Final Activity

I like the EdPuzzle activity from José López Torres' blog. The activity is adapted to students and the video is very funny. He has used flipped methodology and I think students have enjoyed this task. I am sure that I will use this video at class and other with Steve and Maggie as a protagonist.

I enjoy with this course and I have learned a lot. My favourite tool and activity has been EdPuzzle and I'm sure that I will use it at class. Some videos will be shared by Classroom in order to students can watch them at home.

Genially

 Here our Genially:    

Our project is about "The Philippines" Our language assisstant is from there. We have prepare a presentation together in order to make a video. The main purpose is to show our parents some interesting facts about his country.

• Plan:
• Stage 1: choose the topic.
• Stage 2: every team prepare a page of Genially (we have made a presentation)
• Stage 3: to prepare with our language assisstant the speaking activity.
• Stage 4: to present the presentation.
• Stage 5: to record the presentation and  to send it to the parents.
• Present a plan which shows clearly the staging of the activities that the students used to prepare the project (e.g. Stage 1. Choose topic and establish groups; 2) choose modality of Genially…)
• This tool is a bit difficult to use with my students because they are 7 years old and I have only a computer at class. On the other hand, they love the final result and they have felt motivated to make the presentation.

Storyjumper

  Storyjumper: ABC's of_food

Read this book made on StoryJumper

●     How did you organise the groups? This activity is for Natural Science. My students are 7 years old and we have only a computer. They work  in pairs to write the text in paper and then they write the text in the computer.

●    What was the sequence of tasks that you followed to get to the final product? 

1. Brainstorming: what do you know about food? What does the food come from? What does the food give us?
2. To read a text about food.
3. To write a text about a fruit and a vegetable together and to copy it in the notebook.
4. To write two texts in pairs.
5. To correct one text by the teacher and the other text themselves follow the instructions.
6. To review the texts again and to publish them in storyjumper.

●     What were the specific learning objectives for this activity? How did the use of the tool help the learners achieve these objectives? 

1. Objectives: To know about food (What does the food come from? What does the food give us?). Write a text about food using L2. 
2. How did the use of the tool help the learners achieve these objectives? They are very motivated beacuse they enjoy using the computer. They want to share the results with their family and they want to write correctly their text.

●     In what ways  was creativity and the use of imagination encouraged in your students? They love to use the computer and they want to do it good because their texts will be shared.

●      What did your students enjoy most / least about this activity? They enjoyed most to write on the computer. They enjoy least to write in L2.

●     What would you change next time? I would like to use more computers.

●      How were the finished projects shared with the rest of the class? They read their texts.

• ·  What opportunities were there for students to co-evaluate and discuss the learning experience with each other? They ckecked that the text was correctly written. 

Edpuzzle

 "Birthday invitation"

This video is from Youtube: https://www.youtube.com/watch?v=jANerjPKC9E and it has edited by Edpuzzle.

·        Give a reason for your choice of video

o   In English class, we are learning now the use of “can” in questions and the answers. This video is about can structure.

o   My students like this type of video (cartoons)

·        Explain briefly the learning objectives for the session(s) and sequence of activities

o   Objectives: To practise using can with hobbies. To describe the activities people can and cannot do. To understand and use vocabulary related to hobbies. To use can for ability.

o   Sequence of activities:

§  Pre-tasks: to know the use of can and the vocabulary related with hobbies. We use flashcards and bingo games to practice the vocabulary. We use role-play to practice the structure and the vocabulary.

§  During-tasks: to watch the video and to answer the questions.

§  Post-tasks: to say some sentences related with the topic using the same structure that in the video.

·        Explain if you flipped your class (or any part of it) and how, if so, this has helped you achieve the learning objectives

o   The video has been used at class but it could have been shared in Google classroom in order to work at home.

·        Highlight the high points of the experience: what went well and what did you and the students particularly enjoy about the task

o   High points: they liked the story and they were happy because they understood the story.

·        Suggest ways of improving next time

o   To prepare more videos related with the subject.

OUR TIME LINE – HOW DOES OUR BODY CHANGE?

 

Our time line: https://www.timetoast.com/timelines/2440392

·         The learning objectives of the activity:

• To identify people at different stages of life.
• To imagine a later stage of life.

·         The advantages of using TimeToast for this activity

• To see the changes along the life.
• To use photos.

·         The steps you followed to set up the activity

• To read next text: When we are born, we are babies. Babies become children. Children become teenagers. Teenagers become adults. Finally, we become elderly people.
• To find the photos in this link: https://www.pexels.com/
• To calculate a year related with every life stage.
• To create the time line together.

·         Any problems and how you and the students solved them:

• They are 7 years old; we have had to do the activity together.

·         The students’ reaction – how did they feel about using TimeToast to complete the task?

• They like to participate in interactive activities. They liked the result.

·         Some things that you would change / improve next time.

• Maybe, I can ask them that imagine themselves in the future and I can use it their pictures to complete the time line.

·         At least 3 ways that the use of TimeToast helped you achieve your learning objectives

• Improvement our ITC skills.
• It’s an important visual support.
• Students like to use new tools.

My reading habits

I love reading but I haven’t got enough time to practice my favourite hobby. On holidays such as summer or Christmas, I read a book each week or two weeks but during the school year it’s difficult to get time. I enjoy reading in L1 (Spanish) and my favourite genre is historical novel. I love reading comics and fantasy books too. However, I don’t usually read books in L2 (English) because I used to feel exhausted. I prefer to read articles or news in L2 by the Internet. In other words, I choose different kinds of book according to the language. I read in L1 by pleasure and in L2 to be informed about different issues.

I enjoy reading books but I don’t like reading in an e-book reader. I like the taste of paper in my hands and the smell of a book. Every day, I read a lot by Internet when I use different social networks like Twitter or Facebook.

Welcome

Welcome to the English blog. Here you can find resources in order to review each unit.

¡Bienvenidos al blog de inglés! Aquí podréis encontrar recursos para repasar cada unidad.

Fuente: https://pixabay.com/

Fuente: https://www.istockphoto.com

Vocabulary

1º Primaria. Is it a plane?

2º Primaria. Animals everywhere.

2. Primaria. Numbers 1 to 20.

3º Primaria. Animal magic.

4º Primaria. Going shopping.

4º Primaria. Numbers 1 to 100.

5º Primaria. Wild world.

6º Primaria. The festival.