A Look inside the Brain The Cerebral Cortex

A Look inside the Brain

The Cerebral Cortex • Parietal lobe – Receives sensory information from body – Involved in spatial abilities • Frontal lobe – Coordinated information from other lobes – Controls voluntary movement, attention, setting goals, and expression of appropriate emotions

Physiological Learning The brain is symmetrical about the neocortex, which is split into two parts: the left and right hemispheres. Each hemisphere of the brain has specific functions and abilities. The split is called brain lateralization. In over 90% of population, the left hemisphere controls language, including conceptualization of what one says and writes, speaking, writing, and verbal comprehension. The hemisphere that contains the language centers is the dominant brain hemisphere. The brain hemispheres control the opposite sides of the body, and the dominant hemisphere also controls fine motor control. Since the left hemisphere of the brain usually controls language, most people are right-handed. However, people who are left-handed do not necessarily have their right brain hemisphere control language. It usually remains in the left hemisphere, but it may be in the right hemisphere or be housed in both hemispheres. Some language functions are housed in both hemispheres in Wernicke's Area and Broca's Area. Wernicke's Area is responsible for the comprehension of language, while Broca's Area controls the motor aspects of speech and language.

The right hemisphere is usually dominant for The left hemisphere interprets spoken words literally, while the right hemisphere non-language processes such as spatial ability, art, music, interprets the deeper or emotional meaning. memory, and recognition. The brain hemispheres also seem to interpret the same Particular areas of the left hemisphere of the information differently. cerebral cortex are responsible for aspects of language, including the motor cortex which Brain hemisphere dominance is established early in life, often as young as a few months of age. However, in controls speech and respiratory movements. children younger than two, if the brain is damaged, the other hemisphere can take over dominance.

List of things Left Brained people are good at or like to do: • • • Prefer Classical Music Your Left-Brain controls the right side of your body Prefer things like instructions to be done verbally Good at math Like to read Very Logical Dog lovers Don't enjoy clowning around Can't be hypnotized Usually remember things only specifically studied Need total quiet to read or study

Specific functions of the left lobe. . . are intellectual. . process information in a linear way. . tend to be objective. . prefer established, certain information. . rely on language in thinking and remembering. Specific functions of the right lobe . . . are intuitive . . . process informa holistic way. . tend to be subje. . . prefer elusive, u Information. . rely on drawing manipulating to h think and learn.

• Left-brain dominated vs. right-brain dominated – Students who are left-brain dominated. . . • . . . are intellectual • . . . process information in a linear way • . . . tend to be objective • . . . prefer established, certain information • . . . rely on language in thinking and remembering – Those who are right-brain dominated. . . • . . . are intuitive • . . . process information in a holistic way • . . . tend to be subjective • . . . prefer elusive, uncertain information • . . . rely on drawing and manipulating to help them think and learn

• Right-brain teachers – Activities using hands – Incorporate arte, visuals, and music – Assign more group projects and activities – Prefer a busy, active, noisy classroom environment.

• • • Imagination Intuition See things as a whole Are interested in patterns Artistic (singing, acting, painting, writing poetry, etc. ) • Absorbs information in large amounts

Right Brain Characteristics – – – – Visual focusing on images, patterns Intuitive, led by feelings Process ideas simultaneously ‘Mind photos’ used to remember things, writing things down or illustrating them helps you remember Make lateral connections from information See the whole first, then the details Organization ends to be lacking Free association Like to know why you’re doing something or why rules exist No sense of time May have trouble with spelling and finding words to express yourself Enjoy touching and feeling actual objects Impulsive Unlikely to read instruction manual before trying Listen to how something is being said Talk with your hands

• Field-independent vs. field-dependent – Field-independent • Let students work on some activities on their own – Field-dependent • Let students work on some activities in pairs and small groups • Give verbal instructions and explanations • Set some closed tasks to which students can discover the "right" answer • Write instructions as well as giving them verbally • Demonstrate what you would like students to do • Give students clear guidelines, a structure, for tasks • Set some open-ended tasks for which there is no "right" answer • Use realia and other things that students can manipulate while learning • Sometimes allow students to respond by drawing

Howard Gardner identified a multiplicity of intelligences and stressed the need to address all learning styles (1993; 1999).

