2 Anglès

Here you will find an outline of the activities carried out during lessons and  of the contents covered. this section will be updated regularly.

15th October/15th November

Date: 6/XI/11	1.en.22 The Youtube Symphony Orchestra experience
Aim	Developing skills (LRWS) Focusing  on listening skills. Develoing awareness on how the internet and you tube can be used as  learning tools. Focusing on connections among people from defferent backgrounds and nationalities. Stressing the importance of establishing links at world level. Developing awareness on different accents other than native when speaking English.
Topic	Music. Education. Vocation. The role of Internet and how it has changed traditional ways of carrying out projects. You tube as a learning tool. English as a Lingua Franca of communication.
ActivityTiming3 sessions	Listening to a set of different videos. Drawing conclusions on how musicians develop their vocation.  Exploring the web site of a well known orchestra and its resources. (names of instruments, sounds, musical language)
Materials	16 you tube videos presenting musicians, a web site from the San Francisco Synphony Orchestra, a set of questions
Output	Blog comments, class discussion on hobbies and music.
Vocabulary	Orchestra instruments and their families, conductor, venue, rehearsal, audition, practice, score.
Self-check	Can I ask and answer questions about the instruments in an orchestra? Can I explain what the You Tube Synphony Orchestra is about? Did I learn how several musicians developed their vocation?  Can I express my opinion about the project? Did I learn new uses of You Tube? Do I know where Sydney is? Can I describe Sydney Opera house? Did I learn the name of the main instruments in an Orchestra? Did I listen to the 15 videos that appeared in the blog? Did I investigate a bit on the San Francisco Synphony web site?

Date: 27/X/11	1.en.21 Some Halloween homework before the weekend
Aim	(R,W,L,S) Focus on speaking and oral skills. Developing awareness on  cultural aspects and celebrations. Improving diction and oral presentation skills which is a  priority in the 3 languages
Topic	Celebrations around the world: Halloween and its  origins
ActivityTiming2 sessions	Reciting poems and rhymes to practice  intonation and pronunciation. Reading and reading comprehension questions.  Taking an on line quiz.  Getting first hand information from Liz, the language assistant.
Materials	Power point, set of questions and poems. A web site with multimedia materials
Output	class discussion on celebrations. Reciting poems and group learning.
Vocabulary	Spooky words (skeleton, mummy, blood, zombie, skull, bones, death, dead). Confusable words: witch and which
Self-check	Can I explain the origins of Halloween? Can I mention some of the elements involved in this celebration?  Can I use the vocabulary learnt in this post to talk about this tradition? Do I know a short poem on Halloween by heart? Can I ask and explain a classmate how I celebrated Halloween this year? Did I ask Liz how she celebrated Halloween back home?

Date: 25/X/11	1.en.20 Working with ads: from Jingles to the Flying Beetle
Aim	Developing skills (R,W,L,S).Working with advertisements.Promoting collaboration with different schools (El Arenal) . Using other school blogs (Raúl Mas’ The Flying Beetle) to exchange materials and students’ works
Topic	The language of publicity and advertising (topic that is being dealt together with the Spanish teacher) Critical reflection on the language of advertisement
ActivityTiming3 or 4  sessions	Carrying out a set of activities (listening, reading, writing and speaking) designed by an English teacher from a different school. Producing an ad in groups. Commenting and comparing output
Materials	a blog ( The flying Beetle) , a selection of adverts from You tube. Set of questions and instructions to carry out activities.
Output	producing an advert (logo, description, jingle, recording). Exchanging adverts with students from a different school who are doing the same activity.
Vocabulary	adverts, brand, jingle, target, branding, logo, to launch, campaign,
Self-check	Can I explain the main elements involved in advertising? Can I explain to a classmate some of the ads we watched in this post?  Can I use the vocabulary learnt in this post to talk about ads? Did I learn any new words preparing my presentation? Did the group work ? Did I learn  what  type of adverts are  most popular among  my classmates ?  Can I explain in English the activities related with adverts I did in Spanish lessons?

