral retina, is responsible for your side or peripheral vision.(see Fig. 2).
Diabetes Mellitus is the leadingcause of blindness between the ages of 20 and 74 in the Cuba. The gravity of this problem is highlighted by the finding that individualswith DM are 25 times more likely to become legally blind than
individuals without DM. Blindness is primarily the result of progressivediabetic retinopathy and clinically significant macular edema.


Objectives

1- Look up informationabout Diabetic Retinopathy.
2- Delve deeply into the knowledge about symptoms, diagnosis and treatment.
3- Know the principal complications and the prognosis to DR.

Development

Most often, diabetic retinopathy has no symptoms until the damage to your eyes is severe.
Symptoms of diabetic retinopathy include:
Blurred vision and slow vision loss over time
Floaters
Shadows or missing areas of vision
Trouble seeing at night

Many people with early diabetic retinopathy have no symptoms before major bleeding occurs in the eye. This is why everyone with diabetes should have regular eye exams.
 There are two types of diabetic retinopathy:

1. Background or nonproliferative diabetic retinopathy (NPDR)
Nonproliferative diabetic retinopathy (NPDR) is the earliest stage of diabetic retinopathy. With this condition, damaged blood vessels in the retina begin to leak extra fluid and small amounts of blood into the eye. Sometimes, deposits of cholesterol or other fats from the blood may leak into the retina.
NPDR can cause changes in the eye, including:

•Microaneurysms: small bulges in blood vessels of the retina that often leak fluid.
•Retinal hemorrhages: tiny spots of blood that leak into the retina.
•Hard exudates: deposits of cholesterol or other fats from the blood that have leaked into the retina.
•Macular edema: swelling or thickening of the macula caused by fluid leaking from the retina's blood vessels.
The macula doesn't function properly when it is swollen. Macular edema is the most common cause of vision loss in diabetes.
•Macular ischemia: small blood vessels (capillaries) close. Your vision blurs because the macula no longer receives enough blood to work properly.
Many people with diabetes have mild NPDR, which usually does not affect their vision. However, if their vision is affected, it is the result of macular edema and macular ischemia.Watch how macular edema and macular ischemia affect your eyes.

2- Proliferative diabetic retinopathy (PDR)
Proliferative diabetic retinopathy (PDR) mainly occurs when many of the blood vessels in the retina close, preventing enough blood flow. In an attempt to supply blood to the area where the original vessels closed, the retina responds by growing new blood vessels. This is called neovascularization. However, these new blood vessels are abnormal and do not supply the retina with proper blood flow. The new vessels are also often accompanied by scar tissue that may cause the retina to wrinkle or detach.

PDR may cause more severe vision loss than NPDR because it can affect both central and peripheral vision. PDR affects vision in the following ways:
Vitreous hemorrhage: delicate new blood vessels bleed into the vitreous — the gel in the center of the eye — preventing light rays from reaching the retina. If the vitreous hemorrhage is small, you may see a few new, dark floaters. A very large hemorrhage might block out all vision, allowing you to perceive only light and dark. Vitreous hemorrhage alone does not cause permanent vision loss. When the blood clears, your vision may return to its former level unless the macula has been damaged.

Traction retinal detachment: scar tissue from neovascularization shrinks, causing the retina to wrinkle and pull from its normal position.
Macular wrinkling can distort your vision. More severe vision loss can occur if the macula or large areas of the retina are detached.
Nonvascular glaucoma: if a number of retinal vessels are closed, neovascularization can occur in the iris (the colored part of the eye). In this condition, the new blood vessels may block the normal flow of fluid out of the eye. Pressure builds up in the eye, a particularly severe condition that causes damage to the optic nerve.
Watch how vitreous hemorrhage affects your eyes.

