Christmas Carols

Sings the song in sign language for her parents, deaf, understand it (VIDEO)

Activity verbs

COSTA QUEBRADA, THE GEO-DIVERSITY AUDIO TOUR

COSTA QUEBRADA, THE GEO-DIVERSITY AUDIO TOUR

On this page you can listen a streaming version of each track while reading the associated text and viewing key images linked in the text and download the track for your personal use. Additionally there is a short poem dedicated to Costa Quebrada written by Dr. Michael B. Howie.

http://www.costaquebrada.es/inicio/publicaciones/audio_guia/audio_tour_english.aspx

Beds

Sports

Making suggestions

http://www.bbc.co.uk/Making suggestions

British‬ VS ‪‎American‬ English

una publicación de Learn English as Second Language.

Human Body

una publicación de Learn English as Second Language.

Halloween vocabulary

IMAGINE

CAMBRIDGE EXAMS BLOG

http://cambridgeexamsblog.blogspot.com.es/

USED, USED TO, BE USED TO, GET USED TO

http://petersblogingles.blogspot.com.es/2009/10/used-used-to-be-used-to-get-used-to.html

WordReference games

Welcome to WordReference games

WordReference games is a new initiative by WordReference to provide a fun, interactive way to strengthen your language skills. Take a look at our featured games below.

http://games.wordreference.com/

'Learning English with Mister Duncan'

Do you know Mister Duncan? Neither did we until not so long ago … Mr Duncan is an English teacher born in Stafford (United Kingdom), who after working for 4 years in China as a teacher of English conversation, returned to the UK and decided to create free videos to teach English to anyone interested in learning English online. The main features of the videos are: * Average length between 4 and 10 minutes. * Big variety of topics: Office Words, Friends, Grammar, Slang, Technology, Time, ... * They are extremely funny! You will have fun while improving your English. * Most videos are subtitled and it allows you to take full advantage of these online resources. Mr Duncan has created 50 videos, but this number will increase because the author usually publishes a new video each week. Don’t hesitate to watch his videos!

http://www.youtube.com/playlist?list=PLF467B6C12B713A03

My Body

Past Simple

Forgetting and remembering

 

 - I don't remember dancing with him.
- I can't remember her name.
- I'm afraid I've forgotten my book somewhere.
- I've forgotten how to use it!
- Sorry, I forgot to bring my records.
- I'm so forgetful of phone numbers!
- It has slipped my mind again!
- It's very important, don't you forget it!
- It's not a big deal, let's forget it!
- I can remember you very well.
- I remember telling him.
- I still remember the moment when she took me in her arms.
- I must remember to tell him about Jeremy and his girlfriend.
- As far as I can remember, the police station is next to the pharmacy.
- If I remember rightly, you were born in October, weren't you?
- If my memory serves me right, you used to go out with her when you were in high school.
- Don't let me forget it!
- It's on the tip of my tongue!
- Make me think of changing the sheets, please!
- This sportsman reminds me of my little cousin Anna.
- You know that we have that important meeting tomorrow. May I remind you to get up earlier?
- I'll never forget the day when I went to school for my first time.
- Don't bother, I still recall you.
- I still have his last words in mind.
- We must bear in mind that religion is essential to them.

http://www.englishlearningbox.com 

Using the Passive

The passive voice is often used to explain how things are done. But that’s not all. If you want to be more diplomatic, choose the passive, too.
The passive voice is often used when people want to describe processes and procedures at work. Here, we look at some authentic examples of the passive voice being used.

1. Procedures: the “be”-passive
In this dialogue, Ann is training a new employee, Meg, and explaining how to handle invoices and other documentation.
The “be”-passive is used in a number of cases here because it is the procedure that is important, not who does it:
Meg: I wanna ask you about things I wasn’t sure about sorting bills of lading?
Ann: That comes with every order and it can be thrown away.
Meg: OK.
Ann: I don’t know if I explained this already or not, but the stuff that’s already been paid COD, which is indicated by that little green stub, is not that high of a priority to code and enter until around the end of the month, and if something has to be put off...
Meg: ...and we leave it for last.
Ann: That’s why GM and West Farm and Tree of Life, and some other miscellaneous pay things, are always at the back of the pile.
Meg: OK.
Ann: Because they’ve already been paid.
Meg: OK.
Ann: That’s the most important thing.
Meg: Right. So, the priority is... the things that still need to be paid.

