I didn't watch the videos that Angela and Virginia played in their class, cause I missed it. But I heard that it was great.
I did the video with Isabella, Giovanna and Flavio. We talked about what would we do if we were not in the language course. It is a conditional sentence. So, here is our lesson:
To make a conditional sentence, just put the auxiliary WOULD before the main verb in the sentence. The conditional tenses can be:
Simple
SUBJECT +WOULD + INFINITIVE without "TO"
Ex: I would study.
Continuous
SUBJECT + WOULD + BE = V-ING
Ex: I would be studying.
Perfect
SUBJECT + WOULD + HAVE + PAST PARTICIPLE
Ex: I would have studied.
The conditional tenses are used with other verb tenses, and the conjunction IF allows this relationship. If the verb in the sentence is in the simple present, the other verb will be on the present future.
Ex: If I can, I will study psicology.
With the conjunction IF, the other verb is in the past future.
Ex: If I could, I would study Law
.
2008-06-18
Goodbye My Lover - James Blunt (Live On Parkinson)
I think that all of you know this music. It's beautiful, and I love this singer, because he feels the music, it's emotion, and he can share it with us.
Enjoy it! ;]
Did I disappoint you or let you down?
Should I be feeling guilty or let the judges frown?
'Cause I saw the end before we'd begun,
Yes I saw you were blinded and I knew I had won.
So I took what's mine by eternal right.
Took your soul out into the night.
It may be over but it won't stop there,
I am here for you if you'd only care.
You touched my heart you touched my soul.
You changed my life and all my goals.
And love is blind and that I knew when,
My heart was blinded by you.
I've kissed your lips and held your head.
Shared your dreams and shared your bed.
I know you well, I know your smell.
I've been addicted to you.
Goodbye my lover.
Goodbye my friend.
You have been the one.
You have been the one for me.
(repete)
I am a dreamer but when I wake,
You can't break my spirit - it's my dreams you take.
And as you move on, remember me,
Remember us and all we used to be
I've seen you cry, I've seen you smile.
I've watched you sleeping for a while.
I'd be the father of your child.
I'd spend a lifetime with you.
I know your fears and you know mine.
We've had our doubts but now we're fine,
And I love you, I swear that's true.
I cannot live without you.
Goodbye my lover.
Goodbye my friend.
You have been the one.
You have been the one for me.
(repete)
And I still hold your hand in mine.
In mine when I'm asleep.
And I will bear my soul in time,
When I'm kneeling at your feet.
Goodbye my lover.
Goodbye my friend.
You have been the one.
You have been the one for me.
(repete)
You have been the one for me.
I'm so hollow, baby, I'm so hollow.
I'm so, I'm so, I'm so hollow.
Enjoy it! ;]
Did I disappoint you or let you down?
Should I be feeling guilty or let the judges frown?
'Cause I saw the end before we'd begun,
Yes I saw you were blinded and I knew I had won.
So I took what's mine by eternal right.
Took your soul out into the night.
It may be over but it won't stop there,
I am here for you if you'd only care.
You touched my heart you touched my soul.
You changed my life and all my goals.
And love is blind and that I knew when,
My heart was blinded by you.
I've kissed your lips and held your head.
Shared your dreams and shared your bed.
I know you well, I know your smell.
I've been addicted to you.
Goodbye my lover.
Goodbye my friend.
You have been the one.
You have been the one for me.
(repete)
I am a dreamer but when I wake,
You can't break my spirit - it's my dreams you take.
And as you move on, remember me,
Remember us and all we used to be
I've seen you cry, I've seen you smile.
I've watched you sleeping for a while.
I'd be the father of your child.
I'd spend a lifetime with you.
I know your fears and you know mine.
We've had our doubts but now we're fine,
And I love you, I swear that's true.
I cannot live without you.
Goodbye my lover.
Goodbye my friend.
You have been the one.
You have been the one for me.
(repete)
And I still hold your hand in mine.
In mine when I'm asleep.
And I will bear my soul in time,
When I'm kneeling at your feet.
Goodbye my lover.
Goodbye my friend.
You have been the one.
You have been the one for me.
(repete)
You have been the one for me.
I'm so hollow, baby, I'm so hollow.
I'm so, I'm so, I'm so hollow.
E-board and the new technologies
Maria Nilce told us about the E-board. The E-board is a new technology wich can help us (the teachers) a lot, because we can use the internet, videos, musics and write in one only instrument. Cultura Inglesa in Uberaba has this new tool, and this is very atractive, delivering for the students a good and interactive class.
The E-board can conect us with all the world and this is the most important in a foreign language.
Renata Degani.
The E-board can conect us with all the world and this is the most important in a foreign language.
Renata Degani.
High - James Blunt
* shoulder * endless * running * dawn * melt * rather * remember me * blowing * above * chasing * high *
Beautiful ________,
Lights up the shore for me.
There is nothing else in the world,
I'd _______ wake up and see (with you)...
Beautiful dawn,
I'm just ______ time again.
