Mini projects maxi-learning (Usoa Sol) - APAC, July_2014 - session 2Usoa Sol
This document summarizes a training session on creating mini audiovisual projects with teenagers. It describes three sample projects presented: a ToonDoo comic strip called "The Happy Couple", a Dvolver film called "Alien Invasion", and developing a TV show. Key details are provided on the goals, stages and assessment of the projects. Students predicted a comic, created their own ending, and voted on the best. They also watched a film clip, answered quiz questions, and were tasked with writing their own short film script in groups. Technical instructions were provided for creating the comic and film clips using ToonDoo and Dvolver.
Mini projects maxi-learning-curs_estiu_july2015_session2Usoa Sol
This document outlines a mini-project on creating comic strips using the online tool ToonDoo. It discusses three sample audiovisual mini-projects, including one called "The Happy Couple" that students analyze. They then create their own ending to the story as a comic strip in ToonDoo. The document reviews the essential principles of setting aims and outcomes, structuring it in stages, and assessing student work. It provides details on each stage and how the project will be evaluated based on the comic strip, participation, and initial predictions.
Mini-projects maxi-learning-curs_estiu_july2016_session5Usoa Sol
The document describes several mini-projects using wikis and web tools that can be implemented in an English as a Second Language classroom. It provides examples of five mini-projects: The Expert, Motivational Quotes, Voki, QuizRevolution, and Paddlet. For each project, it outlines the topic, language focus, steps for implementation, and examples of student work. It emphasizes that the projects are technically simple for students, allow for creativity, and promote interaction and feedback between students.
Mini-projects maxi-learning-curs_estiu_APAC_July2016_session3Usoa Sol
The document describes three sample mini-projects for Content and Language Integrated Learning (CLIL): 1) A cooking project where students create an online cookbook with recipes. 2) A geography project where students research and present on cities in New Zealand. 3) A history project where students summarize chapters from a biography of Nelson Mandela and create vocabulary lists. Each project includes aims, stages, and guidelines for implementation, and focuses on developing both content knowledge and target language skills.
Mini projects, maxi-learning (Usoa Sol) - APAC July 2014 (session3)Usoa Sol
The document describes two sample CLIL mini-projects on cooking and geography. The cooking project involves students creating recipes and a digital cookbook using Mixbook. It guides students through analyzing an example recipe, writing their own in groups, and publishing the finished cookbook online. The geography project focuses on New Zealand cities. Students learn about cities, complete a consolidation worksheet, and present information on a chosen city using PowerPoint or Prezi to promote it to their classmates. Both projects aim to teach content while developing students' language skills through collaborative hands-on activities and digital tools.
Mini projects maxi-learning (Usoa Sol) - APAC, July_2014 - session 2Usoa Sol
This document summarizes a training session on creating mini audiovisual projects with teenagers. It describes three sample projects presented: a ToonDoo comic strip called "The Happy Couple", a Dvolver film called "Alien Invasion", and developing a TV show. Key details are provided on the goals, stages and assessment of the projects. Students predicted a comic, created their own ending, and voted on the best. They also watched a film clip, answered quiz questions, and were tasked with writing their own short film script in groups. Technical instructions were provided for creating the comic and film clips using ToonDoo and Dvolver.
Mini projects maxi-learning-curs_estiu_july2015_session2Usoa Sol
This document outlines a mini-project on creating comic strips using the online tool ToonDoo. It discusses three sample audiovisual mini-projects, including one called "The Happy Couple" that students analyze. They then create their own ending to the story as a comic strip in ToonDoo. The document reviews the essential principles of setting aims and outcomes, structuring it in stages, and assessing student work. It provides details on each stage and how the project will be evaluated based on the comic strip, participation, and initial predictions.
Mini-projects maxi-learning-curs_estiu_july2016_session5Usoa Sol
The document describes several mini-projects using wikis and web tools that can be implemented in an English as a Second Language classroom. It provides examples of five mini-projects: The Expert, Motivational Quotes, Voki, QuizRevolution, and Paddlet. For each project, it outlines the topic, language focus, steps for implementation, and examples of student work. It emphasizes that the projects are technically simple for students, allow for creativity, and promote interaction and feedback between students.
Mini-projects maxi-learning-curs_estiu_APAC_July2016_session3Usoa Sol
The document describes three sample mini-projects for Content and Language Integrated Learning (CLIL): 1) A cooking project where students create an online cookbook with recipes. 2) A geography project where students research and present on cities in New Zealand. 3) A history project where students summarize chapters from a biography of Nelson Mandela and create vocabulary lists. Each project includes aims, stages, and guidelines for implementation, and focuses on developing both content knowledge and target language skills.
Mini projects, maxi-learning (Usoa Sol) - APAC July 2014 (session3)Usoa Sol
The document describes two sample CLIL mini-projects on cooking and geography. The cooking project involves students creating recipes and a digital cookbook using Mixbook. It guides students through analyzing an example recipe, writing their own in groups, and publishing the finished cookbook online. The geography project focuses on New Zealand cities. Students learn about cities, complete a consolidation worksheet, and present information on a chosen city using PowerPoint or Prezi to promote it to their classmates. Both projects aim to teach content while developing students' language skills through collaborative hands-on activities and digital tools.
