Buscador global

This OER will improve both English skills and ICT ones by using as a context the Agenda 2030: SDG 6, 7, 9 & 11. Students will develop the key competences and the specific competences. At the end of this project, they will have learnt:

• The meaning of clean water, sanitation, affordable and clean energy, industry, innovation, infrastructure, sustainable cities and communities.
• How to explain information, remember details and read awareness.
• How to develop research skills and visual design skills.
• How to express: single past actions which have a connection with the present and unfinished actions which started in the past and continue to the present.
• How to make clear which action happened first.
• How to use relative pronouns and distinguish between defining and nondefining clauses
• How to review the pronunciation of the -ed ending in regular verbs.
• How to mediate

Students will work on sports, various sportswomen or sportsmen, and compare; you will also be learning how to write and make an interview using questions in different tenses. Students will study the present simple and focus on the third person singular, the comparative adjectives and the present continuous.

• Vocabulary: Sports.Team sports and Individual Sports. How to express opinions
• Grammar: Present Continuous to say what I am doing now. Comparative and superlative adjectives. Should and Shouldn’t to give advice. The structure of a question

This resource will allow the student to know a bit more about comparisons and how to express ability. They will become an advertiser who design a multimedia campaign for a product they have invented. In this resource, students are provided with activities to practise different linguistic contents that will help them perform several tasks using English as the vehicle of communication.

• Vocabulary: Job adverts. Daily objects. Comparative adjectives. Superlative adjectives
• Grammar: Wh- questions. Possibility: can / can’t, could. Word order in English questions. Write about what products can/can’t do

Este recurso es uno de los proyectos que conforman el ciclo de proyectos «¿Cómo sería tu mundo ideal?«. En concreto, en esta secuencia didáctica los alumnos deben cumplir la Misión para la ONU: Erradicar el hambre. El proceso de aprendizaje se centra en investigar sobre la población del mundo y de España, conocer las causas de la subalimentación y proponer soluciones, realizar entrevistas y expresar emociones en un videopoema.

Este recurso es uno de los proyectos que conforman el ciclo de proyectos «¿Cómo sería tu mundo ideal?«. En concreto, en esta secuencia didáctica los alumnos realizan una misión para la ONU: Producción y consumo responsable. El proceso de aprendizaje se centra en investigar los paisajes humanizados de los tres sectores económicos y producir textos orales y escritos.

This OER will improve both English skills and ICT ones by using as a  context the 2030 Agenda. Students will develop both: key and specific competences. At the end of this project, they will have learnt:

• all the sustainable development goals
• vocabulary related to sustainability
• to tell the difference between ‘needs’ and ‘wants,’
• to use their own words to explain what solidarity means,
• to invent characters in a story in order to create a comic strip,
• to compare present situations with past ones,
• to express using the past simple,
• to practice intonation, stress and rhythm.

Este recurso es uno de los proyectos que conforman el ciclo de proyectos ¿Cómo sería tu mundo ideal?. En concreto, en esta secuencia didáctica realizan una misión para la ONU: Reducir las desigualdades. El proceso de aprendizaje nos acercará a :

• La Unión Europea, en concreto conoceremos su historia, sus objetivos, sus instituciones y los desequilibrios que existen entre las personas que viven en los países que la componen.
• Los textos expositivos

This OER will improve both  English skills and ICT ones by using as a  context the 2030 Agenda: SDG 1,  2, 3 &  4. Students will develop both:  key and specific competences. At the end of this project, they will have learnt:

• life necessities
• meaning  of living in poverty, hunger, good health & well-being, education of quality and vocabulary related their semantic field.
• to explain information.
• to remember details.
• to skim and scan articles written in not adapted English.
• to identify countable & uncountable nouns and to use quantifiers with them.
• to develop research skills and visual design skills.
• to express ability, permission, prohibition, obligation and lack of obligation and to give advice.
• to use  comparative and superlative adjetives.
• to use connectors of opinion, sequence, addition, etc.
• to pronounce sounds we do not have in our native language

This OER will improve both English skills and ICT ones by using as a context the Agenda 2030: SDG 12, 13, 14, 15 & 17. Students will develop the key competences and the specific competences. At the end of this project, they will have learnt:

• To respect life below water, life on land and the environment.
• To know the meaning of responsible consumption and production and partnership for goals.
• To explain information, remember details and reading awareness.
• To skim and scan articles written in not adapted English.
• To develop research skills and visual design skills.
• To show interest in the person or object that experiences an action rather than the person or object that performs the action (Passive Voice).
• To recognise false friends.
• To pronounce cognates words.
• Vocabulary related to life below water, life on land, responsible consumption and production, climate change and partnership.