2. The “get-passive” and “have something done”
Sometimes, we form the passive with “get” instead of “be”. This is more informal and used mainly in spoken language. Ann uses this variant when Meg shows her a document:

Ann: That’s for the Save the Earth stuff. It will eventually probably get thrown away, but if you haven’t come across a packing list for Save the Earth products, hang on to it.
Another construction is “to have something done”. This is
often used to talk about getting a supplier to do a job for you:
■ I had some envelopes made by J.G. Mark’s the other day, and it took a couple of weeks.

3. Explaining your services
If we want to emphasize who is doing something, we often prefer to use the active voice. In the next example, Ian, a representative from a paper supplier, uses “we” and an active verb to describe a production procedure. He wants to emphasize the services that his company provides:
Ian: So, what we’re doing is... we run the wheels until we’ve got enough paper made for you. And then we make, you know, a few hundred sheets extra, and then we just revert to stock sizes.

4. Being diplomatic
The passive is also commonly used when people want to be diplomatic and avoid blaming someone directly:

Maria: How come that wasn’t done much sooner?
Maria uses the passive (“How come that wasn’t done...?”) because the active would have sounded more aggressive (“How come you didn’t do that much sooner?”).
http://www.falibo.com

Apologizing

 
- I'm sorry.
- So sorry.
- I'm sorry to have broken it.
- I'm sorry but I've got to go now.
- I'm awfully sorry for what happened yesterday.
- I can't tell you how sorry I am!
- I'm terribly sorry for that mistake.
- Sorry for being late.
- I'm very sorry for telling you uncle that you were here.
- How stupid of me!
- Excuse me, I didn't mean it.
- Excuse my insisting, I didn't know he was listening.
- Excuse me for being so critical, but this is who I am.
- I thought I was doing right!
- I didn't do it on purpose!
- I do apologize.
- Please accept my apologies.
- I must apologize for not returning it on time.
- Pardon me!
- Pardon me for saying so.
- It's my fault!
- I am entirely to blame!
- Do forgive me for lying.
- It's unforgivable of me!
- I can only say once again how sorry I am!
- I hope you'll understand that I'm not fully responsible!
- I didn't mean it.
- I didn't do it on purpose.
- I didn't mean to vex him.
- I had no intention of shocking her.
- I didn't realize I was distrubing you.
- I'm not entirely responsible for it.
- I'm afraid I'm a bit early.
- I shouldn't be so strict.
- I know I shouldn't have insisted but that was very important for me.
- If I had known you didn't like flowers, I wouldn't have brought them.

http://www.englishlearningbox.com
 

Just For Fun : British Vs American

http://www.falibo.com

Thanking someone / Responding to thanks

 

Thanking someone personally

• Thanks! / Thanks a lot.
• Thank you very much. / Thanks very much. / Thank you so much.
• Thanks for coming along.
• Thanks for spending time on this.
• I can't thank you enough.
• If there's anything that I can do for you, just let me know.
• You're a star!
• I don't know what I would have done without you.
• You're just so kind!
• It was very kind of you.
• I really appreciate your help.
• I really appreciate what you did for us.
• I owe you big time. (informal)
• Thanks a million. (informal)

Responding to thanks

• Not at all. (formal, UK)
• You're welcome!
• (It's) my pleasure!
• Don't mention it!
• It was the least I could do.
• That's OK.
• No problem.
• No sweat. (informal)
• Any time! (informal)
• It was nothing. (informal)
• That's alright. (informal)

Thanking someone who tried to help

• Thanks anyway.
• Thank you for (looking).
• Thanks for trying.

 http://www.falibo.com

Talking about your work

http://www.engvid.com/

Learn Through Pictures : Injury and First Aid

 http://www.falibo.com/

Leisure in Britain (free time)

London

Vocabulary : Cheer up!

http://www.falibo.com

Asking about a problem

• What's the matter?
• What's wrong?
• Is there anything wrong?
• Is there anything I can do?
• Can I help you in any way?
• What's up?