Presentation on Arrow, by Lluis B. and Berta A.Usoa Sol
Arrow is an American superhero television series created by Greg Berlanti, Marc Guggenheim, and Andrew Kreisberg that premiered in 2012. The show follows the story of Oliver Queen, a wealthy playboy who becomes a costumed vigilante known as Arrow after being stranded on a deserted island for 5 years. As Arrow, Oliver fights against corruption in Starling City to help the citizens. The second season had recently premiered at the time the document was written.
Presentation on Downton Abbey, by Maria and MuntsaUsoa Sol
This document provides a list of characters from the TV show Downton Abbey. It includes the main family members like Violet Crawley, Robert Crawley, Cora Crawley and their three daughters Mary, Edith, and Sybil. It also lists some of the key servants at Downton Abbey like Charles Carson the butler, Elsie Hughes the housekeeper, John Bates Robert's valet, and Anna Smith the head housemaid. The document provides the characters' names and the actors who portrayed them.
Presentation on Friends, by Fernando and JoanaUsoa Sol
This document provides an overview and analysis of the popular American sitcom "Friends". It summarizes that Friends aired for 10 seasons from 1994-2004, was created by David Crane and Marta Kauffman, and is set in Manhattan. It follows the lives and relationships of six friends - Ross, Rachel, Monica, Chandler, Phoebe, and Joey. The document analyzes each of the main characters and their roles and relationships within the group and the sitcom.
This document lists the names of characters from the TV show Grey's Anatomy along with the actors who portrayed them. It includes main characters such as Meredith Grey, Derek Shepherd, Cristina Yang, Owen Hunt, and Miranda Bailey as well as other regular characters from across the different seasons of the show and the actors who played their roles.
Presentation on The Walking Dead, by Lluis F and DaniUsoa Sol
The document summarizes the television show The Walking Dead. It discusses that the show first aired in 2010 and is based on a comic book series. It focuses on Sheriff Rick Grimes and his group of survivors battling zombies called "walkers" in a post-apocalyptic world. Key characters introduced include Rick, Shane, Lori, Andrea, Glenn, Merle, T-Dog, Michonne, Hershel, Daryl, and The Governor. The show is enjoyed by those who like zombies, action, tension, and horror drama.
O resultado quantitativo de uma pesquisa simples – é só a primeira fase de um trabalho – que fiz para ESPM levantando as séries mais assistidas.
Pesquisa feita em dezembro de 2010.
Na oitava temporada de Grey's Anatomy, as famílias dos médicos passarão por mudanças com novos bebês, adoções e desafios nos relacionamentos, enquanto os médicos lidarão com as consequências de suas ações e decisões arriscadas.
A powerpoint guide to upstairs downton abbeydaniellekate
This powerpoint guide summarizes some of the main characters from Downton Abbey in an informal and humorous way over 3 slides:
1) It discusses the upstairs family including Lord Grantham, Cora Crawley, Mary Crawley, Edith Crawley, Sybil Branson, and Dowager Countess.
2) It summarizes Matthew Crawley and his relationship with the Crawley daughters.
3) It provides an overview of Tom Branson and his marriage to Sybil.
The television marketing plan for Grey's Anatomy I created during my Semester in LA. My objective was to create audience awareness and stronger viewer loyalty after the season finale, that would carry the audience through the summer. After the brief hiatus over the summer we want the loyal audience to return. We also want a 10% increase in new viewership.
Downton Abbey represents class differences through mise-en-scene, sound, editing, and camera work. The servants' quarters are small and plain compared to the ornate house. Daisy admires the decorations but they are out of her reach. The butler wears a neat suit and hair to maintain a respectable appearance. Calls from the bells signal the servants must get back to repetitive work with few breaks. Zooms on William's face emphasize his realization. Fast editing captures the busy atmosphere as servants rush to answer bells. A long take links Daisy carrying a bucket and a man carrying glasses to show their similarities, despite differences in duties. A close-up of keys followed by showing Mrs. Hughes holding
El documento proporciona información básica sobre cómo comunicarse en francés, incluyendo presentaciones, saludos, pronombres, números, preguntas sobre la edad, despedidas y la pronunciación de las vocales. Explica cómo presentarse, los diferentes tipos de saludos, los pronombres personales, cómo preguntar y decir la edad, formas de despedirse y la pronunciación de las vocales y dígrafos en francés.
Grey's Anatomy is an American medical drama television series that follows the lives of five surgical interns and residents at the fictional Seattle Grace Hospital. The cast has been nominated for and won many awards for their roles. The show has released DVDs of each season annually and features the song "Cosy in the Rocket" by Psapp in its main title theme for the first two seasons.
Nelson Mandela was elected as the first president of the new South Africa after apartheid ended. As president, he worked to establish a truth and reconciliation commission to address apartheid-era crimes. He also founded the Children's Fund charity in 1995. After stepping down as president, Mandela continued his humanitarian efforts and advocacy for peace before retiring to his hometown of Qunu, where he spent time with family.
This document summarizes key events in Nelson Mandela's life from his imprisonment to his release and election as President of South Africa. It mentions that Desmond Tutu won the Nobel Peace Prize in 1984 while leading the Free Mandela campaign. It also notes that Mandela refused an offer of conditional release from P.W. Botha in 1986 but was moved to a new prison. Finally, it summarizes that Mandela was released from prison in 1990 after F.W. de Klerk became president and that Mandela then won the 1994 election to become South Africa's first black president.
