materiales taller especificaciones y recursos para prueba writing B1 (4º ESO)

En este enlace podéis acceder a la presentación de la sesión:

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También podéis escuchar el audio:

 

materiales:

Enlaces relacionados

Materiales taller “El Companion Volume y las tareas de mediación en secundaria”

En este enlace podéis acceder a la presentación del taller “El Companion Volume y las tareas de mediación en secundaria”, celebrado el 8 de enero de 2020 en el CARLEE (Zaragoza):

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En estos videos tenéis esa misma presentación junto con el audio de la sesión:

Estas son algunas tareas de mediación, que pueden servir como ejemplo (B1):

 

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talleres: Companion Volume y mediación/writing B1 4º ESO

El CARLEE organiza dos talleres relacionados con la prueba de certificación del nivel B1 de inglés/francés para alumnos de 4º de ESO que cursan estudios dentro del modelo BRIT-Aragón, aunque pueden ser de interés para todos los docentes de lengua extranjera en secundaria. Son los siguientes:

EL COMPANION VOLUME Y LAS TAREAS DE MEDIACIÓN EN SECUNDARIA (todos los idiomas) – 8 de enero 2020Contenidos:

  • Actualización del MCER: modos de comunicación, descriptores 
  • Mediación lingüística: oral, escrita/ interlingüística, intralingüística
  • Diseño de actividades de mediación en el aula de secundaria

ESPECIFICACIONES Y RECURSOS PARA LA PRUEBA DE PRODUCCIÓN Y COPRODUCCIÓN DE TEXTOS ESCRITOS (inglés) – 15 de enero 2020

Contenidos:

  • Especificaciones de la prueba de writing: tipos de texto, duración
  • Descriptores de la rúbrica
  • Recursos para la preparación del alumnado en el aula y de manera autónoma
  • WAGOLL (What a Good One Looks Like)- ideas para dar feedback a las producciones y coproducciones de los alumnos.
Están dirigidos al profesorado de lengua extranjera.
En estos enlaces se puede encontrar la información completa: mediación / writing 
La inscripción comenzará el 12 de diciembre en DOCEO: mediación / writing

suggested reading for teenagers and young adults

This is a list of books for children, teenagers and young adults, by no means comprehensive, which could be used as reading material in the English classroom, or as recommendations for independent reading:

Further suggestions (year 4 secondary and upwards):

Roald Dahl’s short stories:

Novels:

 

Desert Island Discs as an ice-breaking/mediation activity

Desert Island Discs is a BBC Radio 4 show which has been on air since 1942. The premise behind the show is that the guest has been cast away on a desert island, and they are left with eight recordings, a luxury item and a book, all of their own choosing, together with the complete works of Shakespeare and a copy of the Bible or any other religious/philosophical book. During the show, the guest and host discuss the former’s life, while explaining the reasons why they decided on those particular tracks, book and item.

The guests tend to include world-class celebrities from the fields of culture, literature, Science, entertainment…You can access the archive on the BBC Radio 4 Desert Island Discs archive. You can find a selection of shows here (literature and music-related podcasts).

This same concept could also be used as a speaking activity for a unit on music/entertainment; to practise second conditionals; or as an ice-breaking activity on the first days of the school year, for students to get to know each other, or for teachers to get to know their students better.

  • What eight recordings would you take to a desert island? Why have you chosen every one of them? How relevant are they to your life? (If you are pressed for time, ask students to pick fewer recordings- it’s a rather time-consuming decision-making process).
  • What luxury item would you take and why?
  • What book would you take and why?

It could even be regarded as a mediation activity: in the Companion Volume to the CEFR, mediating a text includes descriptors for expressing a personal response to creative texts (including literature) [p. 116]. In a way, the student describing their choices (the ‘guest’) would actually be mediating those songs and their lyrics to their partner  (the ‘host’), as they…

  • may express his/her reactions to a work, reporting his/her feelings and ideas in simple language, and say in simple language which aspects of a work especially interested him/her  (A2)
  • might be relating emotions they have felt to those in the song, describe the emotions he/she experienced at a certain point in a story, or explain briefly the feelings and opinions that a work provoked in him/her (B1)
  • could describe his/her emotional response to a work and elaborate on the way in which it has evoked this response, or express in some detail his/her reactions to the form of expression, style and content of a work, explaining what he/she appreciated and why (B2)
  • could be asked to describe in detail his/her personal interpretation of a work, outlining his/her reactions to certain features and explaining their significance (C1/C2).

fake social media generators- ideas for the classroom

In a world where social media prevail (or can it be ‘prevails’?), it might be interesting to bring them into the classroom. Basically, because the language to be used in social media is sometimes different to the language of other media, or may require some adaptation; therefore should be dealt with in class. On top of that, because this kind of communicative activity may prove motivating for students, regardless of their ages.

You can find below a list of online tools and apps I have been using lately. For all of the tools described below, my advice to students (and teachers) is for the tweets/texts to be typed on a word document/pages document first, then copy and paste them onto the website or app. That way, if something happens (if the connection gets lost, for example), you will still keep a copy of your work.

Fake Twitter generators: 

Twister– very quick. Just type the (invented) username of the tweeter, their real name, and the tweet. It will create a ‘twister’ post in seconds, with a picture of the person/ character.

Fake Twitter generator: create really true-to-life fake tweets.

*Tip: if you’re creating the tweets on a laptop/desktop, when you finish your tweet you can click on the button “save image”. However, if you’re using a tablet, iPad, or any mobile device,  the button is likely not to work. Try taking a screenshot instead.

Fake Fakebook generators:

  • Simitator: creates fake Facebook posts and walls.
  • Fakebook: ‘Fakebook’ page, can include character bio, posts, interactions with other users… Different students can access the page if the teacher shares the code.

example- Fakebook page for Nicola Thorp– a British actress who started a petition against dress code in the office. (Started by me as a teacher, comments by students).

Fake text messages / WhatsApp:

  • Fake WhatsApp texts: up to two characters / people can take part in the conversation. Plenty of options: delivered, read; time; emojis…

text created by teachers in a CPD course

  • Fake iPhone messages: the conversation can include up to three characters. You can customise the operator, battery, signal, time…

  • Texting Story: This Android and iOs free app allows you to showcase dialogues between several characters as if they were texting. The product you get is not an image, but a video of their conversation.

WhatsPrank (iOs app)- to create fake WhatsApp texts, including the icon for audio messages.

What kinds of activities can you do with these websites and apps?

  • Turn any ‘write a dialogue between’ activity into an ‘imagine the texts that X sent to Y, and their reply’ activity.
  • Create profiles for (and write comments about) historical characters
  • Rewrite well-known plots (literature, film, TV shows), or imagine how they could be retold in tweets, or the conversations the characters could have at a certain point in the plot.
  • Create custom conversations/social media posts as input for a mediation activity in the classroom (Not recommended for exams-whatever input you provide should be real-life material).

Can you think of other activities? Would you like to share your thoughts on this? Leave a comment.

punctuation display

This is just intended as a guide to help students understand how to use punctuation marks properly:

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