Learner type Is good at Learns best by Activities Linguistic Reading, writing and stories Saying, hearing and seeing words Memory games Trivia quizzes Stories. Logical / mathematical Solving puzzles, exploring patterns, reasoning and logic Asking questions, categorising and working with patterns Puzzles Problem solving. Visual/Spatial Drawing, building, arts and crafts , graphic organizers Visualising, using the mind's eye Musical Singing, listening to music and playing instruments Using rhythm, with music on Flashcards Colours Pictures Drawing Project work. Using songs Chants Drilling. Bodily / Kinaesthetic Moving around, touching things and body language Moving, touching and doing TPR activities Competitions Action songs Running dictations Miming Realia. Mixing with others, leading groups, understanding others and mediating Co-operating, working in groups and sharing Mingle activities Group work Debates Discussions. Intrapersonal Working alone and pursuing own interests Working alone Working individually on personalised projects Naturalistic Nature Working outside and observing nature Enviromental projects. nterpersonal

Learning Style Activetyle Characteristics of students Strategies for instructors "Let's try it"; sitting through lectures is difficult; likes to work in groups Reflective "Let's think about it"; likes to work Discussions, problem-solving activities; students retain information better when doing something with it Provide time to think about the material, Sensing Intuitive Visual alone; lectures are difficult if not given time to 'digest' the information Likes learning facts and using established methods, dislikes surprises; difficulty with abstract, theoretical material; good with details, memorizing Discovers possibilities & relationships; fact and hands-on work likes innovation, good at grasping new concepts; works quickly Learns best from what is seen; a large percentage of the population are visual Verbal learners Learns best from the use of words Sequentil Learn best in logical steps; linear format Global Digests material in leaps and bounds; tends to look at the big picture and tries to make connections to prior knowledge not just read & memorize; write summaries, devise questions and possible applications of the content Establish connection from material to the real world with examples of concepts and procedures, practical applications Interpretations and theories which connect facts will help in learning; provide time to read questions Incorporate meaningful pictures, thoroughly and recheck results diagrams, charts, timelines, video, demonstrations whenever possible; concept maps are good for listing key Summarize or outline content verbally points and demonstrating relationships so that students can transcribe in their and can be color-coded own words; working through ideas in Break material down into smaller logical groups can also be effective chunks; give overviews of material before getting into the content Provide overviews of material before getting specifically into specifics; show topics are related to other relevant course material or knowledge students may have from previous experiences

What is a learning style? • Ellis (1985) described a learning style as the more or less consistent way in which a person perceives, conceptualizes, organizes and recalls information.

Describing teachers and learners • Teacher means to give someone knowladge or construct or train someone, where as the longman dictionary it is to show somebody how to do something or to change somebody´s ideas. it is the facilitator. • The roles of teacher • The teachers are in thr charge of the class and of the activity taking place in a way that is substantially different from situation where students are working on their own in group. • Organising students activities, give the ss information, telling them how they are going to do the activity, putting them into pairs or groups, and finally closing things down when it is the time to stop. • Encurage ss to work with discretion if they lose the tread of what is going on. • When the teacher became as a resource to help the ss. • Tutor: When the ss work in a large projects, such a pieces of writing or preparations for a talk or a debate, we can as a tutor, working with individuals or small gropus, pointing them in directions they have not yet thought of taking. • Observer: T observe ss in order to give feedback. – They can easily separate important details from a complex or confusing background. They tend to rely on themselves and their own thought-system when solving problems. They are not so skilled in interpersonal relationships. – They find it more difficult to see the parts in a complex whole. They rely on others' ideas when solving problems and are good at interpersonal relationships.

Where do learning styles come from? • Your students' learning styles will be influenced by their genetic make-up, their previous learning experiences, their culture and the society they live in.

