Mª DEL PRADO SOBRINO

 Designing your Dream Holiday Tri-fold Brochure

For this activity I will bring to class some real brochures about different holiday destinations. The students have to look and read these brochures to discuss about: the information given (key vocabulary), the design and its structure, originality, …

After analyzing the brochures the class will be divided into mixed ability groups of 3 or 4 people. Each group has to agree on their perfect place to go on holidays and design a tri-fold brochure to avert it, as if they were a travel agency. They may do the brochure on the computer on their own, using any design program that they already know or they can also do it with a brochure-making program, like (click on the photo)

They may also do the brochure by hand, but they will need to type the information if they do not have a good handwriting, print off pictures, and neatly cut and paste the brochure.

They can follow this tips to structure the brochure

FRONT: At the top write an attention getting slogan. In the middle put an amazing picture. At the bottom put an introduction or basic info about the chosen place. BACK: Write the name of each member of the group. INSIDE FLAP: List at least 5 historic sites, recreation spots, and/or popular places to visit. Include a picture of a historic site or popular place to visit INSIDE LEFT: Type at least 5 facts about the geography and/or major cities of the country. Insert a map at the bottom. INSIDE MIDDLE: Write at least 5 facts about transportation, weather, and basic travel info. Include pictures. INSIDE RIGHT: Write at least 5 facts about culture, entertainment, food, language, art, music, etc. Include pictures. After designing the brochure each group has to explain it in front of the class.

LAURA SÁNCHEZ

 AREA: SCIENCE

COURSE: 3RD GRADE OF PRIMARY EDUCATION

MAIN OBJECTIVES:

- Understand some of the main advances and inventions in our history.

- Learn the different revolutions and their connection with certain inventions which supposed a change in our way of life.

- To be aware of the importance of certain inventions for the humanity.

We have been learning about inventions and machines in Natural Sciences. I noticed some students do not study and do not remember the name of certain machines (the machines less used in every day routines) so, I prepared a quiz to help them to remember the main vocabulary (CLICK ON THE PHOTO)

Regarding the vocabulary, they improved their knowledge, and the game helped them to memorize the main words of the topic.

Another problem for students was to differentiate the four different revolutions that happened throughout the history: Communication Revolution, Information Revolution, Transport Revolution and Industrial Revolution. Before reading the Science Class Book, I wanted to help them to clarify the meaning of each term. So I provided some scaffolding technique by preparing a document with the four concepts and definitions in different columns and they labeled and matched each definition with its name. For instance,

Industrial revolution  People could work at factories and objects made with machines.

After that, I passed some pictures of different important inventions in our history, since the telegraph, the printing press or a stagecoach to an e-book. When we analyze what could be each picture, we attach the pictures to the Revolution the invention belongs to.

For instance,

Steam engine belongs to… the industrial revolution.

I like my students practice the scanning technique for reading. The objective was, in pairs, try to find (looking at the pictures and also searching the bold words of the topic) the name of that inventions. After that, they wrote the names of the inventions and we correct them. I teach them the appropriate pronunciation of the words. Therefore, they conclude the activity talking a little bit. They must say the name of the revolution, its definition and the inventions that belongs to it.

We have to take into account, that I teach in a rural area, close to Burgos and there are only 13 students in my class, so it is easy for me to make that kind of activities, being their guide but involving them in their own learning.

Mª JESÚS WALIAS

CREATIVE WRITING PROMPT

For stronger students: I indicate mistakes using correction codes to give them a chance to self-correct.

Besides I increase the word limit for them.

I also indicate where they could use

more interesting ways of saying something.

For weaker students I correct the rough draft together before the students write the fina draft.

I also reduce the word limit and encourage the use of dictionary.

It is certainly easy to talk about something which attracts their attention especially about a recent local news,song,folk tale,zen story,joke or an activity. We might consider different tasks for varying levels of learner proficiency by keeping in mind their learning potential and learning difficulty. Most of our rural learners may not be ready to listen to monotonous lectures as teachers ought to reflect upon participative learning processes on a range of micro-skills.It is high time to devise new strategies to teach even our old lessons in grammar by coming up with innovative and digitised multimedia learning materials or courseware.

NATIVIDAD CRESPO

 This classroom activity is aimed for students 2ESO – Subject : Geography – Topic : EUROPE,

it’s based on using authentic materials.

We’re using a amazing book ‘ WHAT’S WHERE ON EARTH ATLAS’

Through searching and reading of different sections we’ll get to support learning of EUROPE

Giving students a motivation from which to understand the new information that will be introduced during the coming lesson. Chased goals : - Offer a motivational context to enhanced student curiosity - Ask questions while reading - Facilitate student engagement and participation Structure of the classroom activity, with leaning of book ‘ WHAT’S WHERE ON EARTH ATLAS’ ISBN: 978-0-2412-2837-1. We split the class in 4 groups:

- group 1) Landscape - group 2) Population - group 3) Famous Landmarks - group 4) Wildlife Each group have to answer 5 questions, which answer must find it reading the part of the book about the ask. To would carry out the activity taking into account the diversity of our students, we’re going to work in three times:

- at the beginning: teacher writes on the backboard 5 words (English/Spanish) about topic of the group and tells a brief of theme - at the middle: each group reads part of the book and ask questions about the text, then they write the answers the questions - at the end: each person of the group has to explain to rest of the class, one question and its answer.

This activity is very complete and can be worked for several sessions it depends on number of groups, questions and the main topic.

Mª LUISA RIVAS

 The students are going to practise the “SEE, THINK, WONDER” routine using a picture of a really messy teen´s wardrobe:

https://www.dreamstime.com/stock-photography-messy-wardrobe-image23033772

As it is probably the first time the students do this kind of activity, I will model each of the steps for them. I want to make them feel self-confident and do not focus on mistakes so much from the very beginning of the activity (scaffolding).

All through the activity, I will provide any new word they may need, provided I know it. If it happened that I did not know it, we would use a dictionary, which would come in handy to give them a little practice on dictionary word searching.

During the “SEE” part, I will just write new words on the board if students demand it.

Throughout the “WONDER” part, I will write down the questions as being asked without correcting the students on the spot, so that later we can go back and revise the question formation.

Then, taking turns by putting their hands up, they are going to

1) SEE:

brainstorm what they can see: I see socks. (…)

2) THINK:

I think it is a girl´s room. (…)

3) WONDER:

Does she like dark colours? (…)

And if the students feel confident to continue, they will try to connect it to their own experience:

4) CONNECT:

My sister never puts her slippers away.

***WEAKER STUDENTS: A) I will provide written support for weaker students: 1) List of vocabulary with the translation or picture. 2) Model sentences for the “THINK” and “WONDER” sessions. 3) Students will be given a short text describing a bedroom. They will have to circle the more appropriate word which describe their won bedrooms. ***STRONGER STUDENTS: Students will write a paragraph about their own bedrooms and habits. (40 words)

2nd Day PRESENTATION

 Click on the image to see Shawn's presentation for the second session of the course:

Photo by lilartsy on Unsplash

EXTRA RESOURCES- GAMES

Click on the image to see the complementary material:

Photo by Nick Fewings on Unsplash