People that made history

Photo Credit: F0t0Synth via Compfight cc

Two lessons ago, we started working with a project on people that made history. These people were mainly polymaths. We’re going to get ready for the final activity.

1. Choose a polymath that made history. Alternatively, you can choose an important scientist or artist. Choose the person with a critical eye.

2. Start collecting valid and relevant information about her/him.

Next lesson, we’re talking about the details of the final activity. If you have any questions, get in touch with me before we meet.

Shorts that move us 3

Photo Credit: Alexandr Trubetskoy via Compfight cc

This term we’ve been working with shorts that move us. We’ve watched these shorts:

Alma (2009, Rodrigo Blaas)

Loop (2011, Aritz Moreno)

Splitscreen: a love story (2011, James W. Griffiths)

Symmetry (2011, Everynone)

We’ve analysed the grammar of the audiovisual language applied by the filmmaker in order to make a strong emotional impact on the viewers. We´ve uncovered how all these features convey meaning related to the theme in each short. We’ve also talked about these themes in the context of our culture.

Now, you're going to get ready for the final activity. Read the activity instructions carefully and if you have any questions, please, contact me before Wednesday 3^rd June 2015.

Final activity instructions

Choose only one of the following activities and get ready to do it in class next time we meet.

A) Choose 1-2 scenes from one of the shorts in order to enrich the story. Create a remix. Add dialogues, stage directions and/or prose*.

B) Choose only one of the shorts in order to create a prequel, sequel or new scene (to be inserted somewhere in the plot). Design and write the dialogues, stage directions and/or prose*.

C) Choose only one of the shorts in order to rewrite the end. The new end must include dialogues, stage directions and/or prose*.

D) Choose a character from one of the shorts in order to write their biography. The text must help the viewers understand the actions of the character in the short.

E) Choose a character from one of the shorts in order to create a crossover with a character from another short or from a book you’ve read.

(*) N.B.: short narrative captions.
 MIND YOU: if you have any questions, please, contact me before Wednesday 3^rd June 2015.

Marble beauties of ancient Greece

 Temple of Athena on Rhodes, Greece via Pixabay CC0 1.0

Hi guys,

As you might have guessed, this post is about the third e-assignment.
It has to do with Art and History.

Please, check your inbox. You have already been sent the link to the Google doc. In the document, you will find the activity instructions and the materials.

As usual, if you have any questions, contact me ASAP. You can also write your comments in the doc or use the chat tool.

Deadline: Monday 08/09/2014 at 01:00 pm.

I'll be in touch.
mx

Drones: Fun to fly for some... but for others, not so much

Air monitoring hexacopter quadcopter drone via Pixabay  CC0 1.0

Dear students,

Hope you're doing fine. As you know, we are going to work in a different way during this second half of the school year.

This post is about the first activity. The activity has to do with drones. Please, check your inbox. You have already been sent the link to a Google doc. There, you will find the activity instructions and the materials.

Remember that if you have any questions, you can ask them directly on the Google doc. You can also use the chat tool.

Deadline: Monday 08/09/2014 at 01:00 pm

I'll be in touch.
mx

Shorts that move us 2

Photo Credit: dkshots via Compfight cc


Last class, we watched and analysed Paperman (2012) directed by John Kahrs. We used your answers to these questions as input. We also learnt about some of the main features of audiovisual grammar.

Now, you're going to watch two more shorts in order to compare them and complete a Venn diagram (Please, check your inbox; you've already received the link to the diagram on draw.io).

Read the activity instructions (they are on the draw.io doc) and if you have any questions, please, contact me before the deadline.

                           Signs (2009) directed by Patrick Hughes

                          Campo (2012) directed by Natalia Espasandin

Facial recognition technology has come to stay

Photo Credit: familymwr via Compfight cc


You're going to read a short extract from a digital newspaper article in order to write 2-4 questions about the content of the rest of the article.

Follow these steps:

1. Read carefully the title and the paragraph (the one that is below the title and above the photo). Think over these questions: Why did the author of the article ask a question in the title? What type of question did he ask? Why did he choose that type of question?

2. Look closely at the first picture and read the caption. Think over these questions: Why did the author choose this picture? How does the picture make the message clearer?

3. Read only the first two paragraphs below the picture. Think over these questions: What kind of information is given in these paragraphs? What for?

TIP: Read the title, the paragraph above the photo, the caption and the first two paragraphs below the photo as many times as you need to.