Mc. Carthy's four learning styles Mc. Carthy (1980) described students as: • • Draw on their values while learning. Enjoy social interaction. Are cooperative. Want to make the world a better place. • • Are patient and reflective. • Want to find solutions. Value things if they are useful. Are kinesthetic. Are practical and straightforward. Want to make things happen. Look for personal meaning while learning. Want to develop intellectually while learning. Draw on facts while learning. Want to know " important things" and to add to the world's knowledge. Look for hidden possibilities. Judge things by gut reactions. Synthesize information from different sources. Are enthusiastic and adventurous.

Learning Styles Concreate experience Problem 6. -Practicing and adding something of 5. oneself Practicing 3. -Integrating Effective Analysis defined 4. -Developing Concepts givens Concpts skills Co fo nce rm pt ula tio n pe acti rso ce na an liz d ati on e Pr nc experimentation tin n a r eg catio ce t In pli ien ap per ex What happens on the street? 8. -Doing it and appling to new 1. -Creating more complex an 7. -Analizing experience 2. -Reflective applicatiion Analizing for relevance Experience usefulness ie Active d n a r pe ex g in f at el gr e s te th In ith w g Finding What happens on the school? Problem Solving Abstract conceptualization Innovative Learners * Analytic Learners * Common Sense Learners * Dynamic Learners Refective observation

Social practices of the language Giving and obtaining factual information of a personal and nonpersonal kind Establishing and maintaining social contacts v Communicating in the classroom v Maintaining communication in or out of the classroom v Asking the way and giving directions v Asking for and giving personal details v Asking and answering questions about personal possessions v Describing what people are wearing and/or doing at the moment of speaking v Asking and telling the time v Asking for and giving information about everyday activities v Giving simple information about places v Greeting people and responding to greetings v Introducing oneself and other people v Expressing preferences, likes and dislikes v Inviting and responding to invitations v Buying and selling things v Expressing (in)ability in the present and past v Describing people and animals v Discussing the body and one’s health v Making comparisons/expressing degrees of difference v Describing accommodation v Expressing past events v Giving advice v Asking for and giving information about past memories v Describing what people were doing at a certain moment in the past v Discussing food and giving recipes v Talking about future plans v Making predictions about the future v Expressing degrees of certainty and doubt Carrying out certain transactions v Giving warnings and stating prohibition v Expressing obligation v Ordering meals v Asking for and giving travel information v Making and answering offers and suggestions

THIRD GRADE UNIT 3 FOOD AND DRINK Purpose To enable ss to participate in conversation in which food and drink are ordered as well as to describe food and drink that they know like and their recipes and learn about food and drink in other parts of the world. Main course Appetizer Dessert Drinks or beverage Use of should Verbs Food/drinks Pronuons Use of would/ May/Could 3. 1 Linking devices When, first, and, after that then Verbs Ordering meals. Short answers Short answer (afirmative and negative) Countries dishes 3. 2 Discussing food and Giving recipes. Expressions Question words Measures Use of will Food Ingredients Use of Shall Do you like? Countable and uncountable nouns Hom much /How many Page 95

