Aurasma Pictures

I’m working on a presentation in Spanish for CLIL teachers. I include the presentation and some pictures that work with AURASMA. Follow me as “esuarezguillen” on Aurasma to see how they work.

The presentation is included at the end.

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US ELECTIONS 2016

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It’s been a long time since I last published an activity here. But here we are again. I don’t remember how many times I’ve taught or shown the US electoral system to my students. It’s complicated and different from ours in Spain. Of course, what happens in the USA affects the whole world and it’s important for us. If we combine these two factors, we have a reason to talk about it in class.

I found this video on the facebook group Cosas que encuentro para clase and I decided to exploit it for my lesson this evening. Here are the instructions.

LEVEL: b2 and above

TIME: 45 minutes

MATERIALS: video and cards.

PROCEDURE:

  1. Elicit from your students any information they know about the US elections and what they know about their candidates.
  2. Play the video and explain that they have to pay attention because they have to answer some questions afterwards.
  3. Form groups of 4 people. One of them is the moderator of the game and will have the sheet with the answers. The other 3 are the players.
  4. Give each group a set of cards and give each moderator the answersheet.
  5. Each group has to put their stack of cards facing down on the desk. In turns, players take a card, if they know the answer, they keep it, if they don’t, the next player can try to guess, and the next if necessary. If nobody guesses, the moderator keeps the card.
  6. The moderator decides if the answer is right or wrong.
  7. The student with more cards at the end wins.

Here you can find the video and download the cards and the answersheet.

Some examples of the use with Aurasma

If you have never used Aurasma, check the following video and discover its potential.

 

These are some examples I would like to show you. Follow me as “esuarezguillen public aurasmas” to see them, and at “Eoi Guia”.

Riddles:

I created this images with Tagxedo and asked them to find the answer to the riddles. A simple activity that involves lots of fun for them. They see the image and they hear my voice at the same time. (To see these ones you have to follow me at “Eoi Guia public Aurasmas”).

 

I’d rather be…

In this example students created an image and then they said their thoughts. You can see this activity under “esuarezguillen public Aurasmas”. Click on each picture to enlarge it and scan it with the app.

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Life Questions

In this case, students wrote their questions on paper, I took pictures of them and created a video with Vivavideo that is now linked to this image (esuarezguillen public Aurasmas).

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What makes a good life?

I came across this Ted Video this morning and decided to prepare a class activity about it. The topic is ideal for my group of teachers and non-teachers who attend a B2 speaking course.

 

LEVEL: B2 and above

AGES: 16 and above

TIME: 90 minutes approx

MATERIALS: youtube video projected in class

GROUPING: pairs, small groups and whole class

You can download the lesson plan here or read it below.

 

a) Pre-watching (15 minutes)

Ask students these questions. They should answer in small groups, then do some whole group feedback. I suggest you form the groups attending to age. Answers might vary according to life experience.

  1. What keeps us healthy and happy trough life? 
  2. If you were going to invest in your future self, where would you put your time and your energy?
  3. What are your most important goals in life?

b) Watch until minute 1:17. (5 minutes)

4. Ask this question and get whole class feedback: Are you surprised with what is said in the video?

c) Now watch until 1:57. (20 minutes)

5. Ask this question: How can we analyse the entire life of somebody? (whole class question)

6. Ask them to work in the groups you organised during the prewatching. They have 10 minutes to design a plan to study 100 people lives, from their childhood till they die. They also have to focus on their level of happiness.

7. Choose a spokesperson per group and ask them to explain their conclusions.

d) Watch until minute 6:01 (15 minutes)

8. Before watching, ask them to gather as many details as possible about how the project is conducted.

9. What did they find out about these people?

10. What lessons do you think they’ve learnt from this study?

e) Watch until the end. (25 minutes)

11.Discuss these questions in groups:

    1. What is the lesson they learnt? Give as many details as possible
    2. Do you agree with this lesson?
    3. What’s the effect of long-lasting and close relationships in our lives?

12. Now you know the secret, what can you do to achieve a better life? Design a plan. 

 

Countdown to Christmas

This is an article I came across on facebook. It’s an easy-to-follow idea to create an advent calendar with random acts of kindness. Sounds nice, doesn’t it?

This blog presents a calendar full of ideas we can follow, and it also includes a blank copy we can use for our students to fill in. Isn’t it awesome?

As a plus, we can practise vocabulary and the imperative forms, provoke a debate and create a mood for Christmas.

You can read the article here. 

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You can download the blank copy here.

Embarrassing situations

Again twitter served as inspiration for a lesson. I read this article on facebook and I thought, why not? So I captured some of the tweets I found more interesting for my B2 students and designed the activity. To summarize, this blogger posted an anecdote about an embarrassing situation she had lived that day, and her followers started filling her timeline with similar anecdotes, and the result was hilarious.

 

First I told them the story that you can read here, and then I showed them the answers that people posted on twitter. Then we shared some similar anecdotes with the whole class, just to see that they had understood what they had to do.

After explaining what they had to do, they posted their anecdotes on the secret facebook group we have, and they did it using their mobile devices in class. At the same time, I displayed the group using the projector, so that those without internet access could see what was happening. This tiny group of students without internet access also posted their anecdotes using the device of a mate or the class pc.

The final step was commenting on their mates’ anecdotes, asking questions, etc.