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 * Social Studies ||  || Science 2 ESO || Geography ||
 * Physical Education ||  ||   ||   ||
 * Technology || Design and technology ||  ||   ||

Wikis
Repositories
 * Past Exam Papers || All subjects ||
 * [|Resources for teachers (tes.co.uk)] || All subjects ||
 * History and geography || 1, 2 and 3 year ||

CLIL Activities
(Source: Teaching Other Subjects Through English, OUP)

__Teaching and activating Key vocabulary__
In pairs, students try to underline th eodd one out in each of the dictated lists. Then ask for volunteers or call one pair to the board. They must underline the odd one out and give a reason for their choice: ( The is the odd one out because it __) ||
 * **Activity** ||= **Aim** ||= **Description** ||
 * **Odd one out** ||= Definign and describing; categorizing words and recognizing word associations; revising specific vocabulary ||= Example: retina, optic nerve, sacculus, iris
 * **Right in one** ||= Question forms; modal verbs; giving accurate definitions ||=  ||
 * **Define it** ||= Comparing and contrasting; giving definitions; recalling vocabulary ||=  ||
 * **Two minutes to remember** ||= Memorizing key words; learning definitions; note-taking; listening for specific information ||= See example [|desertecosystems.doc] ||
 * **Student-generated jumbled words** ||= Spelling; labelling key words on a picture; using the spatial/visual intelligence ||=  ||
 * **Student-generated word puzzle** ||= Writing definitions and descriptions; asking and answering questions; translating; memorizing key words ||=  ||
 * **Using mind maps** ||= Categorizing words; cooperative learning; gap-filling ||= Give students the mind map skeleton with just some of the words filled in. You can also ask them to use bubbl.us or any other Web 2.0 tool (see [|energy_bubbl.us.jpg][|energy_bubbl.us.jpg]) ||
 * **Walk and swap** ||= Understanding definitions; translating; cooperative learning; gap-filling ||=  ||

__Consolidation and revision__
Example: The left side of the heart pumps the blood to the lungs || (Acids react with bases, alkalis, reactive metals and carbonates) || Put the following framework on the board: The name of a __beginning with c.__ __A__ ___ beginning with p.__ __A__ ___ which is a__ _ __A word to do with__ __A word for a__ beginning with Homework: write a gapped description of each of the items they asked about (example: The _ are muscles which move the arms and shoulders. Answer: pectorals) || Write a list of 4 or 5 words related to the topic In groups, students must write a sentence using each of the topic words and including one of the frequency words (Example //The calyx consists of sepals, which are **usually** green and small//). At the end, the class decides on the most useful sentences and everybody writes them down. || See example ([|bingo_chemistry.pdf]; [|FLASH CARDS_chemistry.pdf]) || Example: A shape with four equal sides Question: What is a square? || Example: The Renaissance a) What are the dates of this period? b) What period followed this one? c) Name an Italian painter from this period, etc. ||
 * = **Activity** ||= **Aim** ||= **Description** ||
 * = **True/False** ||= correcting sentences; translating ||= Students have to decide if the sentences are true or false. if they are true, they must translate them into their mother tongue; if they are false they must correct them rewriting the sentence in English.
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**Jumbled sentences** ||= Checking and matching descriptions to key words ||= Choose a list of keywords; write one description for each key word and number it; finally write a jumbled version of each description. Students will have to re-order sentences and match each of them to the corresponding keyword. Example: with bases, Acids alkalis reactive metals carbonates and react
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**Who or what am I?** ||= Defining, comparing, recognizing and understanding key words; matching definitions with key words: listening;giving examples ||=  ||
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**Guess my word** ||= Describing; guessing words ||= Useful language: It's something that...; It's a kind of ...; You use it for .....-ing ||
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**A word beginning with** ||= Describing words; asking and answering questions;working in groups ||= In groups- with a questioner and an answerer), students quiz each other about words related to the topic chosen by the teacher ( for example, bones muscle types and structures; countries and leaders of the Soviet Union; etc.). Firstly, they list as many words as they can remember (they can use textbook).
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**Call our bluff** ||= Writing true or false statements; remembering important facts; recording true information; working in groups ||=  ||
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**Add extra information** ||= Expressions of frequency; dictation practice; revision; retrieving and expanding information; working in groups ||= Make a list of frequency words ( 100% always; 95% nearly always/almost always; 90% usually/normally/ generally; 75% often/frequently; 50% sometimes; 40% occasionally; 25% rarely/seldom; 10% hardly ever; 0% never)
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**Definition bingo** ||= Understanding definitions; matching key words and definitions; listening; understanding and memorizing key words ||= Useful tool bingo card and flashcard generator
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**On Target** ||= Spelling practice; expanding and consolidating topic vocabulary; remembering and revising information ||=  ||
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**Questions to answers** ||= Writing what is/are questions; writing definitions; listening; understanding definitions ||= You read the definitions and students write the questions
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**Mastermind** ||= Giving short answers; writing questions; checking understanding ||= Write a list of about eight (short) questions on a previously taught topic.Ask two students to come to the front and become the "experts", they will work together to give the class the answers to the questions you are going to ask them. The class will listen to their answers and decide if it is right or wrong; besides they can put a tick or a cross next to the matching questions number in their books.
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Ask me again** ||= Consolidating question forms; answering questions; translating; memorizing important concepts ||=  ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Three things I/ We know about..** ||= Defining; asking and giving information; revising and expanding information on a subject; working in groups; note-taking ||=  ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Give me four** ||= Discussion and agreement; note-taking; thinking and writing at speed: revising key points; working in groups; ||= Example: Give me four key points, including facts and figures, that you would include in an answer about ecosystems; Give me four reasons why deserts are expanding. ||