Date: 23/X/11	1.en.19 A black humour story of a punctuation mark.
Aim	(R,W,L,S)Focus on developing writing skills. Learning to use commas. Developing awareness on the importance of punctuation marks.  (Use of commas will be further developed in Catalan lessons)
Topic	Identifying punctuation marks. Reflecting on punctuation marks value
ActivityTiming:1 session	Reading, writing.
Materials	Handout on punctuation marks embedded in the blog. It can be downloaded.
Output	Producing sentences in which different punctuation totally changes meaning. Editing a text in which all pùnctuation marks have been removed.
Vocabulary	ellipsis, colon, semicolon, apostrophe, slash, hyphen, period, dot, full stop, comma, question mark, exclamation mark, etc
Self-check	Did I learn the English names of the punctuation marks? Can I explain what punctuation marks are? Can I write punctuation marks in a text in which all punctuation marks have been removed? Can I provide an example of a sentence in which different  punctuation marks change its meaning?  Am I more aware of the importance of punctuation marks after doing the activity of this post?

Date: 22/X/11	1.en.18 Now that Halloween is approaching, a spooky alphabet with plenty of black humour
Aim	developing skills (R,W,L,S).Focus on listening .Grasping different forms of humour in texts.(This topic is being developed in Spanish Lessons)
Topic	What is Black humour? For the Spanish class students  have to write a black humour narrative. In English we’ll approach the topic of black humour using a you tube animation video.
ActivityTiming:1 session	listening to a video of a humorous alphabet. Learning diffferent words and stories
Materials	You Tube video, set of questions and some humorous textsimation video: “The  unfortunate alphabet”
Output	memorising and learning collaboratively a set of different spooky stories.
Vocabulary	Spooky words and elements of black humour: guillotine, electric chair, autopsy, guillotine, rigor mortis, leeches, etc
Self-check	After doing the activities in this post, do I understand better the meaning of black humour? Did I learn other spooky words apart from the one I chose to write on the blog? Which ones? Can I give an example of  black humour? Did I listen to the video of the unfortunate alphabet more than once? did I take notes in my notebook of the new words? Did I like the animation? Can I write a paragraph ( 3 or 4 sentences) about the spooky letter I chose? Can I reproduce the joke that appears on this post?

Date: 22/X/11	1.en.17 Accuracy: correction code
Aim	(R,W,L,S)Focus on developing writing skills. Identifying errors to improve writing. Using a correction code to self correct writing productions
Topic	Writing as a process. Learning from errors. Accuracy in writing.
ActivityTiming:1 session	Looking at different samples of students written productions. Learning to use  a correction code to self correct texts.
Materials	marking code handout and students’  productions
Output	self correction of  students’ texts
Vocabulary	wf – wrong form; ww – wrong word; wo – word order; p – punctuation; sp – spelling; gr – grammar;  reph – rephrase; L1 – language 1;  ^ – missing; wt – wrong tense: agr – agreement; cohesion; coherence
Self-check	Did I learn all the abbreviations  used in the correction code? Have I tried to identify my errors in written productions? Can I self correct some of my errors if the rteacher gives me back my compositions marked this way? Do I think using a correction code is useful? Why?

Date: 19/X/11	1.en.16 Feedback on Gervasio Sánchez talk
Aim	(R,W,L,S) Focus on developing writing skills. Developing awareness on world issues: Conflicts. (wars and conflicts are being covered in Spanish classes: Genocides and World War II in Spanish lessons)
Topic	World issues. Conflicts around the world.
ActivityTiming:2 sessions(outing+class session)	Writing a review of a talk and a description of a person. (in Catalan the topic of biographies and descriptions of people is approached through the reading of “boy”)
Materials	Students’ texts resulting from an outing toLa Caixa to listen to  a journalist and photographer talking about the consequences of wars. A selection of texts taken from students reviews
Output	Students’ texts resulting from an outing toLa Caixa to listen to  a journalist and photographer talking about the consequences of wars. A selection of texts taken from students reviews.
Vocabulary	review, quote, to be impressed by, what surprised me most, war correspondant, land mines, siege, consequences, peace, weapons, limbs, amputation, he/she looks like; he/she seems to be; casual, formal,  organised, anecdotes, commit; commitment; involve.
Self-check	Can I describe Gervasio? Looks? Personality? Can I include some anecdotes about his life in my story?  Did  the way he talked tell me something about his personality?  Did I write the review of Gervasio’s talk alone? Did I use a dictionary? What were the words I had to look up? Did I read any of the summaries from my classmates? Did my classmates reviews help me improve mine?  Did  Gervasio’s talk help me learning new words? Can I mention new countries I did not know before listening to him? Can I situate those countries in the map? Had I heard about Cambodia,  Sierra Leone and Liberia conflicts before going to his talk? Can I situate those countries in the map? Can I tell when the Sarajevo siege took place?

