task 5

Act. 7: Collaborative Work 3

Contextualization of an English learning need in a specific context

In Colombia, the educational demands of students in higher education institutions to have increased in terms of incorporating technology, improving school infrastructure, renewal of curricula and training of teachers, to name a few. As a result, institutions must recognize the new profile of the student entering as a result of immersion in a society with constant and permanent technological changes.

Today's student seeks to apply new technological tools and generate dynamic processes inside and outside the classroom (Lopez, 2007). In this context, the need has arisen by universities seek innovative information and communication technologies (ICT) ─ virtual platforms for learning management, and systems and processing devices, generation and communication of information─ to give response to the demands of the student population.

In addition, with the development of technological skills, the student now faces the need to learn and apply in your area further into their mother tongue, especially the English language, as this has become an intercultural communication tool .

Learning English is within the academic curriculum for basic education levels; however, it appears that the effort to incorporate this language from the early stages of the formation of the student has not been sufficient and learning outcomes have not been desired. This may be due to the teaching that generally are instructed and tested it is passive and assumes that all students have the same learning needs when actually "learn at a different pace and a single method is not equally appropriate for all and get the same results ... "(Prato and Mendoza, 2006, p. 52).

Possibly, it is the approach that English teaching is addressed, a relevant success factor instructional programs. Siplenko in Prato and Mendoza (2006), mentions the main current approaches to teaching English (51 p.):

-       The grammar translation approach, focused only on learning the translation of texts; does not consider the aspect of communication language.

-       The audiolingual approach, characterized by guiding language learning and emphasize the development of oral skills.

-       The communicative or functional approach, which considers the learning process is not just the domain of language, but also their appropriate use for communication purposes.

In the process of acquiring a second language, it could make use of ICT to enhance and promote each of the approaches mentioned, as most students have interacted with the ICT in a natural way, have grown with them in many areas of daily life and now only have adopted in their educational work, although they must properly integrate their learning processes, if they are to develop skills or communication skills (Lopez, 2007).

One of the integration of ICT in the field of mostly implemented at present education is given in the area of ​​language with the name of language learning computer (CALL, for its acronym in English) attended, as a new method born from the concern of professors and researchers to integrate the use of ICT in teaching and learning languages. Perez (cited in Lopez, 2007) says that online learning allows interactivity and promotes motivation, efficiency and improvement of knowledge in a flexible environment. Therefore, "the technologies that are used most frequently in educational levels are the computer, email and the Internet, and its application can be as varied as possible under the circumstances of each site" (Lopez, 2007, p. 69 ).

Another integration of ICT has been carried out by the students, who make use of increasingly sophisticated technological resources, by necessity or fashion, and it is they who "have sought to venture into the application of these tools" (Lopez , 2007, p. 64).

Finally, we must mention that some teachers have carried out an integration of technology resources in the classroom on their own initiative, which also promotes the development of ICT in the field of languages.

Technology in Teaching English as a Foreign Language:  https://youtu.be/k5CWbxyd0Bw

Bibliographic References

Virtual Campus. (s.f.). Taken  October 25th 2016, Contents Academic viirtual course TECHNOLOGY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE 551006A_291: www.unad.edu.co

Rodríguez, I. L. (26 de Octubre de 2015). Racionalidad Ltda. Recuperado el 25 de Octubre de 2016, de Las TIC en la educación superior en Colombia: https://racionalidadltda.wordpress.com/2015/10/26/las-tic-en-la-educacion-superior-en-colombia/

Cabero, J. (1998). Impacto de las nuevas tecnologías de la información y la comunicación en las organizaciones educativas. En Enfoques en la organización y dirección de instituciones educativas formales y no formales. Granada: Grupo Editorial Universitario. Pp. 197-206.

