Buscador global

Students will travel to Dublin to learn a lot of facts of of this city. Each section is going to take place in a different and famous part of the city of Dublin. In each place, there is a proposal of tasks, challenges and activities. At the end of the project, they will have:

• read official web pages
• watched promotional videos of Dublin.
• posted tweets
• recorded a video clip
• recorded a podcast
• written an informative text.
• made a digital poster.
• made an oral presentation.
• revised comparatives and superlatives.
• learned quantifiers: both, both of/ neither / neither of /either / either of / too / (not) enough / A little / A few / A lot of
• learnt vocabulary about animals, the weather and environmentally friendly attitudes

HBI honen helburua da energia energiatrantsizioaren ikuspegitik ikertzea, dituen gizarte- eta ingurumen-inplikazioekin. Gaiari heltzeko proposatzen diren atazek ibilbide bat osatzen dute; ibilbidearen abiapuntua da energia-motak eta horiek klima-aldaketaren aurrean dakartena ikertzea. Ildo horretatik, erronkekin eta onurekin erlazionatutako atazak planteatuko dira, eta ikasleak trantsizioan inplikatuko ditugu. Azkenik, elektrifikazioaren gaiarekin amaituko da. Ikasleen inplikazioa lortzeko, proposatzen diren atazetan eta jardueretan garrantzi handia dute jolasek, elkarlanek eta lankidetza-lanek; izan ere, horietan guztietan metodologia aktiboak bultzatzen dira, ikasleen inplikazio handia lortzeko.

Students are going to think of ways of making a positive impact on the world around them as well as mastering their English skills through engaging, interactive activities. Through service learning, students will develop the competences that define their output profile when they finish their compulsory secondary school years.

At the end of the project, they will have:

• learnt about social inequalities.
• reflected on the needs of our community.
• watched videos about inventions and patents.
• analysed and recorded a tutorial.
• presented an invention.

Students will travel to New York to learn a lot of facts about America and its main cities and design an infographic about their lives. Each section is going to take place in a different part of the city of New York. In each place, there is a proposal of tasks, challenges and activities. At the end of the project, they will have:

• read official websites
• watched videos about the city.
• posted tweets.
• recorded a video.
• recorded a podcast.
• made a digital poster.
• learnt the difference between Present Perfect and Past Simple.
• learnt about the use of “yet” and “already”, “for” and “since”.
• Pronunciation of /e/ vs /ei/
• Vocabulary: personal feelings, opinions and experiences

HBI honen helburu nagusia erreakzio kimikoak aztertzea eta hiru irudikapenmailak antolatu ahal izatea da; hau da, makroskopikoa, mikroskopikoa eta sinbolikoa. Gainera, Garapen Jasangarrirako Helburuek egoera ugari eskaintzen dizkigute erreakzio kimikoen azterketa testuinguruan kokatzeko, argudio zientifikoaren garapena sustatzen duten kasuen azterketaren bidez erabakiak modu jasangarrian hartzea sustatzeko. Era berean, HBI honek askotariko ikuspegiak garatzen ditu, metodologia zientifikoa deitzen dugun horren barruan. Sekuentzia didaktikoan ikaskuntzako egoerak daude; hainbat saiotako iraupena duten atazak dira, eta azken ekoizpen bati lotuta daude.

Students are going to think of ways of making a positive impact on the world around them as well as mastering their English skills through engaging activities. Through service learning, students will develop the competences that define their output profile when they finish their compulsory secondary school years.

At the end of the project, they will have:

• reflected on the meaning of art;
• given opinion about types of art;
• read official museum web pages, leaflets and key maps;
• identified art elements and described a piece of art;
• promoted an art exhibition in their town.

Students will travel to London to learn a lot of facts about The UK and its main cities and write an opinion article about teenagers and free time. Each section is going to take place in a different part of London. In each place, there is a proposal of tasks, challenges and activities. At the end of the project, they will have:

• read official websites of different tourist attractions and about entertainment in London.
• watched videos about the city.
• posted tweets.
• recorded a video.
• recorded a podcast.
• learnt the structure of an opinion article.
• revised the Present Simple, Adverbs of frequency and Questions words
• learnt vocabulary about entertainment, restaurants and things to do in London.

Sekuentzia didaktikoak askotariko arazo-egoerak biltzen ditu, iraupen-saio batzuen erronka txiki gisa planteatuta. Erronka bakoitza produkzio bati zuzendutako ikerketa-jarduera gidatu batzuen bidez ebazten da. Energia pisten bidez ikertuko dugu, kontsumo fantasma murrizteko esloganak egingo ditugu, simulazio digitalak erabiltzen ditugu eguneroko egoeren transformazio energetikoak ikertzeko, patinaje pista baten energiekin ausartzen gara, energia berriztagarriak baloratuz energien jatorria ikertzen dugu, elektrizitatearen bidea ezagutzeko ibilbide bat antolatzen dugu, energia berriztagarrietatik elektrizitatearen ekoizpena planifikatzen dugu eta PISA probekin ausartuko gara.