MINISTERIO OF EDUCATION

UDELAS UNIVERSITY

NUEVAS TENDENCIAS ll

PORTFOLIO VIRTUAL

FINAL TEST

STUDENTS:

AMABELLYS ORO

LILIANA LOPEZ

ENGLISH TEACHING SCHOOL

PROFESSOR:

JESSICA VASQUEZ

2016

The technology has an important

impact in our world because it helps us

in our daily life.

This research talk of how that impact,

the definitions, also every point that we

need to know we as a teacher of

English Language.

Also, a website where teachers and

students can improve the English

language.

Instructional design, or instructional systems design (ISD), is the practice of

creating "instructional experiences which make the acquisition of knowledge and

skill more efficient, effective, and appealing."[1] The process consists broadly of

determining the state and needs of the learner, defining the end goal of instruction,

and creating some "intervention" to assist in the transition. Ideally, the process is

informed by pedagogically (process of teaching) and andragogically (adult

learning) tested theories of learning and may take place in student-only, teacher-

led or community-based settings. The outcome of this instruction may be directly

observable and scientifically measured or completely hidden and assumed. There

are many instructional design models but many are based on the ADDIE model

with the five phases: analysis, design, development, implementation, and

evaluation. As a field, instructional design is historically and traditionally rooted in

cognitive and behavioral psychology, though recently constructivism has influenced

thinking in the field.

DISTANCE LEARNING

It is a way of learning remotely without being in

regular face-to-face contact with a teacher in the

classroom. In the UK such learning has its roots in

students learning through correspondence

courses.

INSTRUCTIONAL TECHNOLOGY

Educational technology is defined by the Association for

Educational Communications and Technology as "the study

and ethical practice of facilitating learning and improving

performance by creating, using, and managing appropriate

technological processes and resources.

CHARACTERISTICS:

◦ Individual differences are taken care of in his technology. ◦ The students can learn at their own pace. ◦ It makes use of the psychological learning theories and princiIt provides

deep insight into the content s

Activity Objective

◦ To help students ◦ o understand the technology

Technological systems:

Are sets of interconnected components that

transform:

Definition

In computer-based learning (CBL), the computer is used

for instructional purposes whereas the computer hard-

and software as well as the peripherals and input devices

are key components of the educational environment. CBL

assists individuals in learning using multiple

representations of information for a specific educational

purpose. Common innovative realizations of CBL to

improve teaching and learning are hypertext,

simulations, and microworlds.

rachel's english are you oK Lips flare a bit for “are”,but there is no jaw drop. Lips

round some for the [u] in you.

Lips round more,gliding through the [w] consonant.

Lips open into unstressed [ou] diphthong

Lots of jaw drop for the first half of the [ei] diphthong.

Tongue tip down,front parts lifts to roof of mouth for [I].

words: WANT and WON’T.

This is a tough word pair, and I’ve gotten lots of requests for it. Thanks for putting

in your request, I’m glad to do it.‘Want’ and ‘won’t’ are two words that you’ll rarely

hear fully pronounced in American English. ‘Want’ and ‘won’t’ are more common.

In these more common pronunciations, I’m not releasing the T sound. This is a

common pronunciation for all of the N’T contractions, a topic that I made a video on

several years ago. So what’s the difference between these two common

pronunciations of ‘want’ and ‘won’t’? Only the vowel. The beginning and ending

consonants are the same. They both start with W, which is a tight circle in the lips.

You’ll see this in up-close speech in just a minute. The tongue lifts in the back and

comes down in the front, ww. The ending is either an N and fully a pronounced T,

or, much more common, a stop of a nasal sound: nnt, nnt. To make this sound, the

flat, front part of the tongue is at the roof of the mouth. The soft palate is down,

which means air goes up into the nasal passages. For the T, we want to push this

sound a little and cut it off, to make a stop, nt, nt. The T is a stop consonant. So

let’s contrast a plain N sound with the N-T sound: nn, nt, nn, nt. Try just to imitate

those two sounds, nn, nt, nn, nt. For the NT sound, I’m pushing down in my throat

just a little bit. It pushes the sound even more into the nose. Nn, nt, nn, nt. And

that’s the sound I want to cut off, nt. Want, nt, nt, nt, won’t, nt, nt. To fully

pronounce the NT, simply put the tongue into position for the N, close the teeth and

cut off the airflow, nn-tt, and release the air, tongue, and teeth, nn-tt. This if you

want to make a True T at the end.

Now let’s compare the different vowel sounds. ‘Want’ has the AH

as in FATHER sound, ahh, want. But Americans will often morph

this into something more like the UH as in BUTTER vowel. I know I

do. Wa-, uhh, want. Don’t worry, both of these vowels are really

different from the sound in ‘won’t’. For both the AH and the UH, the

jaw drops, want, want, and the lips stay relaxed.

