After nearly 3 months working on The Troubles in Ireland with 3º ESO I thought the best way to draw things to a close would probably be to make the students think about recent examples of terrorism and what the best ways to fight it might be.
Most of them start their work explaining why Ireland is an example of progress to then move on to mention examples of terrorism nowadays such us Charlie Hebdo, the Bardo National Museum attack, Malala’s story and her will to change things no matter the cost, among others.
Finally, they write about possible solutions to fight terrorism mentioning that both sides have to make an effort because…
WHERE THERE IS A WILL THERE IS A WAY
Click on the photo to see their work:
From 1968 to 1998 the situation in Northern Ireland was very complicated and not many people dared to visit Belfast, a not very safe place for 30 years. Luckily for everybody, Irish people managed to overcome their differences and are working together towards a brighter future.
As this year we are working on progress in our project “Moving forward with 3º ESO” , I decided that we would devote the second term to study how Ireland could be used as an example of progress in societies.
We started off having a look at some of the graffiti on the wall of shame in Belfast and discussing them in class:
The wall of shame
One of your first questions was:
“Inma, who was to blame for this conflict?”
No answer from me, I wanted you to find your own answer after working on the topic…so we went on and on and watched “The Boxer” and listened to “Sunday Bloody Sunday” by U2 and you wrote your impressions of both of them here:
3º C came up with these fantastic timelines and oral presentations. Click on the photo to have a look at the presentations:
3ºB, on the other hand, created this collaborative wall where they have explained why Ireland is an example of progress. Click on the photo if you fancy finding out more:
The Irish Troubles
After all this hard work you found the answer to your question:
“There were no baddies. There were only victims, lots of victims.”
And drew your own conclusions:
Students from 2º ESO E have been working hard to tell us about the weather in different cities around the world.
First of all, they all worked together towards this fantastic presentation:
Once the presentation was finished, they spent two classes practising the pronunciation and working on the vocabulary and grammar structures used:
- Vocabulary related to the weather
- Future with “will” to talk about predictions
- Present Simple
- Frequency adverbs
Finally, I recorded them (audio or video as requested by them).
If you are planning to visit some of the cities in the presentation in short term you’d better watch the weather forecast. Enjoy!
What would England be without its music? Music is sooooo big in this country that without doubt it’s impossible to even think about teaching English properly without talking about it. I have told you thousand times in class that knowing a language is not just knowing how to speak it but LOVING (yes LOVING with capital letters) what that language implies culturally. How can you teach or learn something you don’t love? I can’t possibly imagine that!
Our trip through the history of English music started last October when Nick came to talk about one of his great passions. However, this wasn’t enough for you and, in the last class before Christmas, you suggested working on a task about music. The task would be the creation of a timeline about English music from the 60s up to the present day and the oral presentation of your work to the rest of the class. I also said that with the music you included on your timelines I would update the Spotify list that Nick created when he came. Well, you should always keep a promise so here is the list:
As for your work, you have done a great job. You can have a look at the timelines by clicking on the photo:
The Perfect Brit project
Posted in Culture
Tagged 1º Bach, Music
We have been working on different aspects about Ireland in 3º ESO for the last two months. Students read “All About Ireland” by Burlington and learnt a lot of things about Irish myths and legends, famous Irish writers such as Oscar Wilde and James Joyce, typical Irish food and drink. They have travelled to interesting cities like Dublin or Cork and beautiful sceneries like the cliffs of Moher or the lakes in Killarney.
They have also learnt about The Troubles and how peace was finally achieved. Students from 3ºC have done such a good job and thorough research on this topic that a new post will be dedicated to this issue soon.
Students in 3ºB, on the other hand, have created these interesting Google maps about Ireland. Do not forget to check them out, especially if you’re planning a visit to Ireland soon ;-)
Pablo Fernández, Maksym, Fran and Pedro Serna
Carlos, José Antonio, Alejandro Martínez and Pedro Gabarrón
Alejandro García, Jaime, Máximo and Ricardo
María Molina, Tamara, Lorena, Ángela and Celia Martínez
Juanjo, Alberto, Pablo Ortega and José Manuel
No doubt “Romeo and Juliet” would have been a completely different story if it had been written nowadays. In 3º ESO students have tried to reflect how much things have changed since the 16th century, especially and luckily for women, at least in the most developed countries.
After reading the play, students from 3º ESO C had to choose their favourite scene and adapt it to modern times. It has been a long process, but, on the whole, the experience has been valued very positively by the students and their teacher, and most importantly “Romeo and Juliet” will never be forgotten (students’ words). Obviously, this makes the teacher feel over the moon and Jupiter :-)
The first step was to write the script of their scene in a google document and share it with their teacher:
The second step was to record their video and upload it to either Youtube or vimeo. Here are the results. Congratulations to all of them. They’ve done a great job:
Call me love
Montagues, Capulets, Ortegas, Solanas, Canos, Abads,…? What’s in a name? Love, hate, rivalry, friendship, jealousy, revenge?
“Romeo and Juliet” is the story of an impossible love because of the hate between two families, the Montagues (Romeo’s family) and the Capulets (Juliet’s family). It is set in the Italian city of Verona. Love is strong, but not as strong as family tradition, or hate, or revenge. Like young people all over the world, Romeo and Juliet want the right to decide their future for themselves, but in the end their families are too powerful for them.
In the play, the inability to control emotions leads to one of the major tragedies of universal literature.
Therefore, in 3ºB we decided to concentrate on how emotions are exploited in the play and so students came up with these fantastic Popplets. Click on the photo to see them and enjoy!