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GEO GAMES MAKERS, Proyecto de gamificación interdisciplinar.

   This project has been worked in the Geography & History lessons and in the English lessons in 1st ESO. Francisco Lagraba, the Geography teacher, had the idea of taking Gamification into the classroom. All the project explanation can be seen in the link: http://refitolero.blogspot.com.es/

   The aims for the English class:
  • To get all the needed vocabulary in Spanish and in English about the topic "Geographical features in the world"
  • To use the specific vocabulary about board games in English language. 
  • To use correct phrases and words to introduce the project to an audience (greetings, there is /are, to say thank you and to finish the presentation).
  • To talk about the project in front of a recording video camera taking into account pronuncation, entonation, and body language.

      First, we present the task. The class is working a project in which they should create a Geography game based in a continent. We tell them that an important English toys shop is looking for new toys makers to create an educational game on Geography. The students will create a game and they will present it in a video to be sent to the toys shop.

  

  Then every group looks for information about the geographical features in one of the continents. They can use the list of concepts in Spanish and in English. 
    They think about the game, the rules and how to play. The concepts must appear in the game.

    They write the list of materials and decide who is going to bring all the stuffs to work in class.



                    We work in big groups so that students can ask the Geography teacher or the Englich teachers about the concepts or vocabulary in Geography or English.

                   The teachers can evaluate the work together, and they can take decisions at the same time.




     The game is finished! Students have thought the geographical words, the game components, and they have also thought about the look of the game.
     And it has been done in ENGLISH!

    Some of the games have been really amazing!



    But, what is the most important fact about a game?.....TO PLAY!

     So, when games are finished, the other groups test them playing with the components, and imagine what......
  THEY USE ENGLISH TO PLAY!!!!

A great project, students and teachers have enjoyed themselves, they have learnt to...

  • understand geographical features.
  • work and create a game in groups.
  • use Specific vocabulary about geographical and board games.
  • Get fun in class.
  • And to introduce a project in a video format, using oral techniques such as greetings, use of the voice and body language.
      "making of" and some of the presentations in GEO MAKERS IN CA2 TV de Escuelas Pías
     


"APADRINAMIENTO de palabras": IRREGULAR VERBS


Plantilla


Video en CA2 TV        

                                OBJETIVOS DEL PROYECTO


  • Repasar los verbos irregulares en inglés.
  • Perfeccionar su pronunciación y significado.
  • crear una exposición que nos permita tener los más importantes a la vista.






DESARROLLO DE LA ACTIVIDAD.
    • Cada alumno elige un verbo para que practique su pronunciación.








  • Se elabora las plantillas y recortamos una pieza para cada alumno.











  • Se escribe el verbo y se enseña al resto. 

  • Cada alumno se encarga de hacer famoso su verbo" y que lo aprendan sus compañeros.
  • Practicamos en clase y lo exponemos.







             




LIVING MIND MAPS

La última tarea de clase en inglés es la POST TASK. En ella, los alumnos reflexionan sobre lo trabajado en clase. Nosotros elaboramos una especie de Mapas Mentales vivos ("LIVING MIND MAP"). De esta manera, el alumno/a acaba la sesión añadiendo a su Living Mind Map lo que hemos trabajado en la sesión. además, reflexiona sobre que tal le ha ido, incorporando una carita feliz o triste, o enfadada, dependiendo de su rendimiento.


Esta tarea se evalúa dentro del apartado de Portfolio, y supone un 10% de la nota.
Cada alumno/a desarrolla su Living Mind Map según sus gustos y personalidades.

 Al acabar la unidad, tenemos un resumen de lo trabajado en la unidad.
 La tarea supone una auto-evaluación del alumno, trabajando así la Competencia Aprender a aprender.  El alumno es consciente de su avance o de aquello que debe reforzar.

 El resultado final recoge lo aprendido y lo que se debe repasar por no haber alcanzado objetivos.

MULTICULTURAL EXCHANGE

This year we have a new English language assistant, Ansha from Australia. Every student is talking about a traditional celebration or festival that they celebrate in their houses so that Ansha can know us better. Benhui talked about the MOON DAY, a traditional Chinese celebration. we had some Moon cookies! Delicious!