Date: 17/X/11	1 en 15 What is typical to you?
Aim	(R,W,L,S).Focus on developing listening skills. Transfering informatio:from listening to writing. Working with large numbers, statistics and percentages. (Statistics is part of the syllabus that is being covered in Maths lessons)
Topic	World issues. Population growth and sustainability.
ActivityTiming:1 session	Listening comprehension activity on population growth. Reflecting on world issues.
Materials	Video from National Geographic and set of questions
Output	Class discussion on the meaning of “typical” at world level. Students written comments on most surprising facts and figures.
Vocabulary	Figures, billion, average, percentage, rise, grow/growth, increase, urban, rural; life expectancy; mortality rate
Self-check	Can I understand the video? Did I take notes of most difficult words? Do I remember some of the facts and figures that surprised me most? After watching the video and doing the activities in the post, what are some of the reflections that come to my mind? Can I establish links between  the figures that appear in the video  and the topic we are working on this term? Can I use the vocabulary I learnt in this post?

Date: 17/X/11	1.en.14 The 5 most dangerous countries in which to be a woman
Aim	(R,W,L,S).Focus on developing listening and reading skills. Transfering information. Comparing figures and percentages. (Statistics is part of the syllabus that is being covered in Maths lessons)
Topic	World issues. Gender issues. NGO initiatives. Surveys.
ActivityTiming:2 sessions	Watching a video on Living in Kabul. Reflecting on world issues. Reading an interactive map from the Guardian. Finding out indicators of women’s situations in five different countries. Comparing facts and figures
Materials	Video about a skate park initiative in Kabul. A setet of questions. Interactive map from the Guardian providing facts and figures on the 5 most dangerous countries to be a woman: India, Pakistan, DR Congo, Somalia and Afghanistan. Trailer of the film “Budha explode out of shame” the story of a young girl who wants to go to school in Afghanistan.
Output	Class discussion on  gender issues. Students written comments and answers on most surprising facts. Comparing facts and figures. Discusing whether skate boarding is an all-male sport
Vocabulary	rates, life expectancy, lack of rights, arranged marriages, rapes, honour killings, domestic violence, genitale mutilation. Taliban, ban, prohibition, wounded
Self-check	Can I place Somalia, India, DR Congo, Pakistan and Afghanistan in a world map?  Did I learn some facts about women life conditions in those countries?When I learnt about immigration in previous post, did I check any of these countries?  Can I understand the video about skating in Kabul? Did I take notes of most difficult words? Do I remember some of the facts and figures that surprised me most? Can I describe what Kabul is like? What were the images that caused me greater impact? Can I explain what the initiative of Skateistan consists on? After watching the video and doing the activities in the post, what are some of the reflections that come to my mind?  Can I use the vocabulary I learnt in this post?

Date: 17/X/11	1.en.13 learning to read headlines: “Taliban kill head of Afghan girl’s school”
Aim	(R,W,L,S).Focus on developing reading skills. Comparing news coverage of the same piece of news. Using headlines, photos and captions to anticipate a story. Learning to use dictionaries.
Topic	Media coverage of world issues: “Taliban kills school head” . Analysing headlines.
ActivityTiming:2 sessions	:Reading on line newspapers. Comparing news coverage of the same piece of news (El Páis and The Guardian). Strategies to anticipate content using headlines. Using dictionaries.
Materials	Two newspaper articles from different newspapers covering the same piece of news. (El País in English and The Guardian) . A set of questions focusing on the headlines. On line dictionaries.
Output	Class discussion on  gender issues. Students written comments and answers on most surprising facts. Comparing facts and figures. Comparing results of word searches in on line dictionaries
Vocabulary	Headlines, catchy, caption, head, ban, warning, killed, murderd, Taliban, access,  healthcare, to wear, burqas , to allow, to attend school,. customs , widespread, set on fire
Self-check	Can I situate Afghanistan on a map? Do I know basic facts about the country: situation/population/goverment/ climate/religion/ wealth/ resources.Did I read both articles? Did I take notes of most difficult words? Do I remember some of the facts  that surprised me most? After reading the article and doing the activities in the post, what are some of the reflections that come to my mind? Do I understand how headlines can help us anticipate the content of the article? Can I use the vocabulary I learnt in this post?

