COURSERA AND EDX

I am a member of both! :)

-Coursera:

-edx:

TASK 17: CLIL e) Create a Glogster

TASK 16: CLIL d) Create an ESL video

TASK 15: CLIL c) Create a webquest

A webquest on The Digestive System

This is a webquest about The Digestive System.

You have to surf the net to find some answers, and show that you are a crack in the new technologies!

Activity 1:

To begin, you are going to go to this web site and watch the video about the digestive system.  Listen closely and you'll find out some interesting facts...

Click here!

Answer the following questions:

-What role does the tongue play?                                   

 ______________________________

-Where does most of the digestion take place?

_________________________________ 

-What role does the liver play?

 _________________________

-Where is water removed?

_______________________________

Activity 2:

After you have answered the above questions, let’s do a quick quiz of what you have really learned.  Go to the following link and take the quiz.  Count how many questions you answered correctly, and write it bellow.  Please answer truthfully! :P

Number of correct answers:_______

Activity 3:

Now, proceed to the following website and read the article about digestion.

if you can find the information here go back to the video, some of the answers are also in the quiz, and you can also use this website!

-Pay close attention to the following:

   -the mouth: what does it break down? How does it break it down?

   - the esophagus-> How does it move food to the stomach?

   - the stomach-> What happens in the stomach?

   - the pancreas-> what is its role in digestion?

   - the liver-> What's its role in digestion?

   - the gallbladder-> What's its role in digestion?

   -the small intestine-> What's it's role?  How long is food here?

   - the large intestine-> What does it remove?

   - rectum-> What's its function? 

Activity 4:

Finally, here you have some funny didactic games to find out how much you have learned about the digestive system and eating habits! Enjoy ;)

Build a body!!

http://www.sheppardsoftware.com/health/anatomy/digestion/digestion_game_quiz.htm

https://www.brainpop.com/games/buildabodydigestivesystem/

Funny games!!!

http://www.loveyourgut.com/games/gut_week_game.php

http://interactivehuman.blogspot.com.es/2008/05/digestion-interactive-game-for-kids.html

TASK 14: CLIL b) Publish your material in ISSUU

Here you can have a look at my didactic unit about 'The Digestive System' :)

TASK 13: CLIL a) Template

Materia / Área:    Biology and Geology

Título de la Unidad: The Digestive System                 Curso  / Nivel: 3rd ESO

            