Exams and Tests

The health care provider can diagnose diabetic retinopathy by dilating your pupils with eye drops and then carefully examining the retina. A retinal photography or fluorescein angiographytest may also be used.
If you have nonproliferative diabetic retinopathy, your health care provider may see:
•Blood vessels in the eye that are larger in certain spots (called microaneurysms)
•Bloom vessels that are blocked
•Small amounts of bleeding (retinal hemorrhages) and fluid leaking into the retina
If you have proliferative retinopathy, your health care provider may see:
•New blood vessels starting to grow in the eye that are fragile and can bleed
•Small scars developing on the retina and in other parts of the eye (the vitreous)


Treatment

The most effective therapy for diabetic retinopathy is prevention. Intensive glycemic and blood pressure control will delay the development or slow the progression of retinopathy in individuals with either type 1 or type 2 DM. Paradoxically, during the first 6 to 12 months of improved glycemic control, established diabetic retinopathy may transiently worsen.(See fig. 3)

Fortunately, this progression is temporary, and in thelong term, improved glycemic control is associated with less diabeticretinopathy. Individuals with known retinopathy are candidates forprophylactic photocoagulation when initiating intensive therapy. Onceadvanced retinopathy is present, improved glycemic control impartsless benefit, though adequate ophthalmologic care can prevent mostblindness.

Regular, comprehensive eye examinations are essential for all individuals
with DM. Most diabetic eye disease can be successfullytreated if detected early. Routine, nondilated eye examinations by theprimary care provider or diabetes specialist are inadequate to detectdiabetic eye disease, which requires an ophthalmologist for optimalcare of these disorders. Laser photocoagulation is very successful inpreserving vision. Proliferative retinopathy is usually treated with panretinallaser photocoagulation, whereas macular edema is treated withfocal laser photocoagulation.
Although exercise has not been conclusivelyshown to worsen proliferative diabetic retinopathy, most ophthalmologistsadvise individuals with advanced diabetic eye disease tolimit physical activities associated with repeated Valsalva maneuvers.Aspirin therapy (650 mg/d) does not appear to influence the naturalhistory of diabetic retinopathy, but studies of other antiplatelet agentsare under way


Several procedures or surgeries are the main treatment for diabetic retinopathy.
Laser eye surgery creates small burns in the retina where there are abnormal blood vessels. This process is called photocoagulation. It is used to keep vessels from leaking or to get rid of abnormal, fragile vessels.
•Focal laser photocoagulation is used to treat macular edema.
•Scatter laser treatment or panretinal photocoagulation treats a large area of your retina. Often two or more sessions are needed.
A surgical procedure called vitrectomy is used when there is bleeding (hemorrhage) into the eye. It may also be used to repair retinal detachment.
Drugs that prevent abnormal blood vessels from growing, and corticosteroids injected into the eyeball are being investigated as new treatments for diabetic retinopathy.
If you cannot see well:
•Make sure your home is safe so you do not fall
•Organize your home so that you can easily find what you need
•Get help to make sure you are taking your medicines correctly

 Prognosis
You can improve your outcome by keeping good control of your blood sugar and blood pressure.
Treatments can reduce vision loss. They do not cure diabetic retinopathy or reverse the changes that have already occurred.
Once proliferative retinopathy occurs, there is always a risk for bleeding. You will need to be monitored regularly, and you may need more treatment.


Possible Complications
Other problems that may develop are:
•Cataracts
•Glaucoma -- increased pressure in the eye that can lead to blindness
•Macular edema -- if fluid leaks into the area of the retina that provides sharp vision straight in front of you, your vision becomes more blurry
•Retinal detachment -- scarring may cause part of the retina to pull away from the back of your eyeball

When you the patient should see goto a doctor

Call for an appointment with an eye doctor (ophthalmologist) if you have diabetesand you have not seen an ophthalmologist in the past year.(See fig.4)
Call your doctor if any of the following symptoms are new or are becoming worse:
•You cannot see well in dim light.
•You have blind spots.
•You have double vision (you see two things when there is only one).
•Your vision is hazy or blurry and you cannot focus.
•You have pain in one of your eyes.
•You are having headaches.
•You see spots floating in your eyes.
•You cannot see things on the side of your field of vision.
•You see shadows.



Prevention
Tight control of blood sugar, blood pressure, and cholesterol is very important for preventing diabetic retinopathy.
Do not smoke. If you need help quitting, ask your doctor or nurse.
You may not know there is any damage to your eyes until the problem is very bad. Your doctor can catch problems early if you get regular exams. You will need to see an eye doctor who is trained to treat diabetic retinopathy.

