Today I’ve found a resource that I find especially appropriate for Nivel Básico. English Project is a website developed by CEP Icod de Los Vinos which contains different topics of everyday situations including a video and a visual dictionary with pronunciation of the words. Take a look at this video, isn’t it useful?
If you want to know more about this site, we invite you to read what the authors of the site say about it:
This Project arises with the idea of showing different communicative learning
situations (shopping at the supermarket, eating at a restaurant, buying a house…),
which could be used as a reference not only for ESL teachers but also ESL pupils.
It is a model devoted to be of use at the different educational stages: Infant, Primary,
Secondary, Adult Education Teachers and Official Language Schools.
The Project has been divided into two general levels (one and two) which are not
intended for any specific stage, as they can both be used at any of them. Each
communicative context can be adapted to the cycle / level which is being taught,
either in Primary, Secondary or even Infants. The aspect that always changes is the
degree of difficulty.
The project consists of:
• Three videos: the first one contains picture and sound, the second one has the
addition of subtitles and the third one is a Karaoke version (right margin).
• Each video is accompanied by the exact dialogue (in PDF and Word formats)
• A practice dialogue (in PDF and Word formats) which contains various
examples of the subject with alternative vocabulary, expressions … (right
• A sample vocabulary list (in PDF and Word formats) for each of the
communicative situations contained in this Project. (right margin)
• An Interactive visual dictionary, showing the word written and accompanied by
its picture and pronunciation.
This Project will serve as a two part tool: on the one hand, teachers can make use of
the project as a methodological resource and on the other hand, pupils can benefit by
making use of their own recordings of communicative situations in which the
fundamental elements of the language for each situation can be practised and studied.
Pupils are going to be more motivated when re-‐creating these situations. They are
going to have more of an understanding, amongst other things, for the linguistic,
grammatical and phonetic points. Even though, in the classroom , they are carried out
by means of acting/role-‐playing, they are going to find a meaning to use the language
learnt in a real and necessary context (what for and why).
We hope that this Project may be of use to both teachers and students alike.
Juana J. Rodríguez García, Foreign Language Adviser at Icod CEP 2011-‐2012