In ‘won’t’, it’s quite different. Here we have a diphthong, the OH as

in NO diphthong. A diphthong is two different sounds. A beginning

position moving into an ending position. OH. You’ll see that the lips

move, they come in. This will be really obvious as we look at the

zoomed footage. Let’s take a look now.

Here is the word ‘want’. Lips come in for the W, and then the relax

for the rest of the word. You can see the tongue come up for the N-

T.

Now the word ‘won’t’. Again, the lips come into a tight circle for

the W consonant. They relax out for the first position of the

diphthong OH, but they’re still rounded. Then, they then come back

into a tight circle again for the second position of the diphthong.

This second rounding is what makes this word different from

‘want’.

Then, the lips relax for the N-T sound.

Let’s compare ‘want’ and ‘won’t’ at the same time. Lips come into

a tight circle. For ‘want’, the lips are starting to relax all the way

out. For ‘won’t’, the lips are still rounded. And now, as ‘want’

continues to relax, the lips come in again for ‘won’t’.

So the difference to focus on is the second lip rounding of ‘won’t’.

Make sure you do this diphthong lip rounding with ‘don’t’ as well,

another very common word, don’t. Won’t, don’t.

Want, won’t. I hope this video has made the difference in these

two words clear. If there’s a word or phrase you’d like help

pronouncing, put it in the comments below.

How to Pronounce Can vs. Can’t

If we don’t pronounce a clear T in “can’t”, how

can one tell the difference between it and

“can”? Though it’s subtle, there is still a

difference in the pronunciation of these two

words.

Can, can’t. Can you tell that the first word is

longer? The stop T of can’t chops it, makes it a

little more abrupt. Can, can’t. This may be

something that is difficult for you to distinguish

right now. But if you know to listen for can: a little

bit longer, a little smoother, versus can’t, can’t: a

little shorter, a little bit more abrupt, it may help

you develop an ear for this.

A note on the pronunciation of the word

can. You’ve probably noticed that this word often

reduces. The ‘aa’ as in ‘bat’ vowel is changed to

the schwa. Kn, kn, kn, I can do it, kn. The word

can’t does not reduce. That vowel sound never

changes into the schwa sound. So that’s another

way to help you distinguish between these two

words. Let’s look at some sentences. I can

understand. I can’t understand. Could you hear

the difference? I can understand. I can’t

understand. Can, can’t, can, can’t. The vowel

sound is different because in the first sentence

it’s being reduced to the schwa.

And here. Can you help later? I can’t. I can. I can’t. I

can. Do you sense that the first response is a little bit

more abrupt? I can’t, I can’t. And the second one a little

bit more relaxed. Can, can, can, a little smoother. That

one might have been a little harder because the vowel

didn’t change. I told her I can’t. I told her I can. Again,

the vowel is the same in both of them. I told her I can’t. I

told her I can. But do you notice that the last can, can: a

little smoother and a little bit longer. I told her I can’t.

More abrupt in that first sentence.You can come. You

can’t come. You can come. You can’t come. In the first

sentence the word can is reduced so much — kn, kn, kn,

kn — You can come. It’s almost not even there. You can

come. You can’t come. So the

two tricks here are: 1) If the

sound is abrupt and chopped, can’t, can’t, then it’s the

word can’t. And 2) if the vowel sound changes to the

schwa, then it’s the word can. Kn, kn, I can do it. That’s

it, and thanks so much for using Rachel’s English.

In this American English pronunciation video, we’re going

to go over five tips to improve your listening skills. In this

video, I’m going to go over five tips, five tricks, five

secrets to improve your English listening comprehension

skills. If you pay attention to all five and spend time

every day – not long! Fifteen, twenty minutes, there’s no

way you won’t improve dramatically. If you get bored

working one way, try one of the other five tricks.

Studying pronunciation and listening skills go hand-in-

hand. The more you understand how Americans speak

and how to imitate that, the better you’ll be at both

speaking and understanding conversational English,

which can move at a pretty quick pace.

Enroll in a Class

Looking for conversation practice? View my class schedule. Would you like to improve your writing? Let me help. Click here to learn all the course details. Enroll today! “It is great when we can learn and have fun at the same time. 1,000 times thanks!” - Vagner (student) “I like your teaching style very much.” - Mike (student) “I learned from it how to write in an organized way, how to evaluate my writing, how to use variety in sentence structure and vocabulary, and how to avoid unnecessary words.” - Omaima (student)

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Advances in IT are producing many changes in our society. These changes have produced many benefits, but they have also raised several concerns. Innovations in IT have created new jobs, promoted the growth of new markets, and increased international trade and investment.