Distribution of contents Third grade unit three Food and drink Lesson 1 Ordering meals INTRODUCTORY lesson. Food Vocabulary Likes and dislikes. Lesson 2 FUNCTION 3. 1 Text. Ss will read menus from several restaurants. Identify appetizers, main course, drinks, and dessert). Identify cognates in the text. Lesson 3 FUNCTION 3. 1 Text. Ss will read different magazine articles, newspaper to find out several recipes then they will express preferences and exchange ideas about recipes. Lesson 4 FUNCTION 3. 1 Text Describing a person ordering food in a restaurant. ( Appetizers, main course, drinks, and dessert). Identify cognates in the text. Lesson 5 FUNCTION 3. 1 Text Read and classify the dishes sequence words. Ss will draw in two sheet of paper food vocabulary and they will use them in the bingo game. Let’s play bingo (food and drinks). Lesson 6 FUNCTION 3. 1 Text Investigate, discuss and write more drinks or beverage appetizers, main course dessert. Fruits vegetables. Lesson 7 FUNCTION 3. 1 Text Ss will produce a menu from their own school. Lesson 8 FUNCTION 3. 1 Text Ss will read an article with different type of restaurants Italian, England, Spanish, French etc. Typical countries dishes. Lesson 9 FUNCTION 3. 1 Text Ss will read , listen and draw, recipes of different dishes around the world easy recipes Then the ss will create their own recipe. Lesson 10 Lesson 11 Lesson 12 FUNCTION 3. 1 Text ss will produce a written text of an easy recipe writing an ingredients, the procedure to prepare the dish and Identify them in the text. FUNCTION 3. 1 Text. Write and read ss will expressing preferences ordering meals exchange FUNCTION 3. 1 Text Role play Ss will pretend are in a restaurant asking for some dishes. Lesson 13 FUNCTION 3. 2 Text. An oral text about likes and Lesson 14 Oral text ss will express preferences and order from different menus. Lesson 15 dislikes. Using questions and affirmative/ negative answer. Use recipes. Lesson 16 Lesson 17 Lesson 18 FUNCTION 3. 2 Text Project: Ss. select a topic in teams and use, magazines cut out visual material. Ss will select one of the language projects to work on. Make a menu for a restaurant. Draw and write book recipes. Create a recipe and act out. Designs a magazine include some recipe. FUNCTION 3. 2 Text Language project Ss will gather information relate with the project and write the first draft. Ss will identify the mistakes and justify them. FUNCTION 3. 2 Text Language project Ss in teams will create the second draft about the project. Ss in teams will write all the steps on their notebooks (ingredients, colors, recipes, sequence so on. Lesson 19 Lesson 20 Lesson 21 Lesson 19 FUNCTION 3. 2 Language project Oral practice of the ss projects. Lesson 20 FUNCTION 3. 2 Ss will present in teams their projects (evaluation). Lesson 21 FUNCTION 3. 2 Ss will present in teams their projects (evaluation). Lesson 22 Lesson 23 Lesson 24 Lesson 22 FUNCTION 3. 2 GENERAL REVIEWThe teacher will show the ss their advance and the ss will discuss with the partners Lesson 23 FUNCTION 3. 2 FORMAL EVALUATION. Teacher will check it. exam Lesson 24 FUNCTION 3. 2 FEEDBACK. Exam revised Ask students to write a supermarket list for their houses. Focus on meaning (ask them to think of real possibilities for their homes) and in use (of countable and uncountable nouns and the uses of quantifiers). You can use the questions and answers in the follow up to evaluate students’ oral performance. Focus on the use of quantifiers with uncountable nouns.

UNIT THREE FOOD AND DRINKS Main aim: to participate in conversations in which food and drinks are ordered, as well as to describe food and drinks that they know /like and their recipes, and learn about food and drinks in other parts of the world. activity objective interaction & time material procedure Read the menu. Ss will be able to recognize some kind of dishes. 10 minutes whole group. Menu. Teacher read the menu and the ss will identify some kind of dishes. Kind of food. Ss will know about different kinds of dishes around the world. 25 minutes Whole class individual Text Power point presentation notebooks. Teacher show the different kinds of dishes around the world. Ss Write about their favourite food and describe in their notebooks. Role play . Ss create and act out a role play. in a restaurant. 10 minutes In teams. Notebook Real materials. Ss create and act out the role play about ordering meals in a restaurant. Notes For the next class act out the role play.

Stages of a Project • 1. Divide the students in groups of five, according to their interests. Students will find, share, prioritize, classify, or discord the information they collected. • 3. Students begin drafting at this point and also start working on their translation. • 2. Ask the students to choose one of their peers to start summarizing the most interesting information to be included in the final end – product. • 4. Ss. will keep researching and summarizing the new information for a few more sessions. • 5. Edit activities. • Ss. will bring and share their end- product among the teams. First and later ss will: display their end-products. School bulletin board or Web site page. • 6. By session NOTE: During the whole procedure teacher will keep monitoring all the activities.

