EUROSCOLA: making of (2017)

Here you have the video of our making of...
  •  First we did a brainstorming with ideas and we were worried about Brexit, refugees crisiis and our future. 
  • Then we designed a storyboard on the blackboard with a storyline. The plot will be given by the concepts of generations we have learbt in class.
  • Next we created the outfits and make up to dress according to the decade and we will hold a sign with a set of values of the EU. We also incorporate the cap and flag tehy sent us from the Office Europe Direct.
  • After that we recorded and edited the video, choosing the music and effects and solve problems for uploading.
  • Finally we will share it in our school blog as well and local media in Badalona like the Radio marathon.
¡Aquí tenéis el vídeo del making of! Aquí teniu el video del making of!

Some inspirational materials: Generations + values (main theme)

Cerca con Google:
Orientación en Galicia: Xeración Z, Y e C e Educación: 

FORMER GENERATION (also Generation Y)
What comes after Generation Z? - OneEurope:  OUR GENERATION


They say it's a dark time... but we can see the stars shining and we know there will be a new tomorrow. Parallelism: night=hard times for UE (Brexit, refugee crisis, economic crisis...); hope= stars (in the painting and in the flag).

Fashion (casting and dressing/make-up); 
cómo vestirnos y maquillarnos según la década que representemos (desde 1957)
com anar vestits i maquillats segons la dècada (des de 1957).

Adapt dress, make up, hair style and pose to each decade:

WHAT: Values in our Carta Magna
(Treaty of Rome, 1957)
Ana (Ecuador)
Black and white
Alina (Italy)
Juanjo (Spain)
Dyed hair
Leather jacket
Ikram (Morocco)
Anthony (Nigeria)
Baseball cap
Anchu (Nepal) and Xi (China)
We are the values of the EU (written)
Kevin (Spain)
European cap
EU flag

Poster “Volem Acolllir”
We are the values of the EU (spoken). + Volem acollir (we want to welcome refugees…

Spaniards had to flee when the Civil War (1936)… now it’s them in Syria and other countries.
We want to help and can help. People might pass along but we must stand out for our values.

EUROSCOLA 2017: Keeping EU values!

EXPLANATION. We have worked on the concept of generation and applied it to the 60 years since the Treaty of Rome in 1957: from the Silent Generation of the 50, the babyboomers, the Generation X, the Y of the Millennials and the Z ). Each one of us maintains a value and represents a decade in the form of dress: the sober ones, the coloring of the 60s and social activism (hippy aesthetics); The 80's (punk); The 90 (Eurodisney); The 2000 and 2010 with multiculturalism and the present: with the refugee crisis and the Brexit we believe that it is worthwhile to go back on foundational values ​​to face the future in a positive way: that's why we turn back, we go to the stars of The EU flag (thanks to Europe Direct office) to the "étoiles" of Van Gogh, a reference of European painting, as the Big Bang of the joint project. We look to the future wanting to use values ​​to practice and therefore the message-in Catalan: Volem acollir = we want to welcome, many are foreigners, others from here, and together we want to make a better world. Like the dancing miracle of the artist's stars dancing in the sky despite the night... We can be these stars in the EU despite the hard times.

Hemos trabajado el concepto de generación y lo hemos aplicado a los 60 años transcurridos desde el Tratado de Roma en 1957: de la Silent Generation de los 50, a los babyboomers, la generación X, la Y de los Millennials y la Z (la nuestra). Cada uno nde nosotros mantiene un valor y representa una década en si forma de vestir: los sobrios 50, el colorido de los 60-70 y el activismo social (estética hippy); los 80 (punky); los 90 (Eurodisney); los 2000 y 2010 con la multiculturalidad y la actualidad: con la crisis de los refugiados y el Brexit creemos que vale la pena volver atrás en los valores fundacionales para afrontar el futuro de forma positiva: por eso damos marcha atrás, vamos a las estrellas de la bandera de la UE (gracias oficina Europe Direct) a las "étoiles" de Van Gogh, referente de la pintura europea, como Big Bang del proyecto común. Miramos al futuro queriendo usar los valores a la práctica y por eso el mensaje-en catalán: Volem acollir= queremos acoger;muchos somos extranjeros, otros de aquí, y juntos queremos hacer un mundo mejor