Describing a problem

• Oh! it's nothing.
• It's nothing serious.
• Oh! it's just that ...
• I've just had some bad news.
• I've just found out that ...
• I've decided that ...
• I've just been told that ...

Trying to cheer someone up

• Come one, it isn't that bad.
• It could be a lot worse.
• It isn't all that bad in the whole scheme of things.
• Come on, just look on the bright side, you could have ...
• Every cloud has a silver lining.
• Nothing lasts forever.
• There are plenty more fish in the sea.
• It's not all doom and gloom.
• Worse things happen at sea.
• Get over it! Just count your blessings.

The future's looking brighter

• We've turned the corner.
• There's a light at the end of the tunnel.
• Things can only get better.
• It can't get any worse.
• I think we've been through the worst of it.

English Idioms - All

Different meanings of Get

Don't underestimate the little word Get. It's a hard-working verb that is very common in spoken English. There are many meanings and uses of this versatile verb, as you can see from the examples listed on this page.

Receive
Did you get a present from your colleagues for your birthday?
Receive TV/radio
You can't get the BBC player TV programmes in Germany.
Receive a mark/grade
Guess what! I got an A in my physics test!
Contract an illness
She got a cold on the flight back from Australia.
Earn
A friend of my daughter got $8 an hour when she was working in a supermarket last summer.
Pay for
Wait a second! I'll get these drinks.
Fetch/Pick up
I have to get the children from school at half past three.
To be given a prison sentence
The two men got eight years for armed robbery.
Persuade
We couldn't get her to come to the cinema with us.
Pay someone else to do something
I need to get my eyes tested.
Start
We got talking when we were at Heathrow, waiting for a plane that had been delayed.
Have an opportunity
It's a real shame that we never get to have a quiet evening at home together.
Arrive somewhere
By the time we got to the centre of London, the shops had all closed.
Reach a point
It was really disappointing to lose after getting so far in the competition.
Travel by train/bus/taxi
Shall we get a taxi to the airport, or shall we take the train?
Enter
I can get on the bus at Bruntsfield Avenue, can't I?
Make something/someone move
I need to get this desk into the other room. Can you help me?
Prepare a meal
I must go home and get dinner for the children.
Answer a call
There's someone at the door. Can you get it?
Hit and harm
Look at my arm! A wasp got me!
Become
You'll soon get bored with your new job.
Make somebody become ...
Don't get grandma confused!
Understand
He's always telling jokes, but I never get them.
Misunderstand
You got me wrong! I said I'd pick you up at 6.30, not 7.30.
Annoy
What really gets me is having to work on Saturday.
Draw attention to something
Get this! The capital of California is Sacramento, not Los Angeles or San Francisco.

Hangman (Wild Animals)

Game-Hangman-Vocabulary--Wild-Animals
Hangman Vocabulary
Wild Animals

Bird

Countable and uncountable nouns to talk about food

Learn to talk about what you like to eat in English. In this beginner English lesson you will hear people using countable and uncountable nouns to talk about food. You will see the difference between words that can be counted (an apple, two apples, some apples) and words that cannot be counted (some milk, a glass of milk).

Learn English as second Language

 

 

www.falibo.com/course

 

 www.englishlearningbox.com/

 

 

 

Third Conditional

We use If + Past perfect + Would have + Past participle to talk hypothetically about things that went unreal and had imaginary results.
- If I had kept that job, I wouldn't have spent some time with my family.
- If I hadn't come to Italy, I wouldn't have met you, baby !
- If I had finished my report yesterday, I wouldn't have been here today.
We can use might have or could have instead of "would have", if we want to indicate possibility.
- If Emily had studied harder, she might have passed all her exams.
- If I had seen her, I could have asked her out.

