Blog explanation video

Next we leave you a link to youtube where it will be explained how the blog works.

https://youtu.be/RsL9rg3SSuo

Interactive Poster, our favourite tool

Do children have a general culture? Do you know where Mount Everest is located? Or what can they find in South America? That is what we asked ourselves, before making the poster.

Making an interactive poster about our world is something that children appreciate, they love to travel from the classroom chair, and being in contact with new technologies motivates them much more than being in contact with books or paper.

This is our poster: https://view.genial.ly/5f7c5cdb64f2aa0d18cb5242/interactive-image-imagen-interactiva

It's made with the Genially app, which has made the process much easier for us, is an app very easy and intuitive, the only problem is that we couldn't  edit all the classmates at the same time, so we had to organize ourselves to not coincide in the elaboration.

As you can see, the students in this poster, they can click on each of the countries, and depending on where they're, they'll have traveled to India, where they'll have to dance Boollywood, to South Africa, where they'll have to make puzzles about some of their countries, or make a memory about the landforms of Iceland.

In the next video we explain the activities better: https://www.youtube.com/watch?v=g19emaiVGqY&feature=youtu.be

That is just a small example of the different activities that we can find. What is fun?

P.S. I enclose the capture where we justify that the delivery was made on the day. Thank you.

Last Day of Grammar!

Today, like every day since September, we have opened the computer and started class, but today knowing that it was the last day of grammar. A little happier because that means that we'll soon finish the classes and begin the Practice, and like it or not, that is good news, since we're  going to put into practice everything we've seen during these years and we'll be able to do one of the tasks for which we're in the degree.

On this last day of grammar the "Phrasal Verbs" have accompanied us, we have seen videos and like any other grammar topic, they have also been explained. 

To strengthen what we have learned, we have done a kahoot! It's something that I like a lot because it's entertaining, but sometimes in my case, I get nervous because in 10 seconds I don't have time to read so much, but it's a way to strengthen the knowledge and knowing what you have to reinforce.

We have completed the moodle as the exam is coming up soon. Are you nervous? I want to do it now.

Unit 6 Pharsal Verbs

 In the study of English grammar we must bear in mind the Phrasal Verbs, since they can generate confusion due to the variation of the meaning that arises when combining a verb with an adverb or a preposition.

Let's give you an example with a phrase: "No te rindas" or "Don't give up."

The verb "to give" means "dar".

By adding the complement "up" we change the meaning of the phrase completely.

Phrasal Verb: "give up" means to "abandonar".

The most used phasal verbs are:

- Break up

- Carry on

- Come on

- Close up

- Go on

- Go out

- Look at

- Look for

- Run away

- Shut up

- Stand by

- Work out

Teaching in USA

 The teaching profession is not well recognized in the USA. According to the data offered in the video, an American teacher works almost two hours more than any other teacher in almost the entire world. But the most significant thing is that the salary of an American teacher is much lower, that is, working more to have a lower salary. Therefore, there is a great demand for teachers. 

The solution is to improve the conditions of teachers to encourage the training of new teachers

Unit 5 - CLIL

Listening Comprehension and Principles and Strategies

First to work the CLIL we start by listening with the following video:

https://www.youtube.com/watch?v=Pk9M90WAjnI&feature=emb_title 

CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language.

The following two images show some of the CLIL principles, the first one is about 'the 4- Cs Framework' (Communication, Content, Cognition and Culture) and the second illustrates Bloom's Taxonomy of LOTs (Lower-order thinking skills) and HOTs (Higher-order thinking skills), which is based on a cognitive approach.

We also have the support of the following video:

https://www.youtube.com/watch?v=fqgTBwElPzU&feature=emb_title

And this article:

https://moodle2020-21.ua.es/moodle/pluginfile.php/15752/mod_quiz/intro/Unit6-CLIL-approaches92-68-1-PB.pdf

The Passive

Today, we going to learn the passive voice.

But first we going to study the active voice.

The active voice is the typical word order. We put the subject first. The subject is the doer or agent of the verb: 

*Edward Barnes desígned these houses in the 1880s. 

However, in the passive voice the person or Thing that the action was done to becomes the tópic or theme. We can Leave out the doer or agent, or  we can place the doer in a prepositional phrase: 

*These houses were designed in the 1880s (passive withouth agent).

*These houses were designed in the 1880s by Edward Barnes (passive + be + agent). 

We use the passive voice when we want to: 

-change the focus of a clause.

-Or when the doer of the verb is not important or not know.

-Or when if we do not want to say who the doer is.

Now, we going to learn the structure of the passive voice. 

*The most common passive structure is be + -ed form.

 -Five million people watch the show every week. (Active)

-The show is watched by five million people every week. (Passive)

*Also, we can form passive structures with verbs that are followed by an object and some clausses ejerce The verb is following by a preposition: 

My favourite mug was broken.

The holiday hasn’t Been paín for yet.

• We cant make passive forms from verbs Which do no have objects.
• We don’t usually use the passive with some verbs that describe a state or situation.