__Giving New Information__

 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**Activity** ||= <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**Aims** ||= <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**Description** ||
 * = **<span style="font-family: Verdana,Geneva,sans-serif;">Ask me your questions ** ||= Asking wh- questions; giving students a voice: listening for specific information ||= Students create their own questions for a text and check their partners/ or the teacher's understanding/ memory ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Listening with key words** ||= Re-creating a text; understanding key words: listening for key words; practising writing; working in groups ||= Select a text which contains important factual information. Write a list of keywords. In groups, students try to guess their meaning and order them as they hera them. Finally they complete cloze text. ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Understanding Textbook Language** ||= Learning technical terms; getting and sharing information; building up an unseen text ||= Write the title of the text. Ask students to work in pairs and write a list of key words which may appear. Then, read the text and ask them to tick the words they hear. Finally, ask them to complete a gapped text. (Pair-work). ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Cooperative Listening** ||= Listening, note-taking; cooperative learning ||=  ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Scan the text** ||= Reporting back; introducing a text; giving input, translating; working in groups. ||= Identify the key points you want your students to remember. Write them on slips of paper. Distribute the text among the groups. One student from each group is the messenger, s/he will listen to the message and will go back to his or her group, say the "message" and partners will try to find that information in the text. (Group work) ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Write the text question** ||= Giving examples; predicting; reading and selecting key information; note-taking ||= Write the title on the board; get the students to suggest as many areas of the subject as possible (if students use their mother tongue, write the English equivalents underneath; give a sheet of paper- 3 columns (Things I knew; Things I didn't know; Examples to remember); they read a section of the text provided and try to make notes about the things they knew, examples to remember and things they didn't know- finally they share the information together and write appropriate exam questions ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Text circles** ||= Asking and answering questions; ordering words; getting new information; working in groups; ||= In groups, students try to order text- each of the students have been assigned a section of the text that must be reconstructed. Finally they write questions for other students. ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Getting the right order** ||= Adverbs of sequence; memorizing a sequence of steps ||= Appropriate for example periods of history, literature; order of events; monarchs; the steps to solve a specific calculation, etc. (Group work/ Pair work) ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Students as words** ||= Spatial language; kinaesthetic intelligence; using charts or diagrams ||=  ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Correct me** ||= Drawing conclusions; reading aloud to correct the teacher; understanding instructions; learning a sequence ||= Students try to re-order stages of an experiment, based on their memory of the teacher's demonstration. ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Parroting** ||= Learning definitions; memorizing important concepts ||= Go through definitions written on the board, ask students to read them aloud; start rubbing out parts of it and keep asking them to read the whole definition. Continue until all the sentences have dissapeared and only the key words are left ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Echoing** ||= Simple Past Tense: listening and repeating; working in groups ||= (Suitable for any topic students need to memorize). Find information in English on the topic; prepare a short talk on it; divide your input into separate short sentences.Write the title of your topic on the board and then explain the key words. Then read sentences, every time you stop reading one student in each group has to echo to their group exactaly what you said. ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**ABC Dictation** ||= Numbers; reading; re-ordering sentences; writing and spelling from listening to a text; ||=  ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Mutual Dictation** ||= Pronunciation; speaking; listening; reading; writing ||=  ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**Spot the sentence** ||= Translating; reading; understanding new information ||=  ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**What did you hear?** ||= Building vocabulary; practising listening skills; predicting ||= Find a text. Write down key words or dates from the text. Prepare a gapped text for these words or dates. Procedure: write the title of the text on the board and ask students what they know about the topic- write the key words and explain the meaning (ask students to listen and repeat the words). Students will be given the gapped version of the text. They must listen carefully to the text, but not take notes. Later they will try to complete it individually. ||