Final edit of the modern style video:

We like this video but it's too long for the requirements of the contest (1:30 min) 


Anyway we wanted to share it with you... 

and another making of! :)

We have enjoyed a lot and learnt about Europe and our generation, the past generation and what we can do for the future generations within the EU! Keeping the values of the EU!
Image result for EUROSCOLA LOGO


Sant Jordi competition 2017

love+rap+poem love rap poem you have some ideas!

4th ESO
3rd ESO
2nd ESO
1st ESO
Aula Oberta: How to write a RAP song?

Act out the poems' stanzas in groups of 5

Irregular verbs rap song

For inspiration (or cheating!)

Just for fun: ambigrams!

ESO4: Getting a job

As you can see above, the smaller company process is much simpler and ...
Consider the image above: what are the main differences when you apply to a big company or to a small company?

Click on the links in most boxes, to get further information
Think of a possible job you could take next summer in an English-speaking country, what would it be? What qualifications do you need? And experience? How would you tailor your CV? What would you explain in your cover letter? How would you prepare for an interview? (telephone, skype, face to face)...

Create your CV (un America they say resume). There are many models and templates you can use.
Here you have a link to the  EUROPASS model:
More examples following American templates here:

Now, think beyond the standard models and be AS CREATIVE AS YOU CAN! How would you stand out of the rest of CVs? Here you have creative examples!

Here you have an interactive CV (gamers, that's for you! couldn't it be the best job ever?)

And here you have a gem I found (in Spanish, with Engish subtitles):

I know you are also doing your CV in Spanish and Catalan. If you want to go beyond also in your language, here you have more ideas for a videocurriculum:

Tutorial for Adobe Clip (app to edit your videos in your mobile phone):

Finally, imagine that you find the advertising of the job of your life in 10 years time: start visualizing and preparing for that day! Prepare a CV and a cover letter for that job, invent your work experience and foresee your qualifications, and don't forget your languages level, digital skills and other interesting information!





INTERNET SAFETY: 1st EducaInternet Contest

This is our proposal for the first contest on Internet Safety. We love the Kahoot platform because it is easy and fun and you learn while you share knowledge with your colleagues. We think it is a language we understand, you can work in group, you can research and make the questions and challenge your classmates... and it's online and for free!

We hope you find it interesting and useful!

Teacher's note: You can show and share. Your friends can learn on Internet Safety and vote for our resource here:

Remember you have more information about the contest and the modules on Internet Safety to keep learning about these issues. Good luck!



Hi! Thank your for your FANTASTIC ideas to change the world! Here you have a mind map of the ideas you shared in class for your campaigns. You can use or other similar webppages to create mind maps and connect ideas in a visual way.

Remember to fill in the document you can find in your Drive, it will help you create and develop your campaign. The steps to follow are:
1. Brainstorming: what environmental problems do we find around us? Which ones worry or conern us the most? Whaat is in our hands to help?
2. Choose one of the problems and look for the causes and consequences. Are there aany campaigns addressing it? Can we get some ideas and/or contribute to the cause? Look at the visuals of their campaign: posters, videos, logos, mottos.. who are they addressing to? How are they trying to convince people?
3. Create your own campaign. Create a poster and dare with a video too! You can create an online campaign or distribute leaflets. Your materials should be adapted to your audience and your idea! E.g. use recycled paper...
4. Oral presentation: prepare a presentation for the class; all members have to present a different idea of the project.
5. Assess your work and your campaign. What is the impact of your campaign? Have you contributed to change the world for the better? What was your role? How do you assess your performance and your classmates' (in your group and the other groups)?