Do NOT read the whole article, please.

4. As you read the text, write 2 (minimum) to 4 (maximum) questions that you think the article might/should answer in the paragraphs you haven't read yet. Write your questions in the Google doc (Check your inbox; you've received a link to the doc "Facial_recognition_technology" by email).

Here is the link to the article:
Facial Recognition: is the technology taking away your identity?

Remember to check that your questions are relevant, interesting and grammatically correct.

Shorts that move us 1

Photo Credit: Nick Fuentes via Compfight cc


You're going to watch the official trailer for Paperman, an animated short film released in 2013.

1. As you watch the trailer, think about these questions:

• What is each character like? Pay attention to their body language.
• Why was the short made in black and white? Have you noticed there are two bright red things? Why are these two things bright red?
• Why did he send her paper planes? What else could he have sent her? Or What else could he have done?
• How does the soundtrack change from the beginning to the end of the trailer? Why?
• What might happen after the sequence (01:07-01:12)?
• What might have happened before the first scene (00:00-00:02)?

2. Answer at least 2 questions in a short paragraph (2-5 sentences long).
Write your paragraph in the Google doc (Check your inbox; you've received a link to the Google doc).

You don't have to answer all the questions. Make sure your contribution is relevant. If someone else has already answered the question you chose, you can expand on your classmate's answer. You can also choose another question.

Remember to check that your paragraph is coherent, relevant and grammatically correct. We've already talked about these issues in class.

What will robots be able to do in 2030?

Photo Credit: pasukaru76 via Compfight cc


1. Watch the video and think about 2-4 questions about what robots will / may / might be able to do in the future.

2. Write your questions in the Google doc (Check your inbox; you've received an email with the link to the Google doc.)

Remember to check that the questions are relevant, interesting and grammatically correct. We've already talked about these issues in class.

Welcome!

Hi guys!

This is a short post to tell you welcome to our blog!
I hope we'll start working online as soon as possible.

Photo Credit: Leonard John Matthews via Compfight cc

Remember that, before participating in the activities posted on this blog, you should read about the:

1. students' guidelines (pautas de trabajo)

2. assessment criteria (criterios de evaluación)

3. assignments (instrucciones generales para realizar los trabajos prácticos).

When posting, we're going to use these hashtags:

E.E.S.T. No. 8 => #EEST8
E.E.S. No. 10  => #EES10
E.E.S. No. 6    => #EES6
E.S.B. No. 7    => #ESB7

Year 3 Secondary Education => #SE3
Year 4 Secondary Education => #SE4

Year 6 Secondary Education => #SE6

Year 2 Adult Baccalaureate   => #AB2

If you have any questions, don't worry. I´m going to answer your questions next class.

Well, that's it. I'll keep you posted.

Digital Citizenship: Online Safety IV

Photo Credit: PhilipRood.com via Compfight cc

In these activities, we're going to read some newspaper articles published online to explore another issue related to online safety: phone blackmail (or telephone extortion).

1. Choose only one of the short articles below. They are all in Spanish.

Abusos y secuestros virtuales, los miedos de los adolescentes en la Web.

Córdoba: desbaratan dos bandas de secuestradores virtuales.

En una semana hubo 25 secuestros virtuales en Santiago del Estero.

Dos detenidos por secuestros virtuales.

Los presos quedaron sin tono.

Secuestro virtual en Belgrano.

2. Read the article and answer these questions in English:

   a. What connexions can you establish between phone blackmail cases

        in Argentina and the online safety cases you read and watched here

        and here?

   b. Are there any similarities/differences between phone blackmail

       and other types of computer crime?

   c. If you got a phone call from a blackmailer, what would you do?

       What should you do?

2. Surf the Internet and find a newspaper/magazine article about online safety in Argentina. On this website, you'll find a list of the main Argentinian newspapers.

 - Read the article and write a short comment about it in English.

 - Share the article (include a link to the article you chose) and your comment about it with your classmates: Post everything in a comment on this blog.

Digital Citizenship: Online Safety III

Well, we're  back. Hope you've enjoyed your winter holidays.

In this previous post, you were asked to think before you post.

In these activities, we're going to watch some videos to find out what might happen when you post private/personal information on social networking sites.

1. Before you watch the videos, think over these questions and jot down some notes. You'll need the notes afterwards. We´ll talk about your ideas in class.