Packaging - container - holder - tin - cardboard packing - carton - food packet - tubing

Chairs

a lot of / much / many

lot of / much /many

much & many test

howmuch & how many test

Adverbs

Adverbs: Types and Positions

English Adverbs 

Phonemic Charts

 

This is the new British Council phonemic chart. Help your students hear the sounds of English by clicking on the symbols below. Click on the top right hand corner of each symbol to hear sample words including the sounds. 

http://www.teachingenglish.org.uk/activities/phonemic-chart

English Phonemes, Spellings, Example Words, and Meaningful Names

Borrowed freely from Open Court materials and AU lesson designs

Phoneme	Spelling(s) and Example Words	Meaningful Names
/A/	a (table), a_e (bake), ai (train), ay (say)	Long A; Fonzie's greeting
/a/	a (flat)	Crying baby; baby lamb; home alone
/b/	b (ball)	Beating heart; drum; basketball
/k/	c (cake), k (key), ck (back)	Nutcracker; golf shot; camera, chopping with an ax; walking on gravel
/d/	d (door)	Knocking; dribbling ball; drum; dinosaur
/E/	e (me), ee (feet), ea (leap), y (baby)	Long E; shriek
/e/	e (pet), ea (head)	Rocking chair; creaky door; hard of hearing
/f/	f (fix), ph (phone)	Angry cat; clothes brush; electric fan; soda fizz
/g/	g (gas)	Croaking frog, gulping soda
/h/	h (hot)	Out of breath; warm breath; tired dog
/I/	i (I), i_e (bite), igh (light), y (sky)	Long I; "Aye, aye, Captain"
/i/	i (sit)	Crying puppy; icky sticky; baby pig
/j/	j (jet), dge (edge), g[e, i, y] (gem)	Scrub brush; wood rasp; jump rope
/l/	l (lamp)	Flying saucer; mixer; lapping water
/m/	m (my)	Mm-m-m; hummingbird
/n/	n (no), kn (knock)	Mosquito; motorboat
/O/	o (okay), o_e (bone), oa (soap), ow (low)	Long O; Oh, I see
/o/	o (hot)	Say ah; doctor sound; cool drink; yawn
/p/	p (pie)	Popcorn; water drip; skipping stone; soap bubbles
/kw/	qu (quick)	Coffee pot; typewriter; quacking duck
/r/	r (road), wr (wrong)	Chain saw; angry lion; robot; growling dog
/s/	s (say), c[e, i, y] (cent)	Snake; leaky ball; hair spray; sizzling bacon
/t/	t (time)	Ticking clock; timer; automatic sprinkler
/U/	u (future), u_e (use), ew (few)	Long U
/u/	u (thumb), a (about), e (loaded), o (wagon)	I dunno; mother bear; punch in the stomach; foghorn
/v/	v (voice)	Electric shaver; airplane; vacuum
/w/	w (wash)	Lariat; fly rod; washing machine; helicopter
/ks/ or /gz/	x (box, exam)	Pop top soda can; grease gun
/y/	y (yes)	Sticky mess
/z/	z (zoo), s (nose)	Buzzing bee; arc welder; zipper
/OO/	oo (boot), u (truth), u_e (rude), ew (chew)	Ghost; howling wolf; owl
/oo/	oo (book), u (put)	Lifting weights; chin-up bar
/oi/	oi (soil), oy (toy)	Seal; squeaky gate; spring
/ou/	ou (out), ow (cow)	Inoculation; sting; pinch
/aw/	aw (saw), au (caught), a[l] (tall)	Poor thing; crow
/ar/	ar (car)	Spinning tire; grinding gears; gargle; pirate
/sh/	sh (ship), ti (nation), ci (special)	Be quiet; watering the lawn; rain
/hw/	wh (white)	Blow out the candle
/ch/	ch (chest), tch (catch)	Old train; antique car; chipmunk
/th/  or /th/	th (thick, this)	Peeling tape; angry goose; wet shoes
/ng/	ng (sing), n (think)	Gong; string bass
/zh/	s (measure)	Sawing wood; sander
/er/	er (her), ir (sir), ur (fur)	Chain saw; angry lion; robot; growling dog