Mandela started writing his own biography in prison in 1975. In the 1960s and 1970s, the South African government forced Africans to live in segregated townships. Some prisoners were taken from prison to perform manual labor at the beach. Zindzi Mandela, Nelson Mandela's daughter, visited her imprisoned father for the first time in 12 years after Steve Biko created the Black Consciousness Movement in 1972 to advocate for racial equality and justice in South Africa.
Mini projects maxi-learning, APAC Summer course July2018 Session3Usoa Sol
This document outlines two sample CLIL mini-projects presented in a teacher training session on mini-projects and maximizing learning. The first project involves students researching and creating a travel guide for cities in New Zealand. The second has students researching and presenting on iconic buildings from around the world. Both projects aim to integrate language learning with other subject areas and include stages for student work, assessment rubrics, and teacher feedback. The document concludes by having teachers design their own CLIL mini-project to use with their students.
Presentation on Arrow, by Lluis B. and Berta A.Usoa Sol
Arrow is an American superhero television series created by Greg Berlanti, Marc Guggenheim, and Andrew Kreisberg that premiered in 2012. The show follows the story of Oliver Queen, a wealthy playboy who becomes a costumed vigilante known as Arrow after being stranded on a deserted island for 5 years. As Arrow, Oliver fights against corruption in Starling City to help the citizens. The second season had recently premiered at the time the document was written.
Presentation on Downton Abbey, by Maria and MuntsaUsoa Sol
This document provides a list of characters from the TV show Downton Abbey. It includes the main family members like Violet Crawley, Robert Crawley, Cora Crawley and their three daughters Mary, Edith, and Sybil. It also lists some of the key servants at Downton Abbey like Charles Carson the butler, Elsie Hughes the housekeeper, John Bates Robert's valet, and Anna Smith the head housemaid. The document provides the characters' names and the actors who portrayed them.
Presentation on Friends, by Fernando and JoanaUsoa Sol
This document provides an overview and analysis of the popular American sitcom "Friends". It summarizes that Friends aired for 10 seasons from 1994-2004, was created by David Crane and Marta Kauffman, and is set in Manhattan. It follows the lives and relationships of six friends - Ross, Rachel, Monica, Chandler, Phoebe, and Joey. The document analyzes each of the main characters and their roles and relationships within the group and the sitcom.
This document lists the names of characters from the TV show Grey's Anatomy along with the actors who portrayed them. It includes main characters such as Meredith Grey, Derek Shepherd, Cristina Yang, Owen Hunt, and Miranda Bailey as well as other regular characters from across the different seasons of the show and the actors who played their roles.
Presentation on The Walking Dead, by Lluis F and DaniUsoa Sol
The document summarizes the television show The Walking Dead. It discusses that the show first aired in 2010 and is based on a comic book series. It focuses on Sheriff Rick Grimes and his group of survivors battling zombies called "walkers" in a post-apocalyptic world. Key characters introduced include Rick, Shane, Lori, Andrea, Glenn, Merle, T-Dog, Michonne, Hershel, Daryl, and The Governor. The show is enjoyed by those who like zombies, action, tension, and horror drama.
O resultado quantitativo de uma pesquisa simples – é só a primeira fase de um trabalho – que fiz para ESPM levantando as séries mais assistidas.
Pesquisa feita em dezembro de 2010.
Na oitava temporada de Grey's Anatomy, as famílias dos médicos passarão por mudanças com novos bebês, adoções e desafios nos relacionamentos, enquanto os médicos lidarão com as consequências de suas ações e decisões arriscadas.
A powerpoint guide to upstairs downton abbeydaniellekate
This powerpoint guide summarizes some of the main characters from Downton Abbey in an informal and humorous way over 3 slides:
1) It discusses the upstairs family including Lord Grantham, Cora Crawley, Mary Crawley, Edith Crawley, Sybil Branson, and Dowager Countess.
2) It summarizes Matthew Crawley and his relationship with the Crawley daughters.
3) It provides an overview of Tom Branson and his marriage to Sybil.
The television marketing plan for Grey's Anatomy I created during my Semester in LA. My objective was to create audience awareness and stronger viewer loyalty after the season finale, that would carry the audience through the summer. After the brief hiatus over the summer we want the loyal audience to return. We also want a 10% increase in new viewership.
Downton Abbey represents class differences through mise-en-scene, sound, editing, and camera work. The servants' quarters are small and plain compared to the ornate house. Daisy admires the decorations but they are out of her reach. The butler wears a neat suit and hair to maintain a respectable appearance. Calls from the bells signal the servants must get back to repetitive work with few breaks. Zooms on William's face emphasize his realization. Fast editing captures the busy atmosphere as servants rush to answer bells. A long take links Daisy carrying a bucket and a man carrying glasses to show their similarities, despite differences in duties. A close-up of keys followed by showing Mrs. Hughes holding
El documento proporciona información básica sobre cómo comunicarse en francés, incluyendo presentaciones, saludos, pronombres, números, preguntas sobre la edad, despedidas y la pronunciación de las vocales. Explica cómo presentarse, los diferentes tipos de saludos, los pronombres personales, cómo preguntar y decir la edad, formas de despedirse y la pronunciación de las vocales y dígrafos en francés.
