ENGLISH FOR EVERYBODY!

  GENIALLY: “PLANNING A TRIP” I do this activity every year to practice “going to” and vocabulary related to travelling. They plan a trip to any destination in the world. They present their trips to the rest of the class by using a Genially or Canva presentation. Their digital creations are the support for their oral presentations. I am attaching “old” Genially presentations because I usually do the activity at the end of the year and this course will be finishing before that time. The timing is just not right but this is the process that we will follow and the result will be similar to the presentations below. 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…) 1.      Students choose a destination where they would like to go. 2.      I give them a handout with all the informa...

  GENIALLY: “SELLING A PRODUCT” 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…) 1.      Students chose a product that they were going to sell. It could exist or they could be creative and come up with an invention that people would be interested in buying. 2.      In their presentations, they had to include a description of the product, its benefits, price, logo, slogan… and could include testimonials, demonstrations, commercials… 3.      I showed them a little presentation on advertising aims and techniques. 4.      I let them get into groups of 2 or 3 of their choice. That way they would feel more comfortable and they could get together after school more easily if needed. Some of groups made little videos in their houses. 5. ...

STORYJUMPER My book: If I could change my school STORY JUMPER To start with, I have to say that I didn’t actually do the activity with any of my groups. Instead, I did a sample myself to show the students what they will be asked to do and then I will ask them to do something similar in the next coming months. Therefore, I will answer the questions in the future form. My sample book was based on an hypothetical situation: “If I could change my school,…” My students will have to do the same with other hypothetical situations. ●     How did you organise the groups? I will divide the class in groups of 4. I will try to have a combination of “strong” and “weak” students. ●    What was the sequence of tasks that you followed to get to the final product? 1. I will assign 5 different topics: a) what would you do I you were the mayor of your town, b) what would you do if you were rich, c) what would you do if you were invisible, d) what would y...

EDPUZZLE STUPID LAWS Objectives: to use authentic materials: this means written or spoken texts to be used by native speakers and not adapted (we will adapt it for our needs using EDPUZZLE)/ Give a reason for your choice of video In class we have been studying some modal verbs, among them must for obligation and mustn’t for prohibitions. Therefore, we have been looking at regulations, rules and laws. My students always enjoy learning about some of the “dumb” laws that still exist in the USA. It’s something that captures their interest.This time I found different videos by English native speakers talking about this type of laws but around the world, so I used this authentic material to look at rules and how we use these modal verbs. to plan effectively the focus of the tasks and learning process step-by-step (pre, during and post tasks) / explain briefly the learning objectives for the session(s) and sequence of activities The objective of the act...

 TIMETOAST    1. TIMELINES 8th March: International Women's Day Source: https://www.ducksters.com/biography/women_leaders/ ELLEN OCHOA ROSA PARKS  INDIRA GANDHI        2. REFLECTION Since March 8th, International Women's Day, is coming up I asked my students to create timelines for different women that made a difference in history. Learning objectives of the activity   Comprehension: Identify and comprehend details such as dates, names, events... Vocabulary   Learn and reinforce new vocabulary related to historical events. Utilize contextual clues to deduce the meanings of unfamiliar words. Historical Understanding: To facilitate participants' understanding of historical events by researching and adding key milestones to their timelines. Collaborative Skills: Encourage collaboration by having participants work in teams to create a comprehensive timeline, fostering teamwork and communicati...