From: http://www.auburn.edu/academic/education/reading_genie/spellings.html


The phonemic chart contains all 44 sounds that make up words in spoken English. It's very useful for studying English pronunciation, as it's the one used by most dictionaries, but there's no easy way of writing in phonemic "font" in most software. You can use this chart to type in phonemic symbols for use in documents, teaching materials and websites.

http://www.phonemicchart.com/

Click on the symbols to insert them into the text field in your desired order, then copy and paste them into Microsoft Word or any other software that supports Unicode fonts. Be sure to select the right font in your software: usually Gentium, Arial Unicode MS or Lucida Sans Unicode.

Phonemic_flash_cards.pdf 

 

English Verbs (Conjugation)

www.vocabulix.com/conjugation/English-Verbs.html
http://en.wikipedia.org/wiki/English_verbs
http://www.englishpage.com (Verb Tence Tutorial)
http://conjugator.reverso.net/conjugation-english.html
http://www.verbix.com/languages/english. (Verb conjugation on-line)
http://learnenglish.britishcouncil.org/en/english-grammar/verbs
http://www.usingenglish.com/reference/irregular-verbs/

BBC Learning English

http://www.bbc.co.uk/worldservice/learningenglish/

Oxford English File workweb

Oxford English File workweb

Learn more English here with interactive exercises, useful downloads, games, and weblinks. Practise your grammar, vocabulary, pronunciation, listening, and reading, and have some fun too. Select your edition and level below:

Oxford English File workweb

You need a Flash Player for some activities on this website

Phrasal verbs (www.idiomas gratis .com)
Phrasal verbs list(www.englishclub.com)
Phrasal-verbs dictionary (www.usingenglish.com)
Verbo_preposiciona (es.wikipedia.org)
Phrasal verb(en.wikipedia.org)
Complete Guide to Phrasal Verbs(www.phrasalverbdemon.com)
OWl Purduo Writing Lab. Overview of Two-Part (Phrasal) Verbs (Idioms)(owl.english.purdue.edu)
Phrasal Verbs. English Grammar Online(www.ego4u.com)

Dictionary of English Phrasal Verbs

http://www.usingenglish.com/reference/phrasal-verbs/

English as a second language online

http://www.usingenglish.com/

Pronunciar en la web

http://es.forvo.com/languages/en/

¿Qué es Forvo?
Forvo es la guía de pronunciación más grande que existe. ¿Te has preguntado alguna vez cómo se pronuncia una palabra? Pídela, y otro usuario la pronunciará para ti. Tú también puedes ayudar a otros grabando pronunciaciones en tu idioma nativo.

Pronunciación en el móvil

http://www.speakingpal.com

 Interact with a virtual video tutor in short fun dialogs on your mobile and get instant pronunciation feedback. A natural speaking experience powered by Speech Recognition technology and innovative scoring logic. Learn naturally, like interacting with a person, not with content.

Pruevas de nivel

              Programa desarrollado por más de 20 importantes instituciones europeas con el soporte de la Comisión Europea.

DIALANG es el sistema de evaluación lingüística más importante basado en el Marco de referencia común europeo del Consejo de Europa, hoy en día el marco de referencia más ampliamente reconocido en el campo del aprendizaje de lenguas en Europa.