Grey's Anatomy is an American medical drama television series that follows the lives of five surgical interns and residents at the fictional Seattle Grace Hospital. The cast has been nominated for and won many awards for their roles. The show has released DVDs of each season annually and features the song "Cosy in the Rocket" by Psapp in its main title theme for the first two seasons.
Nelson Mandela was elected as the first president of the new South Africa after apartheid ended. As president, he worked to establish a truth and reconciliation commission to address apartheid-era crimes. He also founded the Children's Fund charity in 1995. After stepping down as president, Mandela continued his humanitarian efforts and advocacy for peace before retiring to his hometown of Qunu, where he spent time with family.
This document summarizes key events in Nelson Mandela's life from his imprisonment to his release and election as President of South Africa. It mentions that Desmond Tutu won the Nobel Peace Prize in 1984 while leading the Free Mandela campaign. It also notes that Mandela refused an offer of conditional release from P.W. Botha in 1986 but was moved to a new prison. Finally, it summarizes that Mandela was released from prison in 1990 after F.W. de Klerk became president and that Mandela then won the 1994 election to become South Africa's first black president.
Mandela started writing his own biography in prison in 1975. In the 1960s and 1970s, the South African government forced Africans to live in segregated townships. Some prisoners were taken from prison to perform manual labor at the beach. Zindzi Mandela, Nelson Mandela's daughter, visited her imprisoned father for the first time in 12 years after Steve Biko created the Black Consciousness Movement in 1972 to advocate for racial equality and justice in South Africa.
Mini projects maxi-learning, APAC Summer course July2018 Session3Usoa Sol
This document outlines two sample CLIL mini-projects presented in a teacher training session on mini-projects and maximizing learning. The first project involves students researching and creating a travel guide for cities in New Zealand. The second has students researching and presenting on iconic buildings from around the world. Both projects aim to integrate language learning with other subject areas and include stages for student work, assessment rubrics, and teacher feedback. The document concludes by having teachers design their own CLIL mini-project to use with their students.
Mini projects maxi-learning APAC Summer course July2018 - session 1Usoa Sol
This is the presentation used in the first session of the summer course on mini-projects organized together with APAC, English Teachers' Association in Catalonia.
Mini projects, maxi-learning - APAC July 2014 - session 5Usoa Sol
The document discusses various mini-projects using wikis and web 2.0 tools that can be implemented in an English as a Second Language classroom. It presents examples of five mini-projects using different tools: The Expert wiki, a Motivational Quotes wiki, Voki avatars, QuizRevolution online quizzes and surveys, and Paddlet. For each project, it provides details on how it can be structured, sample student work, and a summary of benefits. Overall, the document advocates that these types of wiki and web-based projects help maximize student English use by giving them authentic reasons to write, speak, read and interact in English.
The document describes four activities that use various online tools to teach English. Activity 1 uses Wordle to create word clouds from student writings on environmental topics. Activity 2 has students make avatar cartoons of their families using an online avatar maker. Activity 3 involves a speaking activity where students ask each other about likes and dislikes, then use Pimpampum to create sentences with images. Activity 4 has students write stories about monsters and then use Gizmoz to create 3D models of the monsters.
Mobile devices like the iPod Touch can be used as learning tools in the classroom through educational apps, eBooks, collaborative projects, and just-in-time learning. A pilot program purchased 20 iPod Touches to create a 1:1 learning environment and measure the impact on literacy and math skills. The document outlines many ways the iPod Touch can be used for reading, writing, math, science, social studies, foreign language learning, communication, and assessment.
This document provides details for the ANIM30261 3rd Year Story Lab course taken in the winter 2015 semester. The course is designed to help students establish an artistic vision for their senior project by conducting research on story concepts. Students will develop a portfolio with elements like sketches, concept art, character pages and a script summary. They will present their project work and receive feedback from peers. The course aims to help students design a comprehensive portfolio showcasing their artistic style and vision through research and development of a story concept. Students will be evaluated on assignments involving story experiments, a team research project on an animation production, and developing a concept package for their 4th year thesis project.
The document contains a unit and lesson plans for a class on future technology. It includes 5 lesson plans with aims, activities, resources, and homework. Lesson 1 has the aim of creating a new mobile app. The activities include predicting topics from pictures, playing a game, watching a video, and modeling vocabulary. Students then create their own app. Lesson 2 aims to speculate about the future. The teacher introduces modal verbs and has students complete exercises and make predictions. The unit plan format includes aims, skills, activities, aids, and homework for each lesson.
Mini-projects, maxi-learning - Summer course July 2018, session 5Usoa Sol
This is the presentation used in the fifth and last session of the summer course on mini-projects organized together with APAC, English Teachers' Association in Catalonia.
The document discusses how students used MacBooks, iPod touches, and new technology over the course of one month. The students created podcasts, presentations, and comic books to enhance their learning. The technology allowed the students to take ownership of their learning, help each other, and express themselves with fewer mistakes. It also improved students' fluency, engagement, and retention of information. The teacher saw students who were previously afraid of presentations and those who struggled with pronunciation benefit greatly from the new technologies.