Date: 17/X/11	1.en.12 Some questions raised by population growth: urban development and sustainability
Aim	(R,W,L,S) Focus on developing listening skills. Transfering information. Working with large numbers, statistics and percentages. (Statistics is part of the syllabus that is being covered in Maths lessons)
Topic	World issues. Population growth and sustainability. Focus on urban development and the concept of Megacity
ActivityTiming:1 session	Listening comprehension on population growth. Reflecting on world issues.
Materials	Video from National Geographic and set of questions
Output	answering collaboratively a questionnaire. Students written comments on most surprising facts and figures. Class discussion.
Vocabulary	Figures, billion, average, percentage, rise, grow/growth, increase, urban, rural; life expectancy; mortality rate, megacities, urban, rural, development, sanitation, drinkable water, shortage, room, lack of.
Self-check	Can I understand the video? Did I take notes of most difficult words? Do I remember some of the facts and figures that surprised me most? After watching the video and doing the activities in the post, what are some of the reflections that come to my mind? Can I establish links between  the figures that appear in the video  and the topic we are working on this term? Can I explain what a megacity is? Can I explain why sustainability and urban growth must be connected?  Can I use the vocabulary I learnt in this post?

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15th September /15th October

• Presenting class routines to new students.: blog, diary, agenda, note taking, deadlines, Google group, outings.

Peer collaboration: matching students with new classmates to help them integrate in the group

Summer work: functional language to be able to talk about summer.

Materials: Students works and powerpoint presentations

Revision of past tenses. I spent/ I visited/ I stayed

Questions to find out how classmates spent their summer:

Where did you go? How did you travel? How long did you stay? How long did it take..?

Describing places and comparing  size, situation, population, landmarks

Means of transport: boat/ flight/ car/bus/tram

Vocabulary about travelling: travel/trip/voyage/journey/cruise/ currency

On line support for revision and self study: Natural English (Units 1 and 2)

• first term topic:

Urban development and sustainability is presented so far  in the following posts:

1.en.4 Urban Orchards

1.en.5 Are cities sustainable? How much energy do they spend? Orbital tour of cities at night: glowing spider webs in the darkness

1.en.6 Revision of comparatives to help you compare cities: size, population, wealth, density

1.en.7 immigrants or emigrants?

1.en.8 Interactive world map: social indicators, population, economy, environment

Cities around the world: Palma versus Magacities: Mumbai, London, New York, London

Urban Orchads: Madrid/london

Materials: You tube videos from a London Project/web page of the Project/ newspaper  article

Vocabulary: plant/grow/develop/build/shed /patch/pond/shed/seed/

Phonetics: orchard/arch: ark/archive/god/good/

Pronunciation: How to pronounce continents and cities in English:

1.en.5 Are cities sustainable? How much energy do they spend? Orbital tour of cities at night: glowing spider webs in the darkness

• 3. Oral practice and reflection on learning habits: how long did you spend doing homework? Comparing (quick class survey).

Writing: from interviewing to writing a short report.

Vocabulary: homework versus housework.

Household chores: ironing, watering the plants/setting the table/tidying up/cooking/taking out the rubbish/dusting/soing the laundry. Comparing(quick class survey)

•  4.Grammar: comparatives: 1.en.6 Revision of comparatives to help you compare cities: size, population, wealth, density

Language to compare cities: size, density, population, wealth.

materials: power point presentation, you tube video and world map.

•  5. News and controversial issues
• Inmmigration versus emigration, migration flows. http://1esoe1011.wordpress.com/2011/09/26/1-en-7-immigrants-or-emigrants/
• Economy, population  and development;drawing conclusions from fact comparison. Comparing urban and rural population. Using on line tools and interactive maps to find data. Drawing conclusions from data observation. http://1esoe1011.wordpress.com/2011/10/03/1-en-8-interactive-world-map-social-indicators-population-economy-environment/
• Censorship: banning books; USA banned books debate. http://1esoe1011.wordpress.com/2011/10/03/1-en-9-censorship-have-a-look-at-some-of-the-banned-books-in-usa-whats-your-opinion/