El programa DIALANG ofrece:

    > TESTS en COMPRENSIÓN LECTORA, EXPRESIÓN ESCRITA, COMPRENSIÓN ORAL,
       GRAMÁTICA y VOCABULARIO en 14 lenguas

                         > ACTIVIDADES de AUTOEVALUACIÓN  

                        > Instrucciones para la realización del test, comentarios y consejos para mejorar los conocimientos lingüísticos en cualquiera de las 14 lenguas

Pulsando en este enlace Dialang accederás a la  descarga del software de DIALANG, que debe instalarse en el ordenador para poder luego llevar a cabo los tests online.

Fuente:  E.O.I. Oviedo

Información:

Instalación de Dialang

Para instalar el software Dialang en su equipo, es necesario instalar Java Runtime Environment or JRE y el software propio de Dialang.
Para descargar una versión de JRE que funciona correctamente con DIALANG puede haga clic aquí
Para descargar el software Dialang puede hacer clic aquí

Dialang en Linux y MAC

El software Dialang necesita un entorno Windows para funcionar. Por tanto, si desea utilizar dicha aplicación en su MAC o Linux debe ejecutar o instalar un sistema Windows en su equipo.
En MAC existen dos formas de realizar esto: BootCamp y máquina virtual.
En Linux se puede realizar mediante la instalación de una máquina virtual o usando el emulador Wine.

BootCamp

Boot Camp es un software incluido con Mac OS X que permite ejecutar versiones compatibles de Microsoft Windows en ordenadores Mac con procesadores Intel.
Boot Camp es gratuito, puede encontrar más información en la página web de Apple:
http://support.apple.com/kb/HT3777?viewlocale=es_ES&locale=es_ES

Máquina virtual

Una máquina virtual es un software que emula a un pc y puede ejecutar programas como si fuese un pc real.
Las máquinas virtuales más conocidas para Mac, VMware Fusion y Parallels Desktop, son de pago, pero existe una alternativa gratuita de la empresa Oracle llamada VirtualBox:
http://www.virtualbox.org/wiki/Downloads


En ambos casos (uso de BootCamp o instalación de un S.O. Windows mediante máquina virtual) necesita una licencia y un CD de instalación del sistema operativo Windows. 
Fuente: UNED

Más información: 
http://babel20.blogspot.com.es/2008/09/dialang-para-evaluar-tu-nivel-de.html  
http://efort.blogspot.com.es/2007/10/dialang-o-la-autoevaluacin-en-red.html 

Talking business

Phonemic Chart

Pronunciation Chart

Phrasal verbs poster

Homework center

http://www.factmonster.com/homework/

Kids On Line Resources

http://www.kidsolr.com/

Guide to Grammar and Writing

http://grammar.ccc.commnet.edu/grammar/index.htm

Principles of composition

http://grammar.ccc.commnet.edu/grammar/composition/composition.htm

Childrens Book On Line

http://www.childrensbooksonline.org/

A phonics tutorial with sound and cartoons for all ages

 abcfastphonics

 

Recursos para aprender inglés WEBMIX con SYMBALOO

Webmix English creado por Jean con recursos para aprender inglés en el aula

 

Simbaloo es una herramienta que permite agrupar recursos web haciendo una web de mezcla de webs (WEBMIX)

 Internet te ofrece grandes cantidades de información para aprender cualquier tema en el aula. Pero el problema, en ocasiones, es cómo organizar los recursos que encuentras de forma eficiente. Por ejemplo, compartir páginas web con tus alumnos puede ser un reto. Las direccciones URL son a menudo largas, difíciles de recordar, las copian incorrectamente o simplemente quedan perdidas en los marcadores de sus navegadores con sus otros favoritos.
Para resolver este problema en el aula, Symbaloo Edu es la aplicación perfecta dedicada a profesores y estudiantes. Con ella puedes organizar las herramientas y webs online que utilizas en el aula creando un “webmix”, que puede establecerse como página de inicio al abrir el navegador o colgarse en la web del centro para accederse desde cualquier lugar.
En Symbaloo EDU también puedes incluir una recopilación de videos del aula con Youtube, Google Docs de un proyecto, fotos de un viaje con Flickr o presentaciones de powerpoint con Slideshare, creando un lugar seguro para recoger y compartir todo el portfolio de la clase. Verás un ejemplo clicando en la pestaña que dice Dolphin.
Además Symbaloo se convertirá fácilmente en tu entorno personal de aprendizaje (PLE) ya que vas descubriendo nuevas colecciones de herramientas al ver los webmix que otros usuarios de Symbaloo comparten con todos.

