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.

Unit 4 - Relative clauses with prepositions and other types

 Relative clauses with prepositions and other types

Relatives with prepositions

There are often prepositions in relative clauses, and a relative pronoun is the object of that preposition. In everyday English, the preposition is normally placed at the end of the relative clause and the pronoun may be included or omitted. In formal English, the preposition is placed before the relative pronoun, and in this case the pronoun cannot be omitted.

Omission

The relative pronoun can only be omitted when it is the object of the clause. When the relative pronoun is the subject of the clause, it cannot be omitted. You can usually tell when a relative pronoun is the object of the clause because it is followed by another subject + verb. 

Reduced relatives with -ing

As you may see from the chart below, a gerund can often be used instead of a relative pronoun and full verb.

Unit 4 - Relatives Clauses

 Relatives clauses: types and pronouns 

Relative clauses are used to provide information about someone or something. This information may be essential for understanding what or who is being referred to, or it may be extra. 

Pronouns
As you may see from the chart below, there are a number of pronouns which may be used according to what person, object or situation reference to is being made:

There are also two types: defining and non-defining:

- A defining relative clause tells which noun we are talking about

- A non-defining relative clause gives us extra information about something. We don't need this information to understand the sentence.

Unit 4 - Bilingual Education Models

Bilingual Education

We have worked this term that is associated with the phenomenon of speaking and understanding two or more languages. One of the main misconceptions about bilinguals is that they are equally proficient with both languages in speaking, listening, writing, reading as well as having a perfect knowledge of their respective cultures. Thera are six types of bilingualism:

1- Semi-bilingual.

2- Pasive bilingual.

3- Compound bilingual / Dominant Bilingual.

4- Co-ordinate bilingual.

5- Balanced bilingual.

6- Ambi-bilingual / Equilingual.

We also learned the difference between bilingualism, multilingualism and Plirilinguism.

We had to read the article "An Overview of Models of Bilingual Education" where it defines bilingual education and explains different models, you can read it at the following link:

https://moodle2020-21.ua.es/moodle/pluginfile.php/15751/mod_quiz/intro/Unit6-BilingualModels.pdf

Video games as tools!

There is numerous scientif evidence that indicates how video games favor student learning.

Being motivating for the student while developing their imagination through educational games.

No only are there benefits in academic results, it has also been found that un many aspects of life such as motor and coordinative aspects, there is considerable improvement.

As a curious fact, and according to the article "Video games are good for you!", people who play action-based games make decisions 25 per cent faster than others and are no less accurate, according to one study. 

Unit 3 Modals verbs

 Modal verbs are those verbs in English that help a sentence have a better meaning thanks to its function. You can use them when you want to give another meaning to a sentence. For example, if you want to ask permission to speak or to know if they could come looking for you.

So these verbs that serve as auxiliary verbs, seek to give a specific meaning to certain actions. Now what are they and how to use them? Master them with this comprehensive article on English modal verbs.

Can

Its meaning will depend on what you want to say. You can use it to express some possibility or request, or to say that you are qualified or qualified for something.

Could

This modal verb is the past form of “can”. Its meaning is the same, but the verb tense expresses something that has already happened, or is also used to provide alternatives.

May

It is a variation of the verb "can", but it is a more formal modal verb. If you want to ask permission, this is a good way. With it you can count or establish a possibility.

Might

For suggestions or possibilities, this verb expresses it clearly. Its use depends on the context, being much more flexible than "may".

Will

This is a verb that talks about the future. Prediction, question or concern, establishes that it is possible or already feasible that something happens later.

Would

Talk about habits you did before. It can also be used in the future tense if your intention is to show that you are willing to do something or establish conditions.

Must

Express a need or a strong suggestion. In addition, it implies that you can come to suppose about something.

Shall

This is a not very common verb because it is formal. Its meaning is like that of the verb "will", it expresses something in relation to what can happen.

Should

It is used more when giving advice, making or asking for suggestions, opinions and actions, or to generate a certain level of expectation for something in the future.

Ought to

It is not very often that you come across this verb. However, its meaning is similar to that of "should".

Unit 2. Future and Conditionals

After be seeing the part of "The Values of Inclussive Education", we have seen the second part of Unit 2: "Future and Conditionals". As its name indicates, this section is about the future and conditional tenses and how to use it. In addition to grammar, we have seen a video about pronunciation as the last unit, in the Youtube channel "Tim's Pronunciation Workshop".

The first part it's called "Future tenses", and we have done a review of the different forms to express the future in English (present simple, present continuous, future simple, going to, etc.). Then we have done the task related to the grammar information.

Once the future tenses have been seen, we have passed to the "Conditional Clauses". Here we have seen the types of conditionals  in English (zero, first, second and third) and how and when use them.

To finish with the review of the conditional clauses, we have seen a list of the most recurrent linkers in these tenses:

Once the theory was already seen and we had learned this lesson, we had to do one exercise to check if we had asimilated the knowledges.

Then, to end the unit, it last the final part, the task about pronunciation, where we have learnt the spelling of different phonetics and sounds.

Unit 2. The Values of Inclusive Education

This unit is divided into two parts again, one for the content and the articles related to different topics, and the other part for the grammatical and the linguistic part.

This post is about the first part of Unit 2: "The Values of Inclusive Education". This section of the unit is composed of three tasks. 

The first one was about an article called "Inspiring students with learning disabilities", which talks about the most common disabilities that we can find teaching and how to inspire the students to learn even they have disabilities. In the article, it's presented a man of 25 years old who was diagnosed with dyslexia when he was at school, Jon Gore. The article tells us all the problems and the difficulties that he has had to pass when he was at school and all the difficulties that, even now, he keeps suffering. 

But also the article gives solutions and indications to face this kind of disability and give to the students a normal education. 

It talks about too of other disabilities that make difficult the teaching-learning process and it tells one thing that we think is very interesting and is that being exposed to another language is positive for the students and it helps to improve their abilities and their learning capacity.

The two remaining tasks have been related to digital resources. 

The second one is about to teach vocabulary through digital tools and interactive games. The task has consisted of creating an own digital activity to teach vocabulary in the ESL Classroom and, to do that, in the Moodle were different examples and pages of teaching techniques and digital resources. Also to create the activity, in the explanation it was a website to create different resources and it was very good and interesting because there are a lot of games and examples, and it works fine and is intuitive and easy to use. This is the website: English Teaching Ideas

And then, to finish this part of the unit, it's the third task: evaluate Digital resources for SEN students. This task has consisted of finding a digital tool you would like to use in your classroom and explore it, then evaluate the tool following the instructions.

Flash Cards and Mind Map!

Flash Cards with MindMap is a very entertaining, useful and easy tool for children's learning. In this case, we have chosen the sport types.

We have made a Mind Map about the types of sports, of combat, in nature, with ball, athletic and gymnastics. We have also added information on whether they're  Olympics or not Olympic sports, and if they're individual or team sports.

After doing this, we've made some flash cards, which help us to create activities with the children, as well as being very visual and practical. We have added one for each sport, and four explaining the key concepts of the mind map.

All this material was made with the CANVA application, which allows us to use an infinite number of photos, templates, colors ... In addition, we can all be working on the same document at the same time, which is a plus.

To finish, we have made a video, with InShot,  where we explain it in more detail and give an example of what can be done with this material.

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