Please write in the description of the restaurant here. If you can include a picture of the project participants, please do. If the students choose a restaurant from the project file, please describe the restaurant and ss will include it with the name on the sign. Restaurant name: ________ Address/phone: _________ Owners: ____________ Names: ____________ Location: ____________

Surveys on Eating Survey on Breakfast Survey on Lunch Survey on Dinners Survey on Fast-food Survey on Restaurants Survey on Ordering Food Survey on Favorite Food Survey on Cooking Survey on Spicy Food (1) Did you have breakfast this morning? (2) What do you usually have for breakfast? (3) Who do you eat breakfast with? (1) Do you go to fast-food restaurants often? (2) What is your favorite fast-food restaurant? (3) Do you prefer fast-food or your mom’s cooking? (1) What is your favorite food? (2) How often do you eat it? (3) What is your least favorite food? (1) Where do you usually have lunch? (2) What do you typically have for lunch? (3) Who do you eat lunch with? (1) How often do you eat at restaurants? (2) What is your favorite restaurant? (3) Do you usually leave a tip? (1) Who cooks in your family? (2) Who is a better cook your mom or your dad? (3) What do you know how to cook well? © 2005 (1) Where do you usually have dinner? (2) What time do you usually eat dinner? (3) What did you have for dinner yesterday? (1) How often do you order food at your home? (2) Do you ever order pizza? (3) Do you ever order Chinese food? (1) Do you enjoy spicy food? (2) What is the hottest food you’ve eaten? (3)Have you ever had food that was so hot you couldn’t eat it? www. bogglesworldesl. com

Breads Croissants. . . $1. 25 Bagels. . . . $1. 25 Donuts. . . . $0. 75 Cakes Blueberry Cheesecake. . $2. 50 Chocolate Cheesecake. . $2. 50 Food Sweet and Sour Pork. . . . $4. 50 Garlic Ribs. . . $4. 50 Chicken Fried Rice. . . $4. 00 Spicy Shrimp. . . $5. 00 Food Meatball Spaghetti. . . $8. 50 Seafood Spaghetti. . . $9. 50 Lasagna. . . $8. 50 Fettuccine Alfredo. . . $7. 50 B. L. T. . . $3. 50 Crispy bacon with lettuce and tomato. With or without cheese. Ham & Cheese. . $3. 25 Fresh ham with cheddar cheese, onions and Pickles. Vegetarian. . . $2. 75 Fresh cucumber, Avocado, and tomatoes. Drink Coffee. . . $1. 25 Café Au Lait. . $1. 75 Espresso. . . $1. 75

MENU Type the menu in here the way your students would like it presented.

Across 2 Someone who makes food in a cheap restaurant. (4) 4 A meal between breakfast and lunch. (6) 5 Someone who makes food in an expensive restaurant. (4) 8 This describes what you can eat at a restaurant. (4) 11 Something you eat before the main meal. (9) 12 If everybody pays for their own food then you go _____. (5) 13 A side dish with lettuce and other vegetables. (5) 15 What the cook places your food on. (5) 16 A meal where you help yourself from a table with a variety of dishes. (6) 17 Long, stringy food. (7) 18 Something you give your waiter if the service is good. (3) Down 1 A place where people can sit around and drink alcoholic beverages in a restaurant. (3) 2 A drink that many people have with dessert. (6) 3 Something you use to cut meat. (5) 4 Another word for a drink. (8) 6 The noon meal. (5) 7 Something you might need to get into a busy restaurant. (11) 9 Someone who serves you food. (6) 10 The morning meal. (9) 12 Something, usually sweet, that you eat after dinner. (7) 14 The evening meal (6) 16 The total amount that you have to pay for a meal. (4)

If the students chose a restaurant from the project file, please describe the restaurant and I will include it with the name on the sign.

Please write in the description of the restaurant here. Please use the second page for menus. If you can include a picture of the project participants, please do. Happy teaching, If the students chose a restaurant from the project file, please describe the restaurant and I will include it with the name on the sign. Restaurant name address/phone location Owners names

MENU Type the menu in here the way you or your students would like it presented. Restaurant name: Candyland location: Guadalajara Owners Ana Beatriz, Fernanda, Maria

MENU