Good luck: together we can change the world! Think globally, act locally... or beyond! 


Group name: Pinkies
Students: Ana, Alicia, Ceci
Title: Be trendy: don't throw them away, give it a-way!

1. Share here the campaigns you have found on the internet (web pages, pictures…):

2. Paste here the information you have found about the problem and answer the questions:

  1. What is the problem?
Some people throw away their old clothes.
  1. What are the causes?
They think their clothes are useless.
  1. What are the consequences?
Some people haven’t got any clothes.
  1. What can we do to solve it?
We can mend old clothes and reuse them. 
  1. Who are they addressing their campaign?
People in our town.

3. Design your campaign: POSTER / VIDEO

  1. What is the problem?
  2. Why is it important to solve it?
  3. Who are you addressing?
  4. How are you convincing your target audience?
  5. What materials will you need?

4. Presentation

Divide it in parts. Who is going to say what?

CeciGood mornig. We are Ceci, Ana and Alicia and we are going to show you our campaign about reusing clothes. (...)

5. Conclusions / Self-assessment.

Activity carried on (research, cut, draw, write email, record video, act, interview...)
Marks (1-10)

Strong aspects of the team:

Weak aspects to improve:

Assessment of the other groups (2.5 marks per item; total= 10 marks)

Body language
Quality of materials
Student A

Student B

Student C

Student D

Persuasion (are they convincing?)
(causes and effects; need to act)
(have they reached their goal?)
(clear, attractive, interactive)


ALL: Dear students

Dear students,

WELCOME to the academic year 2015-16.

This year I will be teaching 2nd, 3rd and 4th of ESO.

Ice-breakers for our first day at school!
Activities to start using and improving your English in a fun way.

ESO1 and 2: 
  • PASS THE BALL and introduce yourself. IN PAIRS: You can ask several questions to your classmate and then talk about him or her to the class.
    • In groups, pairs or walking around the class stopping at any random time indicated by the teacher or another student. You can have a list with question words and complete them: Who is your best friend? What is your favourite food? When is your birthday?
    • Introduce yourself just saying your name and another word in English beginning with the same letter as your first name (you can choose a particular topic, i.e. animals), for example: I'm Ann Ant, I'm Bern Ball, I'm Carles Cat... Then, we'll try to remember these nicknames.
  • GAME: End up with a game: stand up and form a circle, and each student say a word related to a topic (e.g. SUMMER). When a student says a word that does not fit or remains silent, sits down and gets eliminated. The last one standing up is the winner.
  • An extra activity could be to introduce basic instructions in English and hang a poster with them, e.g.: How do you say ... in English? Excuse me I'm late, can I come in?

ESO3 and 4:

  • ASK ATTACK: Draw a big question mark and let students ask you questions. Write them down to ellicit error correction (sentence structure)-, other students can help in the right word order/grammatical correction.
  • LIE DETECTOR: You say three sentences about yourself, two are true, one is false. The class have to guess which one is the lie. The more surprising your true sentences are, the better! If you have proof of it, show them! E.g.:
  1. I have been to Malaysia, Australia and Vanuatu this summer. 
  2. I have learnt some Bahasa Indonesia language.
  3. I have been parachuting.
  • GUESS WHO: in this case, your teacher asks you to write an anecdote about your (e.g. this summer) or a hobby you have, and collects them from you. Then, they are read loud and the class have to guess who is the person who wrote it.
NOTE FOR TEACHERS: It is important to set the assessment criteria in the first day, too. Make it in a clear and concise way, but make all the information available. They can be asked to be the markers of a particular text (written or oral) to experience the way the teacher is going to mark compositions or oral skills.

Exemplify compositions with a good layout and a really bad one to exaggerate the contrasts and make clear what is the model to follow. 

