jueves, 17 de diciembre de 2015

Michelle Obama's rap

Michelle Obama raps about going to college

BY ASSOCIATED PRESS  December 10, 2015 at 5:03 PM EST


WASHINGTON — America is seeing a new side of Michelle Obama, this time as rap artist.
The first lady and “Saturday Night Live” actor Jay Pharoah rhyme on a new video to encourage students to “go to college” and “fill your head with knowledge.”
She also sings a brief solo about her Chicago hometown, with body movements and facial expressions like professional rappers.
The video is part of Mrs. Obama’s new “Better Make Room” campaign to provide teens with the resources they need to pursue higher education.
The campaign is part of a broader initiative by the first lady to encourage students to continue their education after high school.
The comedy website College Humor released the brief video Thursday.

PBS NEWSHOUR


jueves, 3 de diciembre de 2015

DESCRIBING SHKSPR CHARACTERS THROUGH SONGS

Building Characterization With Music

By Sara Lehn                      Sara Lehn teaches at Roslyn High School in Roslyn, New York
   
I ask students a simple question: what song represents this character the way your “anthem” represents you?  There is no wrong answer to this question, but a thoughtful response requires careful character study and exploration of textual evidence.  Students need to consider questions such as:
  • What does this character want?
  • What matters most to this character?
  • What emotions does this character most prominently feel?
  • What are the most significant personality traits that the character exhibits?
These questions can instigate a thoughtful and deep exploration of characterization within the text.  Students may also decide that more than one song choice is necessary, as characters frequently change and develop from one moment to the next.
For example, my seniors are currently reading Hamlet, and we have discussed the ways that Hamlet’s character develops over the course of the play. We have considered his anger, disgust, and revulsion at the beginning of the play and his struggle with self-hatred and the condemnation of his own cowardice in the middle.
As we move towards Act 5 we’ll be asking questions about whether he is able to find self-acceptance or peace before his death. Once we have a clear picture of the character, I can ask students to seek out specific musical choices that reflect these qualities and the development of emotion throughout the play.
These plays have so many possible interpretations that choices could go in many directions, but, as with anything, the key is to use specific textual evidence to support your claims. I am always intrigued to see what suggestions are made for various points in the character’s development.
Some choices that have struck me in the past include:
  • “Californication” by the Red Hot Chili Peppers, which, with disillusioned lyrics like, “Space may be the final frontier / but it’s made in a Hollywood basement” makes an interesting comparison to, “‘Seems,’ madam? Nay, it is. I know not ‘seems’” (Hamlet 1.2.79)



  • “Call Me When You’re Sober” by Evanescence, as a pairing for Hamlet’s immense loneliness and struggle to find someone he can trust. I can see him locked in his room with this song playing after he confronts Ophelia in Act ,   3, Scene 1, wailing out the chorus of “Don’t cry to me, if you loved me/ You would be here with me / You want me, come find me / Make up your mind.”



  • “Leave Out All the Rest” by Linkin Park, which, with lyrics like “When my time comes / Forget the wrong that I’ve done / Help me leave behind some / Reasons to be missed / Keep me in your memory / Leave out all the rest” creates an interesting parallel to Hamlet’s desire for peace and forgiveness at the end of the play.


Ultimately, students must use the textual evidence they find in the play to support their song choices.  Students might compare particular quotations spoken by or about the character to specific lyrics from the song, or explain how certain elements in the music connect back to a central emotion the character exhibits.

Source:: http://teachingshakespeareblog.folger.edu/2014/11/06/building-characterization-with-music/

jueves, 22 de octubre de 2015

DESCRIBING CLASSROOM OBJECTS

This activity comes from British Council-Teaching English resources.



Author: 
Jo Bertrand

This lesson for primary-aged students focuses on language to describe classroom objects.
Clicl on the picture to download the activity PDF.
This lesson focuses on introducing or reviewing language to describe classroom objects. Students will learn the names for a series of common classroom objects (the teacher can decide on these, based on what there is in their particular classroom). They will also learn / review prepositions of place in order to be able to describe where things are in the classroom. There is a fun song to practise the language, as well as several ideas for follow up / revision or homework activities.
Aims: 
• To review vocabulary related to classroom objects
• To learn / review prepositions of place
• To practise using the structure ‘there is…’
Age group: Primary
Level: A1 
Time: 60 + minutes
Materials: 
1. Set of sticky labels with the names of classroom objects written on them. Suggested items: Pen, pencil, folder, desk, sellotape, board, clock, computer, projector etc.
2. 6 or 7 large speech bubbles with sentences in like ‘It’s on the table’’

jueves, 15 de octubre de 2015

OCTOBER

Updading the blog with new resources:

This is a peek to a trip to Peterborough.




Trips to learn on PhotoPeach

jueves, 9 de abril de 2015

UNIT: 8. INVENTIONS.


IDEAS FOR YOUR PROJECT.

 1. Cat’s eyes
 2. Cotton candy
 3. Post it Notes
 4. Croissants
 5. Eraser/rubber
 6. Zip
 7. Coca-Cola
 8. Disposable srynges
 9. Mop
10. Raincoats or macs
11. Clothes hanger or coat hanger
12. Toothbrush
13. Pop corn at cinemas
14. Vending machine
15. Pen
16. Velcro
17. Lycra
18. Nylon stockings
19. Windscreen wiper
20. Lollipop

Sources:
-http://listverse.com/2007/10/30/top-10-everyday-inventions/

-http://eltamiz.com/inventos-ingeniosos/

RELATIVE CLAUSES