Aula virtual en Papás 2.0: de Educaplay a Moodle

Una forma sencilla de crear nuestras propias actividades educativas, adaptadas a nuestro gusto y a las características de nuestos alumnos, es usar uno de los muchos generadores on line de material educativo (en la web del CRAER recopilamos algunos).  Lo que sucede es que no todos esos generadores o herramientas de autor nos permiten hacer un seguimiento de los progresos del estudiante, que es lo que nos interesa en el aula virtual.  Por eso, hoy os presentamos Educaplay, que es una aplicación on line de muy fácil uso, de atractivo resultado y que podemos incorporar a Moodle sin complicaciones, si bien también sirve para trabajar off line.

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Aula virtual en Papás 2.0.: de eXe Learning a Moodle

Como continuación a la labor emprendida la sesión anterior, vamos a trabajar con eXe Learning para su posible integración en Moodle y también para su uso abierto fuera de la plataforma (como sitio web).

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Aula virtual en Papás 2.0: de Ardora a Moodle

En la última sesión del grupo de trabajo comenzamos a explorar las posibilidades de la subida al aula virtual, como SCORM, de actividades que hayamos podido crear con alguna herramienta de autor. Empezamos por Ardora:

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Aula virtual (Moodle) en Papás 2.0: preguntas y cuestionarios

En esta sesión vamos a practicar con las posibilidades de creación de preguntas y cuestionarios que ofrece Moodle. También empezaremos a ver cómo es posible subir a la plataforma el contenido que podamos crear con algunas herramientas de autor (Hot Potatoes, Ardora…).

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COMIC – WHAT IS GOING ON?

Ángel y Rosario nos hacen esta propuesa como trabajo práctico del curso “Mejora de la competencia comunicativa en inglés”:

WHAT IS GOING ON?

A- JUSTIFICATION & INTENDED  TARGET STUDENTS .
Sense of the unit: make the students sensitive towards the comic production in English as a way of understanding the culture, tradition or way of life of English speaking countries.
. Level: 3 E.S.O. Age: 15 to 16.
. Approximate length: 1 session.
. Grammar: Colloquial vocabulary, form and use.
. Functions: talking about present and immediate future actions.
. Vocabulary: Colloquial vocabulary.

B- OBJECTIVES:
1. To increase their interest in comic reading as a source of pleasure and leisure
2. To discern between colloquial language and formal language.
3. To understand global and specific information from written texts
4. To use different strategies in order to achieve an autonomous learning of the language
5. To fulfil their potential language skills in order to ACQUIRE language proficiency.
6. To improve their conversation skills, stressing the need of intonation patters of speech.
7. To develop their potential creativeness.

C- CONTENTS:
1- Become acquainted with colloquial vocabulary.
2- Invest the expressive capabilities of an image.
3- Get fluency on public speaking.
4- Extraction of specific information
5- Extraction of implicit information
6- Attention and respect for those messages expressed in English
7- Interest in writing texts and understanding in an autonomous way

D- METHODOLOGY:
. Time (see *) :time sequence
. Space : configuration of the class
. Groups: (see +)

1. Activities:

  • Evaluation of previous knowledge (10 min.)
  • Presentation ( 5min.)
  • Predictions about the content of the text based on the title, pictures, representative expressions.
  • Presentation of the necessary vocabulary and grammatical structures to understand the comic.

2.Exercise: WHAT IS GOING ON? (25 min.)
Here we have a picturesque scene extracted from  a  comic. Students add captions using at least  8 of the following expressions, which  come from British street slang. Then you will read out loud your captions to your partners .
-TO DROP IN: Presentarse , Pasar.
-IT´S A SCREAM: Es de troncharse.
-HOLY GHOST: ¡Caramba!
-ON YOUR BIKE! : ¡A freir espárragos!
-NO ROOM TO SWING A CAT: No caber ni un  alfiler.
-TO NAG: Dar la lata.
-TO HAVE A SCREW LOSE: Faltar un tornillo.
-TO BE CHEESED : Estar hasta las narices.
-NOT A DROP OFF: Ni una chispa de.
-TO HAVE NO CLUE: No tener ni idea.
-THUMBS HIS/HER NOSE AT: Hacer caso omiso /mofarse de.
-TO BE NARKED: Estar cabreado.
-HUNKY DORY: Requetebien.
-IT´S UNHEARD OF!: ¡Es increible!
-TO MUMBLE: Murmurar entre dientes.
-TO GO HAYWIRE: Volverse loco.