40% Procedures (what you do: compositions, speaking, listening, reading, grammar, vocabulary)
30% Concepts (what you know: written tests, oral tests)
30% Habits (how you do it: homework, dossiers/portfolio, punctuality)

Written compositions:           Speaking:                        Reading:
Pr. Presentation 20%                Pronunciation 20%             2nd ESO Short stories 
Acc. Accuracy 20%                  Accuracy 20%                   3rd ESO Short stories
Fl. Fluency 20%                       Fluency 20%                     4th ESO Romeo and Juliet
Str. Structure 20%                    Acting 20%                        + Voluntary reading
Or. Originality 20%                   Content/Ideas 20%

Specify rubrics for each task.


  • Blue and black pens for notes, green pen for self-marking, red pen for other purposes.
  • Plastic pockets and paper sheets.
  • Pencil, eraser, sharpener, ruler, scissors, glue for specific purposes.
  • Headphones (for listenings)

Books: Readers/Original materials (plenty of them in our library). You can fill in the reading worksheet and grade them, plus write a recommendation (why did you liked it? or not...). Make a collective poster/lino.


  • Digital Students Book MacMillan INTERFACE

You will work on the digital book and sometimes write theory and some exercises in your notes (at the end you will have a dossier per each unit).

  • Paper Workbook MacMillan INTERFACE 

You can write on the workbook; then you will self-mark these exercises and bring doubts to discuss in class.

We will use laptops for acccessing materials, eventually tablets and smart phones when the teacher says so.

Flipped classroom: you will study the theory at home and do the exercises in class!

Digital portfolio (ePortfolio): see this example... are you eager? You can upload your writing, learning reflection/diaries and oral skills productions easily!

Options for teachers to consider (and students!):


CONTESTS: Euroscola in the news, Curiosipics, Time Capsule

We appear in the news! Our Euroscola project with Senegal is on the news, have a look (headlines and from 11:40):

These are the winners of 2015:

Despite the fact we have not won this year I sincerely think you are real winners, you have done an OUTSTANDING job with your campaign SMILING STARS and I congratulate you for that.

Don't worry, there are more contests!:

You are still on time to upload your pic and vote for the most curious picture!
Prizes:  trips to London and New York, professional cameras, mobile phones...
Deadline: 15 May 2015

Create a time capsule and make a video of the process: how do teenagers live in 2015? Let them know what's your lifestyle in 2015... for those who will open it in 2050!
Prize: a weekend in Oxford for your class!
Deadline: extended to 29th May (but voting starts on the 18th May!)
Registration and tips:

Good luck!

ESO4: Global issues update: NEPAL EARTHQUAKE RELIEF

2015 Nepal earthquake

A strong (7.8) earthquake hit Nepal in the area near Barpak, a mountain village between capital Kathmandu and tourist town Pokhara. The earthquake was followed by many powerful aftershocks and a new earthquake (6.7) hit Nepal on Sunday April 26. 

The earthquakes caused extensive damage to buildings and thousands of deaths and injuries and was even felt in Pakistan, India and Bangladesh. Many (historic) buildings collapsed, temples have been ruined, roads destroyed. Nearly 8000 deaths in Nepal and tens of deaths in India & Tibet.


Reading. More info:
Speaking: what do they need and how can we help Nepal at the moment? Discuss
Writing: jot down your ideas.

Check this page:

  • DO YOU NEED HELP? What are the things needed in Nepal after the earthquake?
  • DO YOU WANT TO HELP? How can you help?
  • GROUPS IN RELIEF ACTION: Choose a group and summarize who they are and what's their specific action
  • Now design a poster and a leaflet explaining what happened in Nepal and how we can help. 

In groups of 4 or 5, check the mass media (press, radio, TV, the Internet) and look for news dealing with global issues concerning the environment, poverty, arms trade, war, hunger or others. You will create an online piece of news including: 

a) writing, (e.g. article, chronicle, editorial...)
b) image//infographic/animation (e.g. map, photography, survey graphic...)
c) radio/podcasting  (e.g. interview, pop vox...) 
d) a TV/video story (e.g. stand up)
e) Include also a forum/opinion poll involving social media

Use a blogging device to upload your content. We will discuss if it is better to upload all the groups' contents onto a single blog. 