1. Objetivos / Criterios de evaluación		At the end of this didactic unit, students should be able to: 1. Know the main nutrients contained in food, and    the different functions they have in the living    organism. 2. Know the different parts in the digestive system    and how the digestion process works. 3. Understand the relevance of carrying out healthy  life habits as a measure in the prevention of food-  related illnesses.
2. Contenido de área /materia		1. Nutrients: - Classification of nutrients 2. Food-related illnesses: - Malnutrition - Food poisoning 3. Anatomy of the digestive system: - The digestive tract - The associated glands: Salivary glands liver, pancreas 4. Digestion: - Physical digestion - Chemical digestion - Nutrients absorption - Egestion
3. Contenido de Lengua / Comunicación (el profesor de área no lingüística (ANL) también prestará atención a este aspecto)	Vocabulario	Key vocabulary: Ingestion, Nutrition, Nutrients, Supply, Regulate, Fibre, Form, Balanced, Malnutrition, Contaminate, Disorder, Deficiency, Lethal, Digestion, Break, Stomach, Saliva, Paste, Absorb, Faeces, Exchange, Collaborate “Nutrients” vocabulary: Food, Water, Minerals, Carbohydrates, Lipids, Fats, Proteins, Vitamins, Diet, Cereals, Starches, Oil, Butter, Meat, Eggs, Fish, Fruit, Legumes, Milk, Vegetables, Undernutrition, Rickets, Anorexia Nervosa, Bulimia, Overnutrition, Salmonella “Digestive system” vocabulary: Mouth, Pharynx, Oesophagus, Stomach, Small Intestine, Large Intestine, Anus, Salivary Glands, Liver, Pancreas, Bile, Pancreatic Juice, Saliva, Gastric Juice, Intestinal Juice, Chime, Chyle
	Estructuras	- Where does this food come from? It comes from... - We should (or not) eat... - We can find this nutrient in... - A healthy meal includes... - How often do you…? (Always, usually, often,    sometimes,    rarely, never) - Most people, some people, a few people, nobody... - Have you ever...? - What do you prefer...? · Speaking or writing  about different organs:   - What size is...?. It’s bigger or smaller than...   - What shape is...? It looks like a...   - Where is it located? It’s located in...   - What is its function?   - Which system belongs to? It belongs to the…
	Destrezas /tipo de discurso	· Exposition (individual and in group) · Description (about different foods, its nutrients, group,    systems and organs, illnesses,..) · Definitions
4. Elemento contextual y cultural		· The importance of foods and diet to the health · To compare Spanish eating habits vs British or other European countries · To know and learn about the most common scientific concepts related with nutrition and digestive process
5. Procesos cognitivos		-Extract information from articles, videos, pictures... -Elaborate conceptual maps and conceptual presentations
6. (a). Tarea / s (final)		During the unit explanation, students will: - Analyze articles about food, Mediterranean diet, healthy habits... - Extract and comment on information from these articles - Extract and comment on information from slide presentation or videos - Elaborate conceptual maps Final slide presentation: in pairs, explain and describe how the digestion process takes place in humans
6. (b). Actividades		First day: - Introducing the unit with a video and a slide presentation - Brainstorm Every day: - Reading the text - Answer questions with simple sentences - Book activities. - Other activities: Practise food vocabulary, healthy and unhealthy food, games, healthy habits worksheet, complete digestive system pictures, speaking, listening , reading and writing activities Every two or three weeks: - Laboratory activities
7. Metodología
Agrupamientos / distribución de la clase / temporalización		Nutrients and Food-related illnesses: Two weeks (two periods of 55 minutes per week) Digestive system: Three weeks (two periods of 55 minutes per week) In general: - Introductory activity: 10 minutes, individual or in pairs. - Explanations and activities 40. - Conclusions: 5 minutes
Recursos / Materiales		-Student’s book -Workbook -Notebook -Video -Science workshop (collection of complementary activities) -Worksheets
Competencias básicas		-Knowledge of and interaction with the physical world -Linguistic ability -Mathematical competence -Information processing and digital competence -Autonomous learning skills
8. Evaluación		Criteria: - Assimilate knowledge about the main nutrients        provided by foods. - Correctly use of the vocabulary acquired in order to  define the concepts studied. - Use of computer tools to consult interactive contents  about nutrients and interprets tables and illustrations. - Know the main parts of the digestive system and  relate  each one of these parts to the function it performs in the  digestive process. - Define the key words and prepare a coherent  explanation of how the digestive process takes place. - Use of computer tools to consult contents and do the  activities. Instruments: - Revision of the students work (once per week). - Continuous assessment: oral (daily) and written test  (once per unit). - Self-Assessment/Self-evaluation - Project presentations: slide presentations, individual  and in group. - Laboratory activities worksheets

TASK 12: Create a webpage

You can access to my webpage here

TASK 11: Create a set of Hotpotatoes

u2cloze

u2quiz

u2match

u2mix

u2cross

TASK 10: Create a video with PICASA

MY EXPERIENCE AS AN ENGLISH TEACHER IN A SUMMER SCHOOL:

 'LOS ÁLAMOS' 2013 ;)

TASK 9: Auto-executable PowerPoint

This powerpoint is aimed at students in 1st year of Bachillerato and deals with the topic of 'Environmental Issues', which is contained in the curriculum for Bachillerato.

It has been created as an attempt to make students aware of the need for recycling nowadays in order to make a positive contribution to the Earth.

(Note: This PowerPoint cannot be shared with Dropbox, so it won’t be publish in the Blog and will be shown in class instead.)

TASK 8: 'PASS THE PAPER' PowerPoint

This PowerPoint is to be used in a very dynamic speaking activity which is aimed at students in 2nd year of Secondary School, and it is created as a tool for practicing WH-questions orally.

TASK 7: Listening Worksheet from ESL Short Stories

This activity is aimed at students in 4th year of Secondary School.
It deals with is the use of personal pronouns, but we also find in the text all kind of verbal tenses and adverbs.