This document provides a didactic guide for using the Genially platform to evaluate 4-year-old students on the letter A. It includes 5 questions to test students' identification, phonological awareness, and recognition of the letter A in different forms. A variety of activities are proposed before, during, and after the evaluation to engage students, such as identifying objects starting with A, moving to mats with vowel stickers, and doing a rainbow experiment. The guide aims to make learning interactive and attract students' attention while evaluating conceptual, procedural, and attitudinal learning objectives.
This document introduces the SAMR model, a framework for teachers to integrate technology into learning tasks by focusing on the task rather than the technology. It describes the four levels of the model - substitution, augmentation, modification, and redefinition - and provides examples of how teachers can apply it. These include having students create vocabulary flashcards using online photo editors and collaboratively mapping a Shakespeare play using online mind mapping software. Various digital tools for teaching and learning languages are also presented.
This document discusses the use of various Web 2.0 tools for English language teaching. It begins by introducing the author's wiki containing samples and activities using these tools. The author then describes accounts created on 7 tools: Animoto, Edu.glogster, Goanimate, Slide, Voki, Pim.pam.pum.net, and Xtranormal. Four of these tools are discussed in more detail: Xtranormal for creating movies, Voki for speaking avatars, Slide for organizing photos, and Edu.glogster for creating online posters. Finally, 4 lesson plans are proposed using these tools to practice functions, introduce oneself, tell photo stories, and create health posters.
This document provides a list of websites and tools that teachers can consult for teaching coding. It includes European MOOCs that provide free online courses in multiple languages from European universities, the Scratch programming language for creating interactive art and games, and books and lesson plans from sources like Google for Education and Didatec Resources for Teachers. The document emphasizes that these resources can help teachers and students create their first coding projects and reinvestigate concepts like geometry computationally.
The brochure was made by 5 schools from Latvia, Lithuania, Turkey, Poland and Portugal in the framework of Erasmus+ project "Arts for Life: developing life skills through the art.", No. 2018-1-LV01-KA229-046988_1.
This document outlines the assignments for a 3rd year storytelling course. It includes 4 assignments: 1) experimenting with 2 story concepts in 1 minute each, 2) a team research project on an existing property, 3) developing a concept package for a 4th year thesis project, and 4) a portfolio assessment of work from the course. The assignments emphasize storytelling skills, visual development, collaboration, and professional presentation experience.
ancient to modern art from the western part of the worldFLORYROSEFLORES1
This document outlines a 9th grade art lesson plan that includes learning objectives, activities, and assessments. The lesson plan covers art elements and principles through various activities like an "Art Scramble" game identifying terms like color, line, shape, and texture. It also includes a quiz identifying different art era styles. The objectives are to analyze and identify characteristics of western classical and different art period styles.
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Mini-projects maxi-learning, Summer course July2018 - session 4Usoa Sol
This is the presentation used in the fourth session of the summer course on mini-projects organized together with APAC, English Teachers' Association in Catalonia.
Mini projects maxi-learning-curs_estiu_july2018_session4Usoa Sol
This is the presentation used in the third session of the summer course on mini-projects organized together with APAC, English Teacher's Association in Catalonia.
Mandela was sent to Robben Island prison off the coast of Cape Town in 1964 where conditions were bad and he performed hard labor in a quarry. He was allowed 6 month visits and letters and continued his studies. Over 3,000 other African political prisoners were also held in small cells. Mandela became a leader to the prisoners and helped set up an informal school. Conditions worsened over time even as more prisoners arrived and family visits became less frequent.
Nelson Mandela was elected as South Africa's first president after apartheid ended, leading the new democratic government from 1994 to 1999. As president, he worked to establish the Truth and Reconciliation Commission to investigate crimes of apartheid and promote racial reconciliation in the country. Mandela also founded the Children's Fund to help underprivileged youth and celebrated South Africa's 1995 Rugby World Cup victory as a moment of national unity between races. He stepped down in 1999 and was succeeded by Thabo Mbeki as president worked to enjoy retirement with family.
Word by word_seasons_celebrations_reader_chapter8.pptUsoa Sol
The document lists words starting with letters of the alphabet from A to W. Each entry includes a word starting with that letter and a short definition or example sentence for that word. Some of the words included are: Australia, blood, cenotap, early, field, Gallipoli, honey, king, letter, memorial, nearest, people, remembrance, service, thousands, USA, veteran, and war.
Word by word_seasons_celebrations_reader_chapter10.pptUsoa Sol
This document contains definitions of terms related to celebrations, festivals, and culture. It defines words like carnival, Chinatown, dragon, celebration, immigrants, and Notting Hill Carnival. It also provides context about celebrations like the Brick Lane Festival in London and Multiculturalism Day in Canada.
Word by word_seasons_celebrations_reader_chapter9.pptUsoa Sol
The document provides a series of clues about words related to seasons, celebrations, and holidays. Each clue gives a short definition or description that corresponds to a specific word starting with or containing a given letter. Some of the words included are autumn, bread, church, dangerous, festivals, field, grow, harvest, Thanksgiving, Mayflower, November, October, Pilgrim Fathers, Puritans, summer, turkey, pumpkin, vegetables, Wampanoag, and Plymouth.
