Herramientas para la enseñanza online

Estas son algunas herramientas que pueden ser útiles para trabajar a distancia con el alumnado, así como para potenciar su aprendizaje autónomo:

Herramientas para comprobar la comprensión:

Herramientas de preguntas de opción múltiple

Ejemplos:

Para hacer clases online con los alumnos:

Herramientas para promover la producción/coproducción oral 

  • Flipgrid: para que los alumnos puedan grabar sus producciones orales. También permite que el profesor dé feedback a lo que los alumnos han colgado.

Resumen de uso básico de Flipgrid para enseñanza a distancia (pdf)

Consejo: si os interesa que los alumnos os envíen sus producciones, pero queréis que solo esté visible para el profesor/a, seleccionad la opción “moderar los posts antes de publicar”. Si nunca dais permiso para publicarlos, nunca serán visibles para nadie más que para vosotros.

Para grabar tutoriales:

  • Si vais a enviar algún material de trabajo a los alumnos y necesitáis dar alguna explicación de voz, quizá os venga bien la extensión para Google Chrome Talk and Comment. Permite grabar notas de voz, y genera automáticamente enlaces para compartir esa grabación, sin necesidad de tener que subirlo a ninguna nube ni repositorio. Rápida y efectiva. Una vez instalada la extensión, aparecerá un icono “flotante” en la pantalla de cualquier página web que estéis visitando. También se puede utilizar con tablets Android.

 

 

Para guiar la comprensión:

  • ejemplos:

WAGOLL (What a Good One Looks Like)- modelos a imitar, comentados:

WAGOLL para writing:

WAGOLL para mediación:

 

  • Edpuzzle- Bank of Mum and Dad– un ejemplo de que Edpuzzle no solo sirve para comprobar la comprensión, sino también para guiar y dar explicaciones adicionales, o explicar vocabulario difícil.

Para dar feedback a producciones:

 

Otros recursos:

Google Classroom:

Si tienes un iPad, aquí tienes algunas ideas para sacar el máximo partido al dispositivo para tus clases:

Recursos para alumnos:

signposting language for essays

One of the most relevant aspects of the structure of an essay is signposting: giving clear indications about the content of your essay not just in the introduction, but in every section. Imagine you were giving indications to a driver to prevent them from getting lost: that is the function of signposting language. That way, your essay will be much easier to read, much clearer. Here you have a more detailed explanation.

IMG_4787

street signpost in Eton, Berkshire (England) [my own photograph]

You can find below some possible expressions you can use to that effect:

 

Screenshot 2019-11-30 at 18.17.28

Click on the image to download the file

You can also have a look at these links, especially the first one, a very thorough guide to academic writing:

As an exercise, you can read these two sample essays (argumentative and discursive).

Screenshot 2019-12-02 at 22.28.51

Can you highlight….?

  • any signposting language you can find.
  • the linking words you can find to join paragraphs and to join sentences within paragraphs.
  • WOW language (grammar and vocabulary which stand out as really good).
  • any other positive aspects that may call your attention. 

You can find below the same essays with some of these aspects highlighted:

Related posts:

 

Speaking voices in English I like

These are some of the speaking voices in English I like the most, and that I somehow consider ‘models’ of good pronunciation, stress, enunciation…At some points in life, when I have had to do public speaking, I have reminded myself of some of them, thinking, for example: ‘you should show the same poise as Audrey Hepburn when you’re speaking’.

To my mind, their voices are a delight to listen to and might prove a model to imitate when speaking English.

Audrey Hepburn:

Sabrina (1954)

Brian May:

Desert Island Discs (BBC Radio 4)

Benedict Cumberbatch:

‘Sherlock’ (BBC 2010-2017)

The Imitation Game (2014):

Martin Freeman:

Jeremy Irons:

‘Brideshead Revisited’ (Granada TV 1981)

Emma Thompson

Much Ado About Nothing (1992)

Kenneth Branagh:

Look Back in Anger (1989):

Hamlet (1996):

Harry Potter and the Chamber of Secrets (2002):

Nicole Kidman:

The Others (2001)

Hugh Grant:

Four Weddings and a Funeral (1994)

Notting Hill (1999)

Stephen Fry & Hugh Laurie

‘A Bit of Fry and Laurie’ (1987-1995)

Kate Winslet:

Downton Abbey cast:

Michael Sheen:

The Queen (2006)

‘Good Omens’ (Amazon Prime 2019)

Jack Davenport:

‘Coupling’ (BBC 2000-2004)

‘Next of Kin’ (ITV 2018)

Expressions to use in spoken production/interaction- C2 English

Click on the picture for a pdf version of the file:

In these videos you can find examples of how to use some of the discourse markers above:

Tools to check whether language sounds natural or not, and to improve the level of a production

  • Dictionaries: some of the dictionaries I tend to recommend at B2 level and upwards are the Cambridge Dictionary (https://dictionary.cambridge.org/) and the Oxford Thesaurus (https://en.oxforddictionaries.com/, choose ‘Thesaurus’ in the dropdown menu). Ideas on how to use a dictionary here to improve writing tasks here: https://natalialzam.wordpress.com/2016/12/06/how-to-improve-your-writing-tasks-b2-c1/  
  • Grammarly (https://www.grammarly.com):  Add-on which checks for spelling mistakes, and suggests possible grammar mistakes through Artificial Intelligence. Its suggestions tend to be accurate/useful. 
  • Fraze.it (https://fraze.it): A database of online newspapers and magazines which may come in handy when trying to make sure that a given collocation sounds natural. Type your collocation into the search box, and if it can find those words, it will yield real examples where this expression appears. Once there, you can also click for more context. If your collocation exists, you will find a list of examples; if it does not, or is not very frequent, no or very few examples will appear.
  • Flax (http://flax.nzdl.org/greenstone3/flax?a=fp&sa=collAbout&c=collocations): enter a word, and how words form into collocational patterns will be revealed by looking across different academic and social corpora.

The following links provide further ideas and resources on how to check whether the language produced sounds natural, or to widen the range of vocabulary used to meet the requirements of B2-C1-C2 levels:

Tools to improve pronunciation and phonological control

ICT tools and apps to record/promote spoken production and co-production/interaction