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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The Influence of New Technologies on the English Language

I’ve always been fascinated by David Crystal, by language, by linguistics, and by new technologies and this activity comprises all these elements. Can I be happier?

The activity is divided into three parts: pre-watching, watching, and follow-up. It involves all four skills and different kinds of interactions among students. I haven’t put it into practice yet, but I’m sure that my students, who are mostly teachers, will love it.

LEVEL: B2 and above

TIME 90-120 minutes

MATERIALS: videos, photocopies (everything linked in the handout)

If you do it, I would enjoy reading the results in the comments section. 🙂

Click below to download the handout. First you’ll find the students version and then the teacher’s notes.

Lesson Plan Language and Technology

Say something nice

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This is a speaking activity based on a video. I love this activity because it’s the kind of activity that creates a nice atmosphere in class and evokes positive feelings.

LEVEL: intermediate and above

MATERIALS: the video below

TIME: 25′ approx

PROCEDURE:

STEP 1

Play the beginning and stop at 00:18. Ask where they think this people are and what they think it’s going to happen.

STEP 2

Then I play some more seconds till they read “say something nice”. Ask them to guess who is going to say something nice, and what “something nice” means.

STEP 3

Watch the video until the end. Discuss with your students if they liked it or not, if they think these events can make a change and what we could do to make a better world.

STEP 4

Give them a couple of minutes to think what they would say, then ask them to stand up and say their sentence.

Leonardo Di Caprio’s speech at 2014 Climate Summit

The moment I saw this video I knew I had to do something with it. This year I have a group of B2 learners (teachers and non-teachers) and this week we are dealing with the environmet, so it’s the perfect moment.

The activity consists of a couple of pre-listening questions about Leo and the climate change, a set of questions about the contents of his speech, and some follow-up questions to extend the ideas this great actor presents in his speech. The acitivity is not very elaborate, but I think the speech deserves a space in my class.

Click here download the worksheet.

 

UPDATE: Leo at the UNO again. April 2016.

Natasha Bedingfield: Unwritten

Whenever I hear this song I say to myself, I have to do something with it, after a lot of thinking, here is the activity I designed:

Time: 30 minutes

Skills: Listening, reading, speaking, writing. Students are encouraged to listen to a song, read its lyrcis, write and speak about it. They are forced to think in English and speak about feelings.

Level: Upper-Intermediate to Advanced

Aim: To analyse the meaning of the song and to write some creative lines.

Contents: Expressing your opinion, talking about feelings.

Procedure:

  • Students watch the videoclip of the song Unwritten, by Natasha Bedingfield. If we have time, we can share with them what the Wikipedia says about this song.
  • We tell them to pay attention to what happens there and at the end we ask them what they saw. If they don’t know what to say, we can tell them to say what they think that happened in the lift, and where it takes everyone.
  • Then we give them the lyrics and ask them the meaning of the song. If they don’t know what to say, we can use the ideas given at Blurt It. They have to write a few lines about it and then share them with their classmates.
  • When they’re finished, we’ll point out these lines taken from the song:

Feel the rain on your skin
No one else can feel it for you
Only you can let it in

  • We share with them this idea: It’s clear that feeling the rain on your skin is something that can make you feel alive.
  • Now it’s their time to share with the whole class those things that make them feel alive.

These kinds of activities are sometimes risky, so we have to think it twice before using it with a group that’s not cohesive enough or with people afraid to talk about feelings.

Materials:

These notes contain some extracts from the website Blurt It and the lyrics to the song, together with the questions students have to answer.