Word by word_seasons_celebrations_reader_chapter11.pptUsoa Sol
The document contains definitions of words related to Christmas celebrations and traditions in 3 sentences or less per word. It defines words like Santa Claus, Christmas, carol, gifts, and others commonly associated with December holidays.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
8. Room for improvement (II)
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
9. Aims of today’s sessions
• Learning about three sample
audiovisual mini-projects
• Analysing them according to
the three essential principles
• Personalising them according
to your students’ level and
needs
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
11. Can you remember the three
essential principles to make
projects work with
teenagers?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
12. Essential principles
AIMS / OUTCOMES
STAGES
ASSESSMENT
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
14. Sample audiovisual
mini-projects
1. The Happy Couple
(ToonDoo)
2. Alien Invasion (Dvolver)
3. TV show time!
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
16. You're going to read a cartoon
strip entitled Happy Couple
(part 1).
Look at the following Wordle
and predict what the comic is
going to be about using the
keywords in the cloud.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
17. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.wordle.net/show/wrdl/2024070/Happy_Couple
18. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.toondoo.com/cartoon/1
19. How similar to the actual strip
were your predictions?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
20. Here are some students’
samples:
Sample 1 (Marta’s predictions):
http://bit.ly/VyuVpE
Sample 2 (Ana and Mireia’s predictions):
http://bit.ly/UZ0vMA
Sample 3 (Alejandro, Marc and Robert’s
predictions):
http://bit.ly/1iKkwRZ
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
21. Now you're going to create
your own comic strip to finish
this story.
Here are the instructions to
create a ToonDoo comic strip!
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
22. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
First, you have to write the dialogue for your
comic strip. Do it on a new Word document
and save it on the desktop (Escritorio) under
your name_toondoo_script.doc.
Write AT LEAST 2 lines for each scene.
In your dialogue you should use TWO verbs
followed by an infinitive and TWO followed
by a gerund.
Try to be funny and original!
When all the stories are finished, we’ll vote
for the best one!
23. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Once you have your dialogue ready, how
can you create a ToonDoo comic strip?
Here are the instructions:
1. Go to www.toondoo.com
2. Log in (top right-hand corner) as
iloveenglisheso (this is both the username
and the password).
3. Go to the Tools tab and click on
Toondoo maker.
4. Select your layout (minimum TWO
scenes).
24. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
5. Choose a background by dragging it
from the menu and dropping it onto the
comic strip.
6. Choose two (or more) characters by
dragging them from the menu and
dropping them onto the comic strip.
7. Select the type of speech bubble you
like by dragging it from the menu and
dropping it onto the comic strip.
8. Type your text inside each bubble.
25. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
9. When you're finished, go to Start Here
(main menu) and choose Save.
10. In the Save menu, give your comic
strip a title and choose the option "Share it
with friends". Then type in my email
address (usoa.english@gmail.com) and
click on Publish!
11. I'll receive an email with the link to your
comic strip and if everything is ok, I'll post it
on the wiki.
26. Here are some students’
samples:
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
27. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.toondoo.com/cartoon/1
Ana and Mireia’s
28. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.toondoo.com/cartoon/1
Ana and Alejandro’s
29. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Marta and Martina’s
http://www.toondoo.com/cartoon/1902648
30. Essential principles
AIMS / OUTCOMES
STAGES
ASSESSMENT
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
31. AIMS
What is the purpose of the project?
What will it result in? (end product)
What will students be learning?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
32. What is the purpose of the project?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
For students to design a comic strip for their
classmates.
For students to read everyone’s strips and
vote for the best.
Linguistic aim: use of verb patterns
AIMS / OUTCOMES
33. What will students be learning?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
How to write a short dialogue in English as
the ending of a story.
How to use English verb patterns in context.
How to use ToonDoo to create comic strips.
How to use verb patterns in English.
34. What will it result in? (end product)
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Will the students present their end
product?
In a ToonDoo comic strip.
No, the comic strips will be posted on the
school’s English wiki for their classmates to
be able to take a look at them and vote for
the best.
35. STAGES
What phases is the project divided in?
How long will each one take?
What will students have to do in each one?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
36. STAGES
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
STAGE PROCEDURE DURATION
1. Introduction -sts write their predictions using Wordle
cloud
-sts check their answers by reading comic
strip
1 hour
2. Research/writing -sts browse through ToonDoo and write
their dialogue
1 hour
3. Design -sts correct their dialogue and design their
ToonDoo
2 hours
4. Peer-to-peer
assessment
-sts read their classmates’ ToonDoos and
vote for the best
1 hour
37. ASSESSMENT
How will the project will assessed?
What weight will the mark carry?
What criteria will be used?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
38. How will the project will assessed?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Three components will be evaluated in this
project:
a)The text written to predict the story behind
the comic strip
b)The actual comic strip (end product)
c)The attitude and participation during the
project
ASSESSMENT
39. What criteria will be used?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Each of the three components will be evaluated on a scale
from 1 to 10 (1 being the lowest and 10 the highest).
What will be taken into account?
a)Related to the text written to predict the story, text accuracy
will be the main element assessed.
b)Regarding the actual comic strip, accuracy, content and
creativity will be assessed.
c)When it comes to the attitude and participation during the
project, what will be assessed is to what extent the student
has taken advantage of the time in the computer lab and if all
the members of the group have worked hard.