1. Read this text and fill in the gaps:

A LOVE LETTER

Billy wrote this letter to Mary: We’ve  on the phone and in my apartment, and  I'm writing this letter. Maybe if I put  thoughts and feelings in writing, you’ll understand them . I love you. I want to marry you.  want to be with you for the rest  my life. You are the most wonderful woman  have ever met. You are not a "load."  are not a "troublemaker." Yes, you have problems.  do I. And together, we can solve these  more easily than if we were apart. Problems  a part of life. But so is happiness. ’s share our problems and happiness instead of experiencing  alone. We are not a bad "fit." We  a perfect match. I do not look down  you. I look up to you. I admire . I think you are smart, brave, and independent. ’t tell me to go find another woman. I ’t want another woman. I have found the perfect . Every day, I think about your beautiful smile,  happy laugh. I think about the long walks  used to take, holding hands all the way.  how we used to sit on the grass the park and watch the parrots? We were  to get married, and now you want to  "just friends." Whatever I did or said that  wrong, please tell me so we can work  out. I don’t want to lose you.

2. Answer the following yes/no questions with the correct short answer.

(For example: Yes, he did. OR No, he didn't.):

1. Did Bill send an email to Mary?
2. Did he write a letter to her?
3. Have they talked on the phone?
4. Have they talked in his house?
5. Is he writing this letter now?
6. Does he want to break up with her?
7. Does he want to be with her for a year or so?
8. Is she the most wonderful woman he has ever met?
9. Is she a "load" and a "troublemaker"?
10. Do she and he have problems?

You can download the audio HERE

TASKS 5 and 6: Write a book with Tar Heel Reader & Create a video with Animoto

Task 6: Create a video with Animoto

This video is aimed at students in 3rd year of Secondary School and deals with basic vocabulary on environment and travelling expressions.

HAVE A SAFE JOURNEY :)

Task 5: Write a book with Tar Heel Reader

This book is used as a reading activity which will serve to students in 2nd year of Bachillerato as a model to create their own story; they will be required to put into practice all verbal tenses they have been working on so far and vocabulary on many different contexts.

The correct structure and flow of the story will be taken into account

Click here to read this book :)

TASK 4: Create an image based speaking activity using VoiceThread

This is a visual activity which serves as a tool for practicing speaking skills.
It is aimed at students in 2nd year of Bachillerato, and they will be required to express their own opinions about a series of social issues presented. With this activity we focus on student's critical thinking and at the same time students will put into practice vocabulary and structures they have been learning throughout the academic year.

TASK 3: Create an image based writing activity using PicLit

This activity is aimed at students in 4th year of Secondary School. Its target is to develop creative writing.
Language will be used with a direct aim: practicing word order and recognizing grammar categories.
Students will be also required to create a story by themselves by using vocabulary provided by the teacher in each case.

See the full PicLit at PicLits.com

TASK 2: Create a set of worksheets for A2 level students

VOCABULARY

VOCABULARY 

GRAMMAR

WRITING

GAME

TASK 1: Write a summary of the legal framework of ICT in ESO

This is written here in order to get awareness of the importance of integrating ICT skill in our teaching work.

This is the legal document that has been used as reference for this summary:

Real Decreto 1105/2014, de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato.

(You can get the entire document here)

En un mundo en el que cada vez toma mayor importancia el desarrollo de herramientas tecnológicas, resulta vital proporcionar a nuestros alumnos una formación continua en el uso de las mismas, de cara a formar personas competentes en la llamada cultura digital en la que nos vemos envueltos.

En el Real Decreto vigente, destacamos las siguientes competencias básicas contenidas en el currículo:
a) Competencia lingüística
b) Competencia matemática y competencias básicas en ciencia y tecnología
c) Competencia digital
d) Aprender a aprender
e) Competencias sociales y cívicas
f) Sentido de iniciativa y espíritu emprendedor

Como podemos observar, el uso tecnológico se muestra presente en la mayoría de estas competencias esperables a desarrollar por los alumnos de Educación Secundaria.

Está en nuestra mano, en la de todos los docentes, tanto los de nueva incorporación como los de la 'vieja escuela' (que deben reciclarse en materia digital cuánto antes), que nuestros alumnos, ya nativos digitales, construyan su futuro de la forma en que el mundo pide a gritos: en la competencia digital.