I have chosen the Edpuzzle task from Sinead´s blog https://sineadenglishteacher.blogspot.com/ , mainly for two reasons: 1.        The first one, like I already explained in the “Interaction activity”, I think Sinead writes wonderful and well redacted analysis throughout every post for each task. 2.        Among all the apps, resources and/or websites we have been taught in this course, I find Edpuzzle like the more applicable in my classes right now. It saves time, it is easy and intuitive, and students love it.

Blog#1 https://english4funwithteachermaria.blogspot.com/2020/12/our-village-genially.html   Hi, Teacher María.   I have found a very interesting way how you link the designed activity for the Genially task, and your e-Twinning program. Firstly, I have to say that one of my aims in the future is to carry out that program in my school. Talking about the task itself, I consider that pretty much we have follow and mention the same steps in order to sequence and make accessible the speaking task to our students. On top of that, I love how you integrate a complementary content like may be the knowledge about her/his own town, linked with the development of the Speaking skill. Keep on doing a great job! Blog#2 https://sineadenglishteacher.blogspot.com/2020/12/edpuzzle-edpuzzle-is-very-useful-tool.html#comment-form   Hi, Sinead.   I have checked your all your blog and I have to say that every post is fascinating and each one more interesting than the pr...

As a guide to follow the different steps I would use with my students, I have made a presentation using Genially. https://view.genial.ly/5fe71467a666f40d7dc6adbe/presentation-speaking   Steps to follow:           Explain the main task at the beginning of the lesson, in order to explain the vocabulary and structures with enough time to practice before facing the completion of the final activity. ·          Although my students already know what Genially is, it might be of interest to review some of the functions and main fixtures. ·          When it is time to make groups, I do not use to give them total freedom to arrange them, instead, I guide them to join a specific partner. I like to put together students with different skill levels. ·          Even though they are free to set up the presentation as they wish, I use to pop up in ...

How did you organise the groups? The activity was carried out with 5 th grade, as a review for the contents learnt in the previous unit: uses of the adjective, comparative and superlative. The students were organized in groups of three. Each group is using one laptop or tablet with which they create their own characters, own scenarios and own plot. What was the sequence of tasks that you followed to get to the final product? 1. Review the vocabulary and structures. 2. Present the app and give them basic directions about how it works. 3. Create a book from the very beginning to show them how to do it. 4. In groups, brainstorming to set the vocabulary, sentences, structures… 5. Independent time to work (monitoring and advising). 6. Checking the first story and correct mistakes. 7. Publish the story and share with the partners.   -       What were the specific learning objectives for this activity? How did the use of the tool help the le...

  In 4 th of Primary, we are currently learning about daily routines and times. The video used and modified with EdPuzzle, will help my students to practice and consolidate the contents taught in class as well as learn new vocabulary and social language from the conversation that occurs on the video. I have to mention that the video exceeds the 4 minutes but to cut it, it had meant to cut the end of the conversation. The objectives will be: -           To practice the vocabulary about daily routines. -           To learn new vocabulary about to daily routines. -           To listen and understand messages in an oral interactions about daily routines. -           To learn about social language used in every day interactions. This activity will be easily related to the Evaluation Criteria 2.1 -...

  The General Objective number seven for the Primary Education in Andalusia establishes “ to value the foreign language and languages in general as a way of communication between people from different nationalities and origins, developing a positive attitude through multilingual and multicultural diversity integrated in our community”. Attending to this, I would introduce my students one of the most important and famous American authors in children´s literature, Dr. Seuss.   As we celebrate Book´s Day on 23 rd April because of the anniversary of the death of Cervantes and Shakespeare, in United States of America, “Read Across America” is celebrated on 2 nd March, and it started to honour the birthday date of Dr. Seuss.   In order to connect the General Objectives with the use of Time Toast, I would mention the objective number 5 “to learn how to use with progressive autonomy all the resources within their reach, including new technologies to obtain information a...

 I have taught in Infant Education and in the first cycle of Primary. In order to give my very young students the chance to read more texts than the ones they find in the class book, I started, a couple of years ago, my personal English library-box. What I usually do is buy every English book it comes to my hands (I do not want to make free advertising but Dealz stores are great to find cheap books for less than 2€, they always bring new ones when it is the beginning of the year, Halloween, Christmas…); I grade them according to their level, put a sticker with a number and add them to a list, which I use to record the books they have read. Once a week, they have the opportunity to pick a book a keep it for the week (or even two, the time they need). Each book has attached a template with general questions for the pre-reading and post-reading. Pre- reading tasks. Firstly they “skim” the covers and title, searching for something appealing. Since the students are starting with the...

  Checking out my own experience as a reader, I must confess that I feel like an inconstant one. I mainly read for pleasure when I have the enough time to do it, to really enjoy it, to get the most of it. This means, long holidays or weekends when I do not have much to do (stating this at the same time than saying I´m a teacher and a father of a second grader, it implies I do not have too much time for myself). When reading in my mother tongue, I basically read novels, comics, articles from blogs or news… Reading in English is a totally different story. Normally I choose articles related to my background knowledge as well as those which match my level of language proficiency. In addition to that, I must be completely 100% focus on the task, otherwise, I lose track. Sometimes in the past, trying to go over a historic novel it became a frustrating activity due to my lack of specific knowledge of vocabulary. As a result, I gave up reading it and now I have decorating my shelves a ve...