Begin having eye examinations as follows by an eye doctor skilled in the treatment of diabetic retinopathy:
•Children older than 10 years who have had diabetes for 3 - 5 years or more
•Adults and adolescents with type 2 diabetes soon after diagnosis
•Adolescents and adults with type 1 diabetes within 5 years of diagnosis
•After the first exam, most patients should have a yearly eye exam.

If you are beginning a new exercise program or are planning to get pregnant, have your eyes examined. Avoid resistance or high-impact exercises, which can strain already weakened blood vessels in the eyes.
If you are at low risk, you may need follow-up exams only every 2 - 3 years. The eye exam should include dilation to check for signs of retinal disease (retinopathy).



Conclusions
1.Diabetic retinopathy is the most common diabetic eye disease.
2.Many people with early diabetic retinopathy have no symptoms before major bleeding occurs in the eye.
3.A retinal photography or fluorescein angiography test may also be used.
4.The most effective therapy for diabetic retinopathy is prevention.
5.The principals’s complications are Cataracts, Glaucoma and Macular edema.
6.They do not cure diabetic retinopathy or reverse the changes that have already occurred.

References
1. American Diabetes Association. Standards of medical care in diabetes--2011.Diabetes Care. 2011 Jan;34Suppl 1:S11-61.
2.Diabetic Retinopathy Clinical Research Network (DRCR.net), Beck RW, Edwards AR, Aiello LP, Bressler NM, Ferris F, Glassman AR, et al. Three-year follow-up of a randomized trial comparing focal/grid photocoagulation and intravitreal triamcinolone for diabetic macular edema. Arch Ophthalmol. 2009;127:245-251
3. HARRISON’S PRINCIPLES OFInternal Medicine16th Edition
4.Juvenile Diabetes Research Foundation International 120 Wall StreetNew York, NY 10005–40011–800–533–CURE (2873).
5.National Diabetes Information Clearinghouse 1 Information WayBethesda, MD 20892–35601–800–860–8747301–654–3327
6. O'Doherty M, Dooley I, Hickey-Dwyer M. Interventions for diabetic macular oedema: a systematic review of the literature. Br J Opthalmol. 2008;92:1581-1590.

Tuesday, 7 February 2012

Developing writing skills in ELT lessons.

Hello!

Developing language skills has always been a very hard and interesting task. The process of writing suggests that teachers can actually teach students how to write with coherence, an appropriate grammar structure and an acceptable spelling. One of the effective ways to do this is to motivate the students and make them aware of the steps involved in effective writing.

The article “Some practical teaching ideas for developing writing skills in ELT lessons” deals with this subject and states some of the reasons about why many University students dislike writing. It also states some ideas about how English teachers could motivate their students to write in class through different activities.
If you are interested in reading it, find it online at http://www.gestiopolis.com/organizacion-talento-2/developing-writing-skills-in-english-as-foreign-language.htm

The article was written by three Cuban English teachers Mercedes de La Torre Valdés, Amada Iglesias Fernández and myself.

Hope you find it interesting and useful for your work!
Ill keep in touch!

Monday, 6 February 2012

Online Journals

Hello everyone!

I guess that, we as English teachers enjoy very much teaching to our students, but this is not the only thing we have to do as really professionals.
So as part of our job, we need to do some research about different topics related to our educational context in general. But after spending some time reading, we feel the necessity of writing what we think, so we write articles such as; academic essays.

However, in my opinion the most difficult part for English teachers is not only writing articles but also finding where to publish them. That is why, I am sharing with you today some prestigious web sites of journals where I have published my articles and you as English teachers could send your articles as well.
I am sending also the emails of each journals’ editor, so you could contact them.
Hope this information helps you!

Good luck!

1. GESTIOPOLIS Journal
Alejandro Jáuregui aportes@gestiopolis.com

2. REVISTA CIENCIA.COM? Journal
investigaciones@revistaciencias.com.

3. Cambridge University Journal
Email: journals@cambridge.org

4. Voices Journal UK
Alison Schwetlick aschwetlick@tiscali.co.uk

5. Revista de la Academia Mexicana de Ciencias
rciencia@servidor.unam.mx


6. Ediciones Universidad de Salamanca.
Francisco Ignacio Revuelta Domínguez fird@usal.es
Lourdes Pérez Sánchez lopesan@usal.es