– Analysis of the text in order to distinguish between facts and opinions and to identify the writer´s goal (+ groups of four):

3. Materials and resources:
. Means: photocopier, overhead projector.
. Materials: book, newspapers, dictionaries, comics, exercise sheets

E- EVALUATION:
. By means of the evaluation we check that the objects are being achieved
. The evaluation must take place:
– during the process of learning, to readjust the process: formative
– at the end of the unit: summative (*10 minutes).

Valuation criteria:
1- Correct use of vocabulary as appropriate.
2- Correct use of grammatical structure.
3- Writing skills. (Including originality)
4- Speaking skills.

Instruments of evaluation:
– Teacher´s diary
– Student´s diary
– Analysis of students´homework
– Observation guides
– Co-evaluation and self-evaluation

Angel Albaladejo / Rosario Bayo

UK Rules

Amparo y Ana han preparado esta presentación como práctica del curso “Mejora de la competencia comunicativa en inglés”. Al subirla se han perdido algunas animaciones que hacían que la actividad fuese autocorrectiva, pero podéis jugar a comprobar la respuesta navegando en Internet.

Music in English

Como trabajo práctico del curso “Mejora de la competencia comunicativa en Inglés” y para su posible aplicación en el aula, Delia nos plantea esta actividad de Música en Inglés dirigida a alumnos de 4º ESO.

MUSIC IN ENGLISH

Main objectives:

  • Listening to a song in a conscious way, especially to the lyrics in English.
  • Making an effort to improve the pronunciation, attending to the stress of the word employed in the lyrics of a song.
  • Talking about a subject and trying to maintain an opinion.
  • Being conscious about the problems of racial segregation in the 50’s in the USA.
  • Recognizing some features of  “black” music, mainly blues.
  • Discussing the problems that immigrant people have nowadays in our country, in our town.

Contents:

  • The blues, musical features, hearing recognition.
  • Identification of easy English words in a song
  • Situation of the black community in the USA in the first half of the 20th century.
  • Analysis of the situation of immigrant people in our country.

Description:

First, students have to listen to the song and fill in the gaps from the lyrics. If this activity is not too difficult for them, they  invent other words in this gaps paying attention to the number of syllables and the stressed ones. Afterwards, they discuss some facts or subjects already proposed, related to the song.

Evaluation:

  • Filling in the gaps in the song.
  • Using the most suitable words in the gaps of the song.
  • Speaking fluently English.
  • Describing main music features of the song.

First activity: Fill in the gaps in the lyrics.

Billie Holiday “Strange Fruit” Lyrics


Songwriters: Allan, Lewis; Pearl, Maurice; Wiggins, Dwayne P.

Song: A strange fruit

Singer: Billie Holiday

Southern trees bear strange fruit
Blood on the leaves and blood at the root
Black bodies swinging in the southern breeze
Strange fruit hanging from the popular trees
Pastoral scene of the gallant south
The bulging eyes and the twisted mouth
Scent of magnolias, sweet and fresh
Then the sudden smell of burning flesh
Here is a fruit for the crows to pluck
For the rain to gather, for the wind to suck

For the sun to rot, for the trees to drop

Here is a strange and bitter cry

Southern trees bear strange fruit
Blood on the ______ and blood at the ________
Black bodies swinging in the southern breeze
Strange fruit hanging from the popular _______
Pastoral scene of the gallant south
The bulging _______ and the twisted mouth
Scent of magnolias, sweet and fresh
Then the sudden smell of burning ________
Here is a fruit for the crows to pluck
For the rain to gather, for the wind to suck

For the _______ to rot, for the trees to _______
Here is a strange and ________ cry

Second activity: Fill in the gaps with words so as to make sentences which make sense. (you cannot use the original words).

Third  activity: .Imagine you are an immigrant in an foreign country. Try to explain to your classmates your personal situation.

Delia López de Murillas