Prato, A. y Mendoza, M. (2006). Opinión, conocimiento y uso de portales web para la enseñanza del inglés como lengua extranjera. Recuperado el 25 de octubre de 2016 de http://redalyc.uaemex.mx/redalyc/pdf/823/82330104.pdf

Programa de Fomento a las Lenguas Extranjeras (2011). Recuperado el 25 de octubre de 2016 de http://pfle.dgdp.uaa.mx/visor.php#

Practice activities built with educative software 3

Practice activities built with educative software 

Name: Basic English Corner

Link: http://pachos165.wixsite.com/misitio

Purpose: The purpose of this blog is to give any person who enters here the possibility to find interesting details on some basic topics needed to stablish communication either in written or oral way and why not, clarify doubts in the study of English Language. It´s also important for you to develop the activities proposed in the section "Educaplay Activities" where you find some fun activities to practise some topics you have studied here.

Contents:

-          Demonstrative Adjectives

-          Past Simple Sentence

-          Endedding code previous activity (web 2.0 tools)

-          Videos YouTube

Created by: Jorge Eliecer Molina

LESSON 8
Past Simple (Pasado Simple)

  Se utiliza para referirse a acciones que se desarrollaron en el pasado y que hace ya algún tiempo que finalizaron. Su equivalente en castellano es el pretérito indefinido: 

I studied English.	Yo estudié inglés (fue una actividad que realicé en el pasado y que ya finalizó)
I bought a car.	Yo compré un coche

  En estas oraciones no se da información sobre el presente: 

I lost my job.	Yo perdí mi trabajo (puede que en la actualidad lo haya vuelto a recuperar)
I bought a car.	Yo compré un coche (en la actualidad puede que ya no tenga el coche, que lo haya vendido)

  Con frecuencia se indica el periodo de tiempo en el que se desarrolló la acción: 

I played tennis yesterday.	Yo jugué al tenis ayer.
I went to Paris last summer.	Yo fui a París el verano pasado

  La estructura de la frase es similar a la del presente, utilizando el verbo principal en su forma pasada. 

She listens to music.	Ella escucha música (presente)
She listened to music.	Ella escuchó música (pasado)

  En las formas negativas e interrogativas se emplea, asimismo, una estructura similar: se utiliza el verbo auxiliar "to do" en su tiempo pasado, que acompaña al verbo principal en su forma infinitiva: 

I didn´t go to the party.	Yo no fui a la fiesta
Did you go to the party?	¿ Fuiste tú a la fiesta ?

  En la formación del tiempo pasado hay que distinguir entre verbos regulares e irregulares: los verbos regulares forman el tiempo pasado añadiendo "-ed" a la forma infinitiva (ver Lección 9º), mientras que los irregulares no siguen un patrón determinado, hay que estudiarlos individualmente (ver décima clase). 

Verbo regular	"To listen": forma pasada "listened".
Verbo irregular	"To go": forma pasada "went"

  La forma pasada de los verbos es única para todas las personas, no hay una forma distinta para la 3ª persona del singular como ocurría en el presente. 

I / you / he / she / we / they "listened"

I / you / he / she / we / they "went"

VOCABULARIO

Abogado	Lawyer	Pintor	Painter
Médico	Doctor	Frutero	Greengrocer
Ingeniero	Engineer	Mecánico	Mechanic
Economista	Economist	Militar	Soldier
Arquitecto	Architect	Sacerdote	Priest
Comerciante	Shopkeeper	Artista	Artist
Panadero	Baker	Actor (actriz)	Actor (actress)
Peluquero	Hairdresser	Funcionario	Civil servant
Cerrajero	Locksmith	Escritor	Writer
Fontanero	Plumber	Carpintero	Carpenter

(Aula facil)

Bibliographic references

Aula facil. (s.f.). Recuperado el 26 de Noviembre de 2016, de Curso gratis de Inglés A1 - Past simple (pasado simple): http://www.aulafacil.com/cursos/l15365/idiomas/ingles/ingles-a1/past-simple-pasado-simple

Practice activity built with educative software: http://www.curso-ingles.com/practicar/ejercicios/past-simple

 Created by: Wilson Meneses Sánchez

                                                                  

Past simple ( Pasado Simple): https://youtu.be/tiD7yUaywC8

Practice activity built with educative software: http://www.learnenglishfeelgood.com/sp/pasado-simple-ingles1.html

Created by: Herlinda Vanesa Quiñonez Santamaria  

With love and passion nothing is impossible