Thought I would die a lonely man, in _____ night.
But now I'm _____...
Running wild among all the stars _______.
Sometimes...
It's hard to believe you remember me.
Beautiful dawn,
______ with the stars again.
Do you remember the day, when my journey began?
Will you remember the end (of time)?
Beautiful dawn,
You're just ______ my mind again.
Thought I was born to endless night, until you shine...
High...
______ wild among all the stars above.
Sometimes... it's hard to believe you remember me.
Will you be my ___________, when I'm grey and older?
Promise me tomorrow starts with you,
Getting high
Running wild among all the stars above.
Sometimes... it's hard to believe you remember me.
High...
Running wild among all the stars above.
Sometimes... it's hard to believe you ________________...
Emperor's Club and the teacher's roles
Luciana showed us the movie Emperor's Club. It talks about the really thought of the teachers, and we can see the mistakes and the skills of the teacher.
The film talks about a teacher who sees the challenge of transforming that boy into a good student, like the others. It's not cause of a preference, or something like that. It's a question of challenge, and going through the obstacles.
We can see all the teacher roles in this film. I did a research about the teacher roles, and I found this:
Teacher's Roles
The teacher’s role in understanding students’ needs, and engaging them in their learning experiences includes:
· learning about the students and their interests, abilities and learning styles
· planning classroom environment and routines
· organizing classroom facilities and resources
· planning and organizing for instruction
· planning and organizing for assessment and evaluation
· planning for communication with students’ families
· reflecting upon the effectiveness of their planning, instruction and assessment as a means of gathering information about their students’ progress and instructional needs, and the success of their practice.
Learning About the Students
One important aspect of planning and organizing for instruction is acquiring an understanding of the students. While talking directly with each student provides information about how each student perceives himself or herself as a learner, it is also useful to:
· administer oral or written diagnostic questionnaires or surveys to assess students’ current skills, abilities, attitudes and interests
· consult available personnel, student portfolios and records from previous years
· consider the potential for using previously successful adaptations with each student, and plan other adaptations that address specific students’ learning requirements.
Instruction and learning are both improved when teachers take every opportunity to learn about their students’ strengths and needs. The diagnostic information gathered allows teachers to individualize instruction and assessment to meet the needs of each student.
Planning Classroom Environment and Routines
Another aspect of planning and organizing for instruction involves establishing the classroom environment and routines conducive to learning.
Teachers are encouraged to include students in setting some of the routines and expectations for use of classroom spaces, and for participating appropriately as a community of learners. When establishing positive environments and clearly defined routines, it is important to:
· ensure students feel safe enough to take risks when expressing their ideas or attempting new learning experiences
· establish roles and expectations for group members during collaborative and cooperative discussion and activities
· establish expectations for independent learning experiences
· involve students in determining some expectations and routines so that they take ownership and responsibility for adhering to them
· explain and discuss the regular use of learning and assessment tools (e.g., learning logs/notebooks, computers and computer programs, portfolios, checklists).
Organizing Classroom Facilities and Resources
Some suggestions for organizing classroom facilities and resources to support the philosophy of learning advocated in this curriculum guide include:
· Arrange the classroom furniture to accommodate both group and individual student activity. Clusters of desks or large round tables facilitate large and small group interaction, while single desks and secluded nooks provide places for individuals to work and learn independently.
· Collaborate with the teacher-librarian or other personnel to develop a classroom resource collection that supports the current unit of study.
· Reserve at least one wall or bulletin board area for displays related to the current unit of study. Encourage students to contribute to the display.
· Designate display areas for students’ projects and multimedia products.
Planning and Organizing for Instruction and Assessment
Saskatchewan Learning has identified the amount of instructional time that must be allocated to each Specified Area of Study. Teachers are expected to provide 100 hours of instruction for Psychology 20.
Communicating with Students’ Families
It is important to establish regular, positive communication with students' families. The following suggestions may be helpful:
· involve students in establishing procedures for regular communication with their families
· provide opportunities for significant, relevant involvement of parents in classroom activities and learning experiences
· acknowledge and be sensitive to the diversity of family structures, and to the economic, ethnic and cultural backgrounds of family members
· encourage the exchange of informal notes and telephone calls between family members and the teacher
· arrange in-home visits to get to know parents and caregivers, and encourage them to ask questions and to discuss students' progress reports
· use available technology (e.g., post, e-mail, Internet) whenever possible to enhance communication with family members
· invite students’ parents/caregivers or other family members to volunteer in the classroom or school, in capacities that make them feel comfortable and feel that their contribution is worthwhile, but be aware of and sensitive to such matters as family schedules and availability.
Reflecting Upon Practice
Whether beginning the second year or second decade of their careers, teachers benefit from the accumulated understanding that is the result of reflection on past practice and experience. In the contexts of their classrooms, teachers are asking questions and gathering information that continues to shape their practices as they apply what they discover to subsequent classroom teaching and learning situations.