40. What weight will the mark carry?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
The project will be worth 20% of your final
mark, together with the other projects we
have done.
41. ToonDoo cartoons -
summary
Original format – motivating for students
Technically simple to use
Manageable – short texts
Don’t feel like a writing task
Sequence of activities – purposeful
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
42. OVER TO YOU!
Could you do this activity with
your students?
Why (not)?
What would you change/add/do
differently?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
44. You're going to watch a film
called Alien Invasion.
Try to remember as much as
you can because after the film
there will be a memory quiz!
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
45. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.dvolver.com/live/movi
47. Now you're going to create
your own online short film for
your classmates.
Go to the Dvolver site and in
your groups, answer the
following questions.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
49. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Next, you’re going to write your film
script (the dialogue) in your group.
Remember to include the following:
- an example of be going to
- an example of will
- one sentence in the First
Conditional.
50. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Once you have your dialogue ready, how can
you create a Dvolver online film clip? Here are
the instructions:
1. Go to www.dvolver.com
2. Select a background and a sky. Click next.
3. Select a plot (the story): rendez-vous (2
people talking and then separating), pick-up (2
people meeting), chase (persecució), soliloquoy
(only one person speaking).
4. Choose the characters. Click next.
51. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
5. Type in your dialogue. Click next.
6. Choose the background music.
7. Type in the movie title and the director’s
name (your names).
8. Click preview&send movie.
If you make a mistake or want to change
anything, click on “back” to go back.
52. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Finally, when all the films have been uploaded
on the school wiki, you’re going to watch them
and give your opinion about them in the
comments section and then give them a mark
on a Word document for your teacher.
Remember to follow the rules we discussed in
class when writing your comments.
“Three stars and a wish”
(José Picardo)
53. AIMS
What is the purpose of the project?
What will it result in? (end product)
What will students be learning?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
54. What is the purpose of the project?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
For students to design an online film for their
classmates.
For students to watch everyone’s films and
vote for the best.
Linguistic aim: use of future forms and 1st
conditional
AIMS / OUTCOMES
55. What will students be learning?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
How to write a short dialogue in English to tell
a story.
How to use future tenses in English in
context.
How to use Dvolver to create online short
films.
56. What will it result in? (end product)
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Will the students present their end
product?
In a Dvolver online short film.
No, the films will be posted on the school’s
English wiki for their classmates to be able
to take a look at them and vote for the best.
57. STAGES
What phases is the project divided in?
How long will each one take?
What will students have to do in each one?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
58. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
STAGE PROCEDURE DURATION
1. Introduction -sts watch an online short film and do a comprehension and
a language quiz
-sts do some language work on the film script, spotting
mistakes while watching the film a second/third time
2 hours
2. Research/
Preparation/
Scaffolding
-sts browse through Dvolver and answer some questions
about the film they’re going to create
1 hour
3. Writing -sts write the dialogue for their online film, following the
instructions
1 hour
4. Design -sts correct their dialogue and design their Dvolver film 1 hour
5. Peer-to-peer
Assessment
-sts watch their classmates’ films, and vote for the best by
giving them a mark and leaving a comment on the wiki
1 hour
STAGES
59. ASSESSMENT
How will the project will assessed?
What weight will the mark carry?
What criteria will be used?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
60. How will the project will assessed?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Three components will be evaluated in this
project:
a)The film script
b)The actual film (end product)
c)The attitude and participation during the
project
d) The wiki comments (only to raise mark)
ASSESSMENT
61. What criteria will be used?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Each of the three components will be evaluated on a scale
from 1 to 10 (1 being the lowest and 10 the highest).
What will be taken into account?
a) Script: text accuracy and content.
b) Actual film: creativity.
c) Attitude and participation: time in the computer lab and
team work.
d) Wiki comments: constructive comments on classmates’
films (to raise mark).
62. What criteria will be used? (II)
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Classmates will also mark each of the films
and the one with the highest mark will get a
prize.
63. What weight will the mark carry?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
The project will be worth 20% of your final
mark, together with the other projects we
have done.
64. Here are some students’
samples:
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
65. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.dvolver.com/live/movies-404071
Gemma and Mònica’s
66. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.dvolver.com/live/movies-404883
Llorenç and Quique’s
67. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.dvolver.com/live/movies-404074
Ana and Beth’s
68. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.dvolver.com/live/movies-404078
Camila and Míriam’s
69. Peer-to-peer feedback
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://santgregorienglish.pbworks.com/w/page/26103510/Unit%206%20ES
70. Dvolver films - summary
Visual and engaging
Very easy to use
Manageable – short texts
Cater for different levels – different options
available
Don’t feel like a writing task
Students can give each other feedback after
watching their classmates’ films on the wiki
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
71. OVER TO YOU!
Could you do this activity with
your students?
Why (not)?
What would you change/add/do
differently?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
73. PROJECT 3:
TV SHOW TIME!