LITTLE RED RIDING HOOD

LITTLE RED RIDING HOOD 

Once upon a time there lived in a certain village a little country girl, the prettiest creature who was ever seen. Her mother was excessively fond of her; and her grandmother doted on her still more. This good woman had a little red riding hood made for her. It suited the girl so extremely well that everybody called her Little Red Riding Hood.

One day her mother, having made some cakes, said to her:

"Go, my dear, and see how your grandmother is doing, for I hear she has been very ill. Take her a cake, and this little pot of butter."

Little Red Riding Hood set out immediately to go to her grandmother, who lived in another village.

As she was going through the wood, she met with a wolf, who had a very great mind to eat her up, but he dared not, because of some woodcutters working nearby in the forest. He asked her where she was going. The poor child, who did not know that it was dangerous to stay and talk to a wolf, said to him:

"I am going to see my grandmother and carry her a cake and a little pot of butter from my mother"

"Does she live far off?" said the wolf

"Oh I say," answered Little Red Riding Hood; "it is beyond that mill you see there, at the first house in the village."

"Well," said the wolf, "and I'll go and see her too. I'll go this way and go you that, and we shall see who will be there first"

The wolf ran as fast as he could, taking the shortest path, and the little girl took a roundabout way, entertaining herself by gathering nuts, running after butterflies, and gathering bouquets of little flowers.

It was not long before the wolf arrived at the old woman's house. He knocked at the door: tap, tap.

"Who's there?"

"Your grandchild, Little Red Riding Hood," replied the wolf, counterfeiting her voice; "who has brought you a cake and a little pot of butter sent you by mother"

The good grandmother, who was in bed, because she was somewhat ill, cried out,

"Pull the bobbin, and the latch will go up."

The wolf pulled the bobbin, and the door opened, and then he immediately fell upon the good woman and ate her up in a moment, for it been more than three days since he had eaten.

He then shut the door and got into the grandmother's bed, expecting Little Red Riding Hood, who came some time afterwards and knocked at the door: tap, tap.
"Who's there?"

Little Red Riding Hood, hearing the big voice of the wolf, was at first afraid; but believing her grandmother had a cold and was hoarse, answered:

"It is your grandchild Little Red Riding Hood, who has brought you a cake and a little pot of butter mother sends you"

The wolf cried out to her, softening his voice as much as he could:
"Pull the bobbin, and the latch will go up"

Little Red Riding Hood pulled the bobbin, and the door opened. The wolf, seeing her come in, said to her, hiding himself under the bedclothes:

"Put the cake and the little pot of butter upon the stool, and come get into bed with me"

Little Red Riding Hood took off her clothes and got into bed. She was greatly amazed to see how her grandmother looked in her nightclothes, and said to her:

"Grandmother, what big arms you have!"
"All the better to hug you with, my dear"
"Grandmother, what big legs you have!"

"All the better to run with, my child"

"Grandmother, what big ears you have!"

"All the better to hear with, my child"

"Grandmother, what big eyes you have!"
"All the better to see with, my child"
"Grandmother, what big teeth you have got!"
"All the better to eat you up with"
And, saying these words, this wicked wolf fell upon Little Red Riding Hood, and ate her all up.

Moral

Children, especially attractive,

well bred young ladies,

should never talk to strangers,

for if they should do so,

they may well provide dinner for a wolf.

I say "wolf," but there are various kinds of wolves.

There are also those who are charming,

quiet, polite, unassuming,

complacent, and sweet,

who pursue young women

at home and in the streets.