  • Blogging: wix, blogger, wordpress...
  • Audio: software > Adobe Audition, Audacity, Garageband... uploading >
  • Video: software >Adobe Premiere, Movie Maker, ... uploading > YouTube, blogger...
  • Free music, ingles and FX (no copyright infringement): 
Then, you will move forward to your own community: look for a story in Badalona to be covered.


ESO3: Extreme sports... do you dare?

WARM UP: Watch this video... which extreme sports can you spot?

Classify these sports into the following categories: LAND    WATER    AIR
Have you ever practised any of them?
Would you like to practise any of them?

WRITING: WISH LIST- 10 things I want to do before I am 25. 

1. I want to...
2. I would like to...
3. I'd love to...

Example: I want to do bungee jumping in New Zealand!

SPEAKING: Now comment your list with your colleagues. What sports would you do? Which ones you wouldn't do? Why?

LISTENING: Listen to this podcast. What ten extreme sports are mentioned?
1- What does the B in BASE mean? B________ Antennas Spans (Bridges) and Earth (cliffs)
2 - Kayaking is also known as: a) cliff diving  b) caving  c) canoeing
3 - You can explore caves if you practise this sport: c _ _ _ _ _
4 - Choose the correct option: white / blue / black water rafting
5 - A synonym for skydiving is p _ _ _ ch _ _ _ _ _

The origins of bungee jumping.

1. Where was the world's first permanent commercial bungee site opened? K_____ B____, in N__ Z_____.
2. When and where did they perform the world's highest jump at (233 metres)? At the M_____ T_____, in A____ 2____.
3. The main material of the elastc rope used in bungee juming is....? L______
4. In what famous French monument did they jump in the 1980s? The E_____ T ______
5. The land-diving ritual on Pentecost has been claimed as an inspiration by AJ Hackett. In what island country is it performed? V_____
EXTRA: Can you mention 5 variants of this sport?

More info @




ESO1: What's for breakfast?

Watch the video and ask quastions to your colleagues. Test your memory! What's for breakfast around the world?
-What's for breakfast in _____? 
-In ____ they usually have __________ for breakfast.
e.g. -What's for breakfast in the USA?
-In the USA they usually have pancakes, bacon and eggs for breakfast.

Now, answer these questions:
What's a typical breakfast like where you live?
What did you have for breakfast this morning?
What do you usually have for breakfast on Sundays?
What are you having in the break today?
What will you prepare for your next birthday?

Song: YUMMY or YUCKY? Listen to this song and sing along! Stop at 1:50, look at the raining foods and guess whats the next weird combination! Then, in groups, invent another YUCKY combination out of two YUMMY ingredients and we will create our YUCKY menu!


Writing: Let's try to add a piece of fruit in our breakfasts, before coming to school or in the break... or both! During two weeks we are going to divide into groups of 3-5 students and record what we have for breakfast each day. We will classify our breakfasts into three colours, like in traffic lights: red (not healthy), orange (so-so), green (very healthy= this includes at least a piece of fruit!): you discuss and decide on how to apply the colours! The goal is to get as many green squares as possible... and incorporate fruit into our breakfasts! Remember to incude 5-a-day!  This is, three portions of vegetables and two servings of fruit.

Milk chocolate and biscuits

Orange juice and fried eggs

Turkey sandwich and an apple

Listen to this text and comment on the 5 tips:

Reading: have a look to this leaflet.

1. What food is it promoting?
2. Where is it from?
3. What vegetables can you identify on the face (cover)?
4. And in the middle part of the second page? Mention vegetable and colour
5. Can you mention two dishes made with potatoes?

More on colours and vegs:


EXTRA!: This advertisement is mute. Shall we create a song to go with it? Pay attention to the vocabulary!

GRAMMAR REVISION (video explanations and exercises):