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
74. Introduction
Do you know what shows
these theme songs are from?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
75. What do you know about these shows? Have you
ever watched them? Do you enjoy them?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
76. Can you now match the following descriptions to
the corresponding show?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
77. a) This show takes part in England,
more specifically in a castle in the
nineteenth and twentieth century. The
owners of the castle are an aristocratic
family called the Granthams. The whole
family lives there. All the servants also
live there, but downstairs, separated
from the family rooms.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
79. b) This show is based on the life of the
main character Ted Mosby and his
group of friends in Manhattan. In the
show, set in 2030, Ted Mosby tells his
son and daughter about all the women
he dated until he met their mother and
all the adventures he lived with his
inseparable four friends before he
became a dad.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
81. c) This show is called this way
because of the main character,
who at the end of each episode
narrates a voice-over with the
moral learnt by the doctors.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
83. d) It all starts when Alan Parker
comes into his older brother’s
perfect life after divorcing his
wife and being kicked out of
their house.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
85. TV show project (part 1)
Choose a TV show, look for
information on it and write a text
following the guidelines below.
1. What's the TV show of your
choice? Provide some general
information on it.
2. Why is the show called this way?
Relate the title to the storyline.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
86. 3. Who are the main characters?
Who are they starred by?
4. Why have you chosen this TV
show? What do you think are its
most outstanding features? What do
you personally enjoy most about it?
5. What kind of people would you
recommend it to?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
87. Sample texts – students’
wiki pages
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
92. TV show project (part 2)
Using the ideas in your text, design a
presentation for your classmates. You can
choose to do your presentation using Power
Point, Prezi or Drawmylife.
Your presentation should last between 5 to 10
minutes and it will be assessed following these
criteria here.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
100. TV show project (part 3)
The last stage of the project is to show your
classmates an episode of the TV show you
have chosen and to design some activities to
exploit it in terms of language.
Apart from that, you'll have to write a short
summary of the episode containing mistakes
(in terms of the content) for your classmates to
spot them after having watched it.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
106. TV project – Summary
• student-generated
• personalised and relevant
• role-reversal: students become
teachers for a day (especially
during stages 2 and 3)
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
108. AIMS
What is the purpose of the project?
What will it result in? (end product)
What will students be learning?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
109. What is the purpose of the project?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
For students to write about a TV show of their
choice to their classmates.
For students to present and “sell” their TV
show to their classmates.
For students to prepare activities related to
one chapter of the show and to be teachers
for a day.
AIMS / OUTCOMES
110. What will students be learning?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
How to write an article about a TV show in
English.
How to edit a wiki, adding media and
embedding videos.
How to do a PPT or a Prezi presentation.
How to exploit a TV show for language-
learning purposes.
111. What will it result in? (end product)
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Will the students present their end
product?
In a wiki text, a multimedia presentation and
a worksheet with activities.
Yes, they will present their TV show to their
classmates and they’ll get them to do the
activities they’ve prepared for the episode of
their choice.
112. STAGES
What phases is the project divided in?
How long will each one take?
What will students have to do in each one?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
113. STAGES
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
STAGE PROCEDURE DURATION
1. Introduction -sts listen to / read the guidelines of the TV
show project and choose a show in groups
1 hour
2.Research
Preparation
-sts look for information on the show and
bring it to class to write a draft of their article
2 hours
3. Writing -sts write the final version of their article on
the English wiki (incorporating the teachers’
suggestions); they also add videos, photos
and links
2 hours
4. Design -sts create their PPT/Prezi presentation
using keywords from their wiki text
1 hour
5. Presentation -sts present their shows to their classmates 2 hours
6. Language
focus
-sts watch an episode together and do the
activities that the group in charge has
prepared for them
6 hours
114. ASSESSMENT
How will the project will assessed?
What weight will the mark carry?
What criteria will be used?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
115. How will the project will assessed?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Three components will be evaluated in this
project:
a)The article (wiki text)
b)The PPT/Prezi presentation
c)The oral presentation
d) The activities prepared for the episode
(only to raise mark)
ASSESSMENT
116. What criteria will be used?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
a) Article: usual writing task scale (text accuracy,
content, and layout).
b) PPT / Prezi presentation: rubric.
c) Oral presentation: marking grid (one for the
teacher and one for the students).
d) Activities prepared for the episode: to round
off the mark.
117. What weight will the mark carry?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
The project will be worth 20% of your final
mark, together with the other projects we
have done.
120. What do you have to do? (I)
1. Choose one of the three audiovisual
mini-projects from today’s first
session.
2. Create one of your own, personalising
it according to your students’ level
and needs.
3. Post your finished sample project (as
an example for the students) on the
wiki, under the corresponding section.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
121. What do you have to do? (II)
Read your peer’s wiki sites and write a
comment on their projects.
What can you write in your comments?
a) What do you like best about the project? (If
you don’t like it, why not?)
b) Could you do it with your students? Why (not)?
c) How could it be improved? What could be
changed? (constructive criticism)
d) Do you have any questions about it?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
122. WHAT HAVE WE
LEARNT IN
TODAY’S
SESSION?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
123. CONTENT TOOLS / ACTIVITIES
3. Dvolver
2. Design of a new
project based on the
ones presented
according to sts’
level and needs
6. Prezi
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
1. Analysis of sample
projects according to
their aims, stages and
assessment
5. TV show time!
2. ToonDoo
4. ESL Video
1. Wordle