Teachers who approach each day as reflective practitioners consider what they know and believe about aspects of their daily practice such as:
· students: their interests, strengths, needs, personal learning goals, etc.
· curriculum: philosophy and expectations, aim, goals, instruction/assessment suggestions, etc.
· their own philosophy: about instruction/ assessment, and how theirs is similar or different to that of the curriculum
· their own reflective practices: what they reflect upon, why they choose those areas, what requires reflection next, etc.
Here is a little part of the film. Enjoy it!
The film talks about a teacher who sees the challenge of transforming that boy into a good student, like the others. It's not cause of a preference, or something like that. It's a question of challenge, and going through the obstacles.
We can see all the teacher roles in this film. I did a research about the teacher roles, and I found this:
Teacher's Roles
The teacher’s role in understanding students’ needs, and engaging them in their learning experiences includes:
· learning about the students and their interests, abilities and learning styles
· planning classroom environment and routines
· organizing classroom facilities and resources
· planning and organizing for instruction
· planning and organizing for assessment and evaluation
· planning for communication with students’ families
· reflecting upon the effectiveness of their planning, instruction and assessment as a means of gathering information about their students’ progress and instructional needs, and the success of their practice.
Learning About the Students
One important aspect of planning and organizing for instruction is acquiring an understanding of the students. While talking directly with each student provides information about how each student perceives himself or herself as a learner, it is also useful to:
· administer oral or written diagnostic questionnaires or surveys to assess students’ current skills, abilities, attitudes and interests
· consult available personnel, student portfolios and records from previous years
· consider the potential for using previously successful adaptations with each student, and plan other adaptations that address specific students’ learning requirements.
Instruction and learning are both improved when teachers take every opportunity to learn about their students’ strengths and needs. The diagnostic information gathered allows teachers to individualize instruction and assessment to meet the needs of each student.
Planning Classroom Environment and Routines
Another aspect of planning and organizing for instruction involves establishing the classroom environment and routines conducive to learning.
Teachers are encouraged to include students in setting some of the routines and expectations for use of classroom spaces, and for participating appropriately as a community of learners. When establishing positive environments and clearly defined routines, it is important to:
· ensure students feel safe enough to take risks when expressing their ideas or attempting new learning experiences
· establish roles and expectations for group members during collaborative and cooperative discussion and activities
· establish expectations for independent learning experiences
· involve students in determining some expectations and routines so that they take ownership and responsibility for adhering to them
· explain and discuss the regular use of learning and assessment tools (e.g., learning logs/notebooks, computers and computer programs, portfolios, checklists).
Organizing Classroom Facilities and Resources
Some suggestions for organizing classroom facilities and resources to support the philosophy of learning advocated in this curriculum guide include:
· Arrange the classroom furniture to accommodate both group and individual student activity. Clusters of desks or large round tables facilitate large and small group interaction, while single desks and secluded nooks provide places for individuals to work and learn independently.
· Collaborate with the teacher-librarian or other personnel to develop a classroom resource collection that supports the current unit of study.
· Reserve at least one wall or bulletin board area for displays related to the current unit of study. Encourage students to contribute to the display.
· Designate display areas for students’ projects and multimedia products.
Planning and Organizing for Instruction and Assessment
Saskatchewan Learning has identified the amount of instructional time that must be allocated to each Specified Area of Study. Teachers are expected to provide 100 hours of instruction for Psychology 20.
Communicating with Students’ Families
It is important to establish regular, positive communication with students' families. The following suggestions may be helpful:
· involve students in establishing procedures for regular communication with their families
· provide opportunities for significant, relevant involvement of parents in classroom activities and learning experiences
· acknowledge and be sensitive to the diversity of family structures, and to the economic, ethnic and cultural backgrounds of family members
· encourage the exchange of informal notes and telephone calls between family members and the teacher
· arrange in-home visits to get to know parents and caregivers, and encourage them to ask questions and to discuss students' progress reports
· use available technology (e.g., post, e-mail, Internet) whenever possible to enhance communication with family members
· invite students’ parents/caregivers or other family members to volunteer in the classroom or school, in capacities that make them feel comfortable and feel that their contribution is worthwhile, but be aware of and sensitive to such matters as family schedules and availability.
Reflecting Upon Practice
Whether beginning the second year or second decade of their careers, teachers benefit from the accumulated understanding that is the result of reflection on past practice and experience. In the contexts of their classrooms, teachers are asking questions and gathering information that continues to shape their practices as they apply what they discover to subsequent classroom teaching and learning situations.
Teachers who approach each day as reflective practitioners consider what they know and believe about aspects of their daily practice such as:
· students: their interests, strengths, needs, personal learning goals, etc.
· curriculum: philosophy and expectations, aim, goals, instruction/assessment suggestions, etc.
· their own philosophy: about instruction/ assessment, and how theirs is similar or different to that of the curriculum
· their own reflective practices: what they reflect upon, why they choose those areas, what requires reflection next, etc.
Here is a little part of the film. Enjoy it!
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