__Speaking__

 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**Activity** || Aim || Description ||
 * = Add to this || Linking and sequencing; comparing and contrasting; cooperative learning; working as a group to extend ideas; oral revision ||  ||
 * = Ask me, tell me || Asking for and giving information; note-taking; revision; ||  ||
 * = Tell me what you know || Asking and answering questions; using questionnaires; oral revision; interviewing skills ||  ||
 * = Hear and say || Pronouncing the English alphabet; numbers; revising important facts or concepts; memorizing;listening and speaking; ||  ||
 * = Right question, right answer || Formulating precise questions; defining; comparing and contrasting; revising key words; learning definitions; ||  ||
 * = Choose from your list || Preparing and giving a short talk on a specific subject; memorizing words; making revision lists; note-taking; ||  ||
 * = Mini-talks || Writing questions; preparing and giving a short talk; recalling previous taught topics; giving concise information; cooperative learning ||  ||

<span style="font-family: Verdana,Geneva,sans-serif;">__//More speaking activities//__

 * 1) <span style="font-family: Verdana,Geneva,sans-serif;">Question loops - questions and answers, terms and definitions, halves of sentences
 * 2) <span style="font-family: Verdana,Geneva,sans-serif;">Information gap activities with a question sheet to support
 * 3) <span style="font-family: Verdana,Geneva,sans-serif;">Trivia search - 'things you know' and 'things you want to know'
 * 4) <span style="font-family: Verdana,Geneva,sans-serif;">Word guessing games
 * 5) <span style="font-family: Verdana,Geneva,sans-serif;">Class surveys using questionnaires
 * 6) <span style="font-family: Verdana,Geneva,sans-serif;">20 Questions - provide language support frame for questions
 * 7) <span style="font-family: Verdana,Geneva,sans-serif;">Students present information from a visual using a language support handout.

__Writing__

 * = Activity || Aims || Description ||
 * = How do you spell it? ||  ||   ||
 * = Spelling practice ||  ||   ||
 * = Mixed language functions ||  ||   ||
 * = Self-editing ||  ||   ||
 * = Summarizing ||  ||   ||
 * = Elastic sentences ||  ||   ||
 * = Exactly fifty words ||  ||   ||
 * = It pays to advertise ||  ||   ||
 * = Noughts and crosses ||  ||   ||
 * = Do you recognize me? ||  ||   ||
 * = Student-student questions ||  ||   ||

__Read/Listen and Do__

 * 1) <span style="font-family: Verdana,Geneva,sans-serif;">Listen and label a diagram/picture/map/graph/chart
 * 2) <span style="font-family: Verdana,Geneva,sans-serif;">Listen and fill in a table
 * 3) <span style="font-family: Verdana,Geneva,sans-serif;">Listen and make notes on specific information (dates, figures, times)
 * 4) <span style="font-family: Verdana,Geneva,sans-serif;">Listen and reorder information
 * 5) <span style="font-family: Verdana,Geneva,sans-serif;">Listen and identify location/speakers/places
 * 6) <span style="font-family: Verdana,Geneva,sans-serif;">Listen and label the stages of a process/instructions/sequences of a text
 * 7) <span style="font-family: Verdana,Geneva,sans-serif;">Listen and fill in the gaps in a text

ESL Games Archive
Search for these games into www.google.com for instructions on how to play! (Compiled by Valerie Moniz- CIEE Teach in Spain 2009/10)

__Icebreakers__

 * **Game** || **Reading** || **Writing** || **Listening** || **Speaking** ||
 * Adjective Name Game ||  ||   || X ||   ||
 * Human BINGO || X || X || X || X ||
 * Memory Name Game ||  ||   || X ||   ||
 * Number Game ||  ||   || X || X ||
 * Two Truths and a Lie ||  || X || X || X ||

__Culture Building__

 * **Game** || **Reading** || **Writing** || **Listening** || **Speaking** ||
 * Biography Poem || X || X || X || X ||
 * Find Someone who ||  ||   || X || X ||
 * Partner Interview ||  || X || X || X ||
 * Take Sides ||  ||   || X || X ||
 * Twenty Questions ||  ||   || X || X ||
 * Who Am I? ||  ||   || X || X ||

__Grammar__

 * **Game** || **Reading** || **Writing** || **Listening** || **Speaking** ||
 * Add a Word ||  ||   || X || X ||
 * Adverbial Charades || X ||  ||   || X ||
 * Crazy Story ||  ||   || X || X ||
 * Giving Advice ||  ||   ||   ||   ||
 * Hangman || X || X || X || X ||
 * Running Dictation ||  || X || X || X ||

__Vocabulary__

 * **Game** || **Reading** || **Writing** || **Listening** || **Speaking** ||
 * Backs to the Board ||  || X || X || X ||
 * Camera Scavenger Hunt ||  ||   ||   || X ||
 * Charades ||  ||   || X || X ||
 * Fly Swat ||  ||   || X ||   ||
 * Guess the object ||  ||   || X || X ||
 * I Spy ||  ||   || X || X ||
 * Pictionary ||  ||   || X || X ||
 * Song Puzzle ||  || X || X ||   ||
 * Stop! (Categories) ||  ||   || X || X ||
 * Taboo || X ||  || X || X ||
 * Think Fast (Categories) ||  ||   || X || X ||