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After attending Braztesol-Rio 2012 I was asked to present a workshop to my colleagues. I put some ideas together and here it is.

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  1. 1. What really counts? With the overwhelming amount ofinformation reaching us, we must be selective.
  2. 2. Filtering and organizing content for professional development and classroom use• Content Curators • CLIL teachers “Content and Lgg in Integrating Learning”
  3. 3. What’s CLIL?
  4. 4. What’s Curation?
  5. 5. Digital Resident X Digital VisitorMost of our students are residents...
  6. 6. How...?• “tunning and feeding” • Promoting creativeLearning about different thinking through sources and sharing classroom activities.
  7. 7. Sources• Yahoo News• Google News• Twitter• Facebook• Memeorandum• Techmeme News• Flipboard
  8. 8. Selecting by themes...• Spigot• Dmlcentral• Scoopit• Mentormob• Slideshare slideshare
  9. 9. Different ones...• Diigo• Themeefy http_referrer=• Flickr• Idreambooks• Pinterest• Voicethread #q.b409.i848804
  10. 10. Hands on! Let’s have some fun! Lame Excuses
  11. 11. Ask Ss to watch the openingscene of the video and give their opinions about the situation. Discuss relationships, similarexcuses and the relation with the world. Show the complete video, work with the lyrics, extend it.
  12. 12. Divide the class in 2 groups and askone to come up with questions to the image, and the other the supposed answers.
  13. 13. Bare in mind that questions like: How old is she? Where’s she? Etc... Are OK, but what you really want is: Why does she need to work? Is this in Brazil? Connect Ss to the world. Whatreally counts is the awareness of the reality. Use unique images. Prompt them to think beyond.
  14. 14. Content & Meaning1. “The door is open”2. “I feel tired”3. “What are you looking at?”4. “How could you do that?”
  15. 15. Divide Ss in pairs and ask them to come up with situations for each sentence. Ask them to act out.These are sentences from the books we use. There are many others.Good to work with intonation, linking words and pronunciation.
  16. 16. There’s no place like home• The theme HOME has always been in movies and songs and has questioned people what home actually means: if it’s a physical or illusory place and where home actually is. For some, “My home is where the heart is.” says the 80s song Blue Savannah. For Macaulay Culkin, home is his castle which he has to defend and protect. Whereas for the Gladiator, home is freedom, it’s his safe port, where he struggles throughout the whole movie to get back to.
  17. 17. What does home mean for our students? Have they ever thought about the idea of ‘home’?• 1. Write HOME on the board and ask students to brainstorm whatever comes to their minds about it.• 2. Give them slips of paper (Home is… ) with famous quotes about home and ask them to match. Get feedback. Ask if they understand each quote and if they agree with the quotes. Show them the answers.• 3. Ask them if they ever came home after a long trip and what this meant for them. How did they feel? Was their idea of home the same before/after the trip?• 4. Show the 1min video of the first scene from the movie Love Actually which shows the Arrivals Gate at Heathrow airport. Ask them their opinion about the scene.• 5. Give them the lyrics of Didi’song Coming Home. Listen to the song and ask students what the song is about. Ask them why they think she is coming home and how different she must be after having left home for a long time.•
  18. 18. Follow-up Activities:• 1. Show them the scene from The Wizard of Oz and ask them to write a composition with the title: ‘There’s no place like home’.• 2. Record your students’ voice with Audioboo or Voicethread and ask them to define ‘home’ in 1 minute.• 3. Students use post-it notes to write their definition of HOME and stick up on the classroom walls. Tell them to complete the sentence: Home is…
  19. 19. What if... Maybe...• First describe the picture.• Then, complete one of the sentences above giving your opinion.
  20. 20. Call attention to the difference between describing and giving opinion. This is a good activity to be given rightafter introducing may and might and the first conditional. (Teens-3) You can give the name of the bugs: grasshoper, roach, beetle, mantis and dragonfly, but again, why is she in that position? After the discussion, you can ask Ss tocreate an ad with the ideas. You can even record their voices!
  21. 21. Do you recognize what this image means? Why is this girl giving a speech?
  22. 22. This is an image of a beach right before a Tsunami.This girl is Tilly Smith, who received an award for saving hundreds of people. Again, connect, explore, personalize.
  23. 23. What is a tsunami? How does it start?• Ask Ss to search online. Give groups or pairs some minutes. Work with real geographical terms. (be prepared!)• Write on board Ss anwers. Go to this link ng/player/lesson09/l9la2_a.html and explore.• Connect to the lesson: The Angel of the Beach (TE-3) or Explain a life-changing event (Master-2)
  24. 24. KnowledgementsI wish to thank my Braztesol colleagues forsupporting me, sharing ideas and laughs.Special thanks to Jeremy Harmer, Carla Arena,Eduardo Santos and Courtney Pahl for the greatWorkshops and hints. For this workshop, I’vejust put together their ideas.