And unfortunately,

it is these gentle wolves

who are the most dangerous ones of all.

http://librivox.org/the-fairy-tales-of-charles-perrault-by-charles-perrault/ 

New English File Advanced Online

http://elt.oup.com/student/englishfile/advanced/?cc=global&selLanguage=en

 Download and print the New English File bookmark to practise English sounds.

Phrasal Verb of the day

http://www.englishclub.com/ref/phrasal-verb-of-the-day.php

Each day a diferent phrasal verb.

Voice of América

http://learningenglish.voanews.com/

Learn American Englih and more...

Vaughan Radio & TV

http://www.vaughanradio.com/

Road to B2

 Class blog for the Advanced Level 2 students at EOI Lorca

http://roadtob2.blogspot.com.es/

Asturias plurilingüe.

 http://plurilingueasturias.educastur.es/index.php

Página de la Consejería de Educación de Asturia (Educastur) dedicada al plurilingüismo en el principado vecino.

Teacher training videos

Gran cantidad de recursos en formato vídeo para el profesorado de inglés. Tutoriales para las mejores herramientas online aplicables al aula, consejos para el uso de tu PDI, de tus presentaciones etc etc etc...

http://www.teachertrainingvideos.com/index.html

Tools

20 False Friends

Boubleclickenglish blog con recursos

http://www.doubleclickenglish.blogspot.com.es/

lessonstream.org

lessonstream.org

Unidades didácticas gratuitas, descargables y clasificadas por niveles lingüísticos.

English for Little Children

English for Little children

Contiene casi todo el desarrollo del currículo de Infantil y puede usarse para Primer Ciclo de Primaria.

The Fantastic Flying Books of Mr. Morris Lessmore

The girl who hated books

Otros blogs de centros

http://inglesariasmontano.blogspot.com.es/ CEIP ARIAS MONTANO

http://coolprimary.blogspot.com.es/ 

 

English songs

http://supersimplelearning.com/

La enseñanza de la lengua inglesa en el sistema educativo español: de la legislación al aula como entidad social (1970-2000)

http://revista.muesca.es/documentos/cabas8/La_lengua_inglesa.pdf

La enseñanza de la lengua inglesa en el sistema educativo español: de la legislación al aula como entidad social (1970-2000)
Javier Barbero Andrés. Universidad de Cantabria
 Los cambios sociales experimentados por nuestro país en las últimas tres décadas del siglo XX alcanzan de forma ineludible el ámbito educativo. Si asumimos como válida la premisa de que el microcosmos educativo y, concretamente, el ámbito curricular de la lengua inglesa acompasan su evolución a los cambios mencionados podríamos afirmar que el ámbito escolar reproduce, al tiempo que resiste y transforma, el tipo de relaciones que caracterizan la sociedad en la que se inscribe.

Re-Imagining Learning in the 21st Century

In 2006, MacArthur launched the digital media and learning initiative to test the notion that public education would have to transform to prepare young people for the complex and connected social, economic, and political demands of the 21st century.
http://www.macfound.org/

WAVES

http://sandiegoysanvicente.com/waves/

 

PROJECT CORNERSTONE

Our school is currently putting every effort into increasing the level of English quantitatively and qualitatively; we have deemed appropiate to have an activity which would involve every student so they could share their daily learning in a close, motivating and visual way with the rest of the students.

MAIN AIM
Incorporating globally and indirectally the foreign language in their daily routine.

SPECIFIC AIMS

• Exchanging information among classmates in order to work and produce collaborative learning.
• Putting together different ideas suggested by students and teachers so as to enhance the learning process.
• Producing pod casts, videos and news based on school contents for a class-oriented weblog.
• Identifying and relating other people work to schoolwork.
• To enjoy working as a group.
• Understanding and considering in a positive way the work of the rest of the people.
• Showing empathy to the feelings of all the community: students and teachers.
• Thinking about our own linguistic experiences.
• To form an opinion about other people work.
• Considering and evaluating our work using a critical eye.