Cooking Egss

Picture taken form http://cetking.com/ for educational purposes

Cooking Eggs

Types of Cooked Eggs

By Prof. Jonathan Acuña-Solano, M. Ed.
Head of Curriculum Development Academic Department Centro Cultural Costarricense-Norteamericano	Senior Language Professor School of English Faculty of Social Sciences Universidad Latina de Costa Rica
Tuesday, March 31, 2020 Post 343 / Vocabulary 005

          Who hasn’t eaten an egg for breakfast? Though most people may say they have eaten eggs for breakfast, we can venture into exploring with our students the types of eggs they have tried for this morning meal. On the other hand, we can also ask learners which type of cooked eggs they like for breakfast or which ones they don’t like for it.

          Here you are presented with six types of cooked eggs that we can work with our students. We can ask them for their preferences, but we can also venture in to asking them to go online and find out how one specific type is prepared. These are just a couple of sample activities for this topic.

          Sample Activity 1 - Preferences

          Provide your students with one of these conversation cards. Have them work in pairs and as soon as their conversation is over, move them to exchange information with another partner.

Student A	Student B
Ask your partner about what he likes to eat for breakfast. Ask him/her for the kinds of eggs he/she likes to eat for this morning meal. Also ask your partner for the kind of drink he/she prefers to have for breakfast. And feel free to ask him/her any other question you feel necessary.	Ask your partner about what his/her parents like to eat for breakfast. Ask him/her for the kind of eggs his/her parents like to eat for this morning meal. Also ask your partner for the kind of drink his/her parents like to have for breakfast. And feel free to ask additional questions if necessary.

Sample Activity 2 - Recipes

A second option is to have our learners continue productively speaking is to have them search for simple recipes they can explain to the class. This is a very good exercise to have students describe a process.

How to Prepare _______________ First, Second, Next, After that, Finally,

Exercise CEFR rage	A1
Bloom’s Taxonomy layer	Analyze: organize, relate Understand: describe, explain

References

Images taken just for educational purposes from:

1)    Fried Egg https://www.kudoskitchenbyrenee.com/

2)    Scrambled Eggs https://www.delish.com/

3)    Omelet https://www.thespruceeats.com/

4)    Soft-Boiled Egg https://www.americastestkitchen.com/

5)    Hard-Boiled Egg https://nomnompaleo.com/

6)    Poached Eggs https://www.simplyrecipes.com/

7)    Bloom’s taxonomy https://twitter.com/profkhalid_ksa/status/1056576381751119872

Post 343 - Vocabulary Series - Types of Cooked Eggs by Jonathan Acuña on Scribd

Vocabulary: Pin Types

Picture taken form http://cetking.com/ for educational purposes

Pin Types

Useful vocabulary to learn

By Prof. Jonathan Acuña-Solano, M. Ed.
Head of Curriculum Development Academic Department Centro Cultural Costarricense-Norteamericano	Senior Language Professor School of English Faculty of Social Sciences Universidad Latina de Costa Rica
Thursday, March 26, 2020 Post 342 / Vocabulary 004

          One of those things we all teachers enjoy is when students start asking questions regarding objects they find on their daily lives. One of those objects is when they ask you for the equivalent to those things we call pins in English. For those working in an office, they usually ask you what a thumbtack is, using their native language, of course. And what about girls coming to ask you for things such as hairpins or safety pins? And if you have someone interested in sewing, they come to ask you about head pins.

          You could bring these objects to class as realia or simply project them on your Interactive White Board (IWB), so they can get familiarized with the objects they know in their native language. And then it is time to ask them to get in pairs and together explain what the object are for.

Head Pin	A head pin is a metal object that it is used by tailors or dressmakers to hold two pieces of clothing that are going to be sewed together.
Tie Tack
Hair Pin
Thumbtack
Safety Pin
Flag Lapel Pin

A second option is to have our learners come up with three different other uses of each of these elements. That is, each object has a common use we all acknowledge, but trying to encourage student inventive thinking.

