Consider the image above: what are the main differences when you apply to a big company or to a small company?
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)...
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:
STUDENTS OF 3rd ESO:
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!
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 bubbl.us 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!
FOR TEACHERS: DOCUMENT SAMPLE
ECO-CAMPAIGN
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…):
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?
MY NAME + MY FIRST LETTER WORD
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.:
I have been to Malaysia, Australia and Vanuatu this summer.
I have learnt some Bahasa Indonesia language.
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.
ASSESSMENT CRITERIA: 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.
Materials:
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.
Textbooks:
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).
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!
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!:
CURIOSIPICS: http://www.cambridgediscovery.es/page/que_es
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
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.
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.
NEWS REPORTING
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.
WARM UP: Watch this video... which extreme sports can you spot?
VOCABULARY. Match:
http://tx.english-ch.com/teacher/rina/ex.jpg
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...
4.
5.
6.
7.
8.
9.
10.
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? https://www.youtube.com/watch?v=_I7iQZwbiSw
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 _ _ _ _ _
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?
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 inthe 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.
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: http://www.vegetables.co.nz/resources/1files/pdf/leaflet_eatcolours.pdf Source: https://s-media-cache-ak0.pinimg.com/736x/ab/4c/7d/ab4c7d47a76975fc300275dfc565e177.jpg
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):
This is an example of a creative way to apply for job. We have also listened to different job interviews and sorted all the typical questions you have to be ready for (e.g. strengths and weaknesses, etc.) and the importance of non-verbal communication and the looks.Listen to the man and answer the questions (ltiple choice): LISTENING http://www.esl-lab.com/jobhunting/jobhuntingrd1.htm
Here you have some ideas!
2015 Nepal earthquake
