WELCOME TO MY BLOG!

Hi there,

Welcome to my blog! Here you can find a lot of interested ICT activities for students who want to refresh and improve their English knowledge!

Specifically, it has been created seventeen activities where students can have fun and revise at the same time.

Hope that you like it!

Enjoy it! 

 

TASK_17_Glogster

TARGET LANGUAGE: The aim of this task is to create a glogster and show it to the class. This activity is very useful because it can easily catch students' attention and improve their knowledge about the Victorian Age which corrisponded to the period of The Industrial Revolution in Britain that thay had studied previously during the CLIL Didactic Unit.

AGE: 15 - 4° ESO

LEVEL: B1

Click here to have a look at my glogster!

TASK_16_ESL Video

TARGET LANGUAGE: The aim of this task is to show to my students an esl video that I have created on The Industrial Revolution as they have studied it on the previous lessons. In this video there is briefly described the causes of the Industrial revolution, what it happened and why. They have to answer six questions that I have created myself while watching the video.

AGE: 15 - 4° ESO

LEVEL: B1

Here you go my esl video!

TASK_15_Webquest

A WEBQUEST ON THE INDUSTRIAL REVOLUTION 

This is a Webquest on the Industrial Revolution. You have to surf the net to find some answers and show that you are a crack in the new technologies.

 • Activity One

We start here in the UK analyzing the Child Labor in factories.
http://www2.needham.k12.ma.us/nhs/cur/Baker_00/2002_p7/ak_p7/childlabor.html

There are some missing words, please find them!

1. Children sometimes worked up to ________ hours a day, with a ________ total break.
2. The treatment of children in factories was often ________ and ________, and the children's safety was generally neglected.
3. Factory owners loved ________, and they supported their reasoning with ideas that it was good for everything from the ________ to the building of the children's characters.
4. In rural areas, children would have worked long hours with hard work for their families ________, but in the cities, the children worked longer hours with harder work for large ________.

 • Activity Two

Click on the following website  and write a short paragraph (about 50 words) explaining how your childhood would have been different if you were in their place.


 • Activity Three

Let’s watch a video: Diary of a Victorian Child Worker
https://www.youtube.com/watch?v=SV3JO_RYIDE 
Write a short description on the video that you have just watched.


 • Activity Four

Find the answers to five questions that you can choose from the following website
http://www.mhhe.com/socscience/history/west/sherman/student/olc/chap17think.mhtml


 • Activity Five

Now we are going to play a little bit! Clisk on this links:
Let’s play 1 
Let’s play 2 
Let’s play 3 

TASK_14_ ISSUU

TARGET LANGUAGE: My CLIL Didactic Unit "The Industrial Revolution in Britain" uploaded in www.issuu.com

AGE: 4° ESO

LEVEL: B1

Here you go! Enjoy it!

Task_13_CLIL Template

TARGET LANGUAGE: The aim of this task is to create three sessions of a CLIL Didactic Unit. My Didactic Unit focuses on The Industrial Revolution in Britain so that students can learn ho to use a Second Language in a different context (like in this case in History) and refresh it with the help of miningful tasks which can be developed individually, in pairs or in group.

AGE: 4° ESO

LEVEL: B1

TASK_12_Web Page

TARGET LANGUAGE: The aim of this task is to create a webpage in order for students to improve their English level which goes from A2 to B2. Students are going to click on the word "Webpage" below in oder to improve their reading, speaking, listening and writing tasks thanks to the aid of the pages (Video, Games, It's time to read, Let's do some writing) presented in the website.

AGE: 14-20

LEVEL: A2-B2

 My Webpage!

Task11.5_JQuiz

TARGET LANGUAGE: Students are going to do the JQuiz exercise. This is a quiz made up of ten questions about the song in question.

AGE: 17

LEVEL: B2

Hand in my pocket

Quiz

Click on Show all the questions to Keep the music player visible all along the exercise

 

1. 
   I'm _______ but I'm happy
   1.   brok
   2.   brouke
   3.   broke
2. I'm high but I'm _______
   1.   grounded
   2.   gronde
   3.   grund
3. I'm sane but I'm _______
   1.   oerhelmd
   2.   overhelm
   3.   overwhelmed
4. What it all _______ to
   1.   come down
   2.   comes down
   3.   cames down
5. I feel _______ but I'm sober
   1.   drank
   2.   drunk
   3.   drenk
6. I'm here but I'm really _______
   1.   gon
   2.   gane
   3.   gone
7. Is that I haven't got it all _______ just yet
   1.   figared uot
   2.   figured out
   3.   figure out
8. I'm brave but I'm _______
   1.   cheatenshit
   2.   kikenshit
   3.   chickenshit
9. And what it all _______ to
   1.   bol down
   2.   boils down
   3.   boil down
10. And the other one is _______ a taxi cab
    1.   hailing
    2.   heling
    3.   hailin

TASK_11.4_JMix

TARGET LANGUAGE: Students are going to do the JMix exercise which consists of reordering a sencence that is present in the song "Hand in my pocket" by Alanais Morisette.

AGE: 17

LEVEL: B2

Hand in my pocket

Mixed-up sentence exercise

Put the parts in order to form a sentence. When you think your answer is correct, click on "Check" to check your answer. If you get stuck, click on "Hint" to find out the next correct part.