Exercise CEFR rage	A2
Bloom’s Taxonomy layer	Understand: identify, describe Evaluate: judge, critique

References

Images taken just for educational purposes from:

1)   Flag Lapel Pin https://www.worldflagpins.com/

2)   Hair Pin https://www.indiamart.com/

3)   Safety Pin https://www.tenaquip.com/

4)   Head Pin https://www.aumnicrafts.com/

5)   Thumbtack https://www.freepik.com/

6)   Tie Tack https://www.amazon.com/

7)   Bloom’s taxonomy https://twitter.com/profkhalid_ksa/status/1056576381751119872

Post 342 - Vocabulary Series - Types of Pins and Tacks by Jonathan Acuña on Scribd

Vocabulary: Percussion Instruments

Picture taken form http://cetking.com/ for educational purposes

Percussion Instruments

Musical Instruments

By Prof. Jonathan Acuña-Solano, M. Ed.
Head of Curriculum Development Academic Department Centro Cultural Costarricense-Norteamericano	Senior Language Professor School of English Faculty of Social Sciences Universidad Latina de Costa Rica
Wednesday, March 25, 2020 Post 341 / Vocabulary 003

          Students wanting to know more should be the norm in our classrooms, and it is for that reason that we have to ensure they can develop their vocabulary much more and way beyond their textbooks. A good way to make some changes in a thematic unit that deals with music or musical instruments is to have them work on percussion instruments, which is just a sub-variety of instruments that can be used for the purpose of this exercise. Any other type of musical instruments can also fit the purpose of having our learners practice the language productively.

          Most of us, if not all of us, wanted to play a musical instrument at some point in our lives. So why not to take advantage of this prior knowledge to have learners discuss creatively, inventively, and critically about instruments. And here what I suggest is to have students compare instruments:

1)   Compare and contrast the triangle and the tambourine.

2)   Compare and contrast the xylophone and the marimba.

3)   Compare and contrast the cymbals and the hi-hat.

4)   Compare and contrast the triangle and the xylophone.

5)   Compare and contrast the marimba and the cymbals.

A second option is to have our learners write their own definitions and descriptions of what a musical instrument is or looks like. Here you can have them exercise their writing skills and play with the new vocabulary.

This is a metal instrument that is played with wooden sticks, which are called mallets.	Xylophone
	Tambourine
	Hit-hat
	Triangle
	Marimba
	Cymbals

Exercise CEFR rage	A2
Bloom’s Taxonomy layer	Understand: identify, describe Analyze: compare, contrast

References

Images taken just for educational purposes from:

1)   Triangle https://www.aliexpress.com/

2)   Tambourine https://www.amazon.co.uk/

3)   Xylophone https://www.amazon.co.uk/

4)   Marimba https://www.thomann.de/

5)   Cymbals https://www.lakeshorelearning.com/

6)   Hi-Hat https://www.shutterstock.com/

7)  Bloom’s taxonomy https://twitter.com/profkhalid_ksa/status/1056576381751119872

Post 341 - Vocabulary Series - Percussion Instruments by Jonathan Acuña on Scribd

Vocabulary: Types of Pens

Picture taken form http://cetking.com/ for educational purposes

Types of Pens

Shopping

By Prof. Jonathan Acuña-Solano, M. Ed.
Head of Curriculum Development Academic Department Centro Cultural Costarricense-Norteamericano	Senior Language Professor School of English Faculty of Social Sciences Universidad Latina de Costa Rica
Tuesday, March 24, 2020 Post 340 / Vocabulary 002

          Oftentimes students of mine come to me asking about a particular kind of pen that their parents or grandparents have hidden in a drawer of their desks; for sure you understand that it is a fountain pen that probably comes into your mind. Based on this experience of mine, exposing learners to other kind of vocabulary regarding types of pens, I have decided to post some ideas about this.

          Having some simple discussion questions when dealing with pens, a good warm up is to have them discuss a bit about their preferences when it comes to using pens to write.

1)   In your opinion, what kind of pens are good for high schoolers?

2)   What sort of pen is good for a birthday present? What do you recommend?

3)   What do you think it’s the cheapest type of pen you can buy?

4)   What’s a stylus pen for? Are they easy to find in bookstores?

5)   If you want to write something on a birthday card, what’s the best pen choice?

A second option is to have them recognize or identify types of pens. Why don’t you provide them with a little (digital or paper) handout where you simply write the names and students do look for (or even draw) the types of pens you are requesting?

a)	Stylus pen
b)	Fountain pen
c)	Ballpoint pen
d)	Fiber-tip pen
e)	Mechanical pencil

Exercise CEFR rage	A1
Bloom’s Taxonomy layer	Understand: identify, recognize

References

Images taken from:

1)   Stylus pen https://www.amazon.co.uk/

2)   Fountain pen https://www.amazon.co.uk/

3)   Ballpoint pen https://www.algurgstationery.com/

4)   Fiber-tip pen https://www.swingdesign.com/

5)   Bloom’s taxonomy https://twitter.com/profkhalid_ksa/status/1056576381751119872

Post 340 - Vocabulary Series - Types of Pens by Jonathan Acuña on Scribd