- Would you confirm a friend request from somebody you haven't met face-to-face yet? Why?

- What do you post on the timeline of your social networking site?

  Status comments? Photos? Videos? Podcasts?

- What type of information do you post?

  Private issues? Funny stuff? Serious/academic/professional stuff?

- Would you upload photos/videos/podcasts showing somebody doing something embarrassing? Why?

2. Choose only two videos and answer these questions as you watch the videos.

TIP: watch the videos several times and pause them to write down your answers. You can draw a chart with two columns and six rows to compare the videos.

a) What has the protagonist done?

b) Why are the consequences of her/his actions a problem for her/him?

c) What similarities/differences can you distinguish in both videos?

d) What is the main message in each video?

    Which scenes help you understand the message in each video? How?

e) Who is the target audience in each video?

    Which elements/characteristics of each video help you identify

    the target audience? How?

  

3. After watching the videos you chose (activity 2), go back to the notes you've written down (activity 1). Think over these questions:

- What have you learnt by watching the videos?

- Would you change anything in your notes? if so, what? Why?

- What can you do to protect your online identity and reputation?

4. Post a comment with only your answers to activity 3.

    Remember to say which two videos you chose.

REMINDER: Remember to bring along your notes with all the answers. Next class, we're using them to do another activity.

Digital Citizenship: Revision I

In the activities you can download from this post, you're going to revisit and assess what you've learnt so far about digital citizenship and the expressions you need to talk about this concept.

Photo Credit: CanadianAEh via Compfight cc

1. Go over the previous posts and activities.
2. Download the three activities below onto your netbook (or desktop).
3. Make sure you understand the instructions.
4. Do the activities.

Activity 1: Digital Citizenship Gap-fill

Activity 2: Cybercrime Crossword

Activity 3: Online Relationships

Activity 4: Amy and Jo's Story Web Sequitur

If you're in doubt, post a comment on Google+ wall.

5. Assess the four activities. You could use:

    useless     rather useless     useful
    difficult      rather difficult      easy
    boring       interesting           fun

a) Type in your answer (in the AnswerGarden tool below).

b) Press the submit-button to add your answer. It will be published in the word cloud below.

Now, if you agree with one of the existing answers in the word cloud, you can click on it. So you will skip step 'a' above.

What do you think about the four activities in this post?... at AnswerGarden.ch.

Feel free to post a comment with your own opinion below.

Digital Citizenship: Online Safety II

Photo Credit: OllieBray via Compfight cc

In the previous post, we explored some concepts related to online safety and read Worried Jack's email to an agony aunt. In these activities, we're going to explore online safety a bit more.

1. Before watching the presentation, make sure you know the meaning of these expressions:

    go out with (somebody)        be in love with (somebody)

    go along with (somebody)    meet up with (somebody)

    take in    fake      read up on (somebody)     

    refuse     back away     yell for help     grab      let go     run away

    

You can look them up in the online dictionaries on your right.

What can you do to learn and remember these expressions?

2. Click on this link. Then, click on Part II: Amy and Jo.

3. As you watch Amy and Jo's case, think over these questions:

   a. Why did Amy fall in love with Jeff?

        What did he say/do to win her over?

   

   b. Why was Jo worried about Amy's attitude and behaviour?

   

   c. If you had been in Jo's shoes, would you have called Amy's mum?

       Why? What would you have done?

4. Read (or listen to) Part I: Worried Jack and watch Part II: Amy and Jo again. Do the online quiz (at the end of Part II: Amy and Jo). 

- How many statement did you get right?

- What have you learnt so far?

- What do you think about Worried Jack and Amy & Jo's cases?

5. Post a comment with your answers below.

Digital Citizenship: Online Safety I

Photo Credit: FutUndBeidl via Compfight cc


In these activities, we're going to talk about online safety or Internet safety.

1. Think over these questions. Jot down some notes; you'll need your notes afterwards.

- What do you know about online safety?
- Have you ever heard of...?

  Internet scams       malware              phishing           offensive content
  cyberstalking     cyberbullying    online predation (child/sexual grooming)

- How are these concepts related to online safety?

Now, you're going to read Worried Jack's email to an agony aunt.
In the email, you'll find these expressions:

    agony aunt       social networking site       share       arrange outings
    log onto/in (a website)          get into (an account) / get in         profile
    mobile number         hurtful things        call (somebody) names
    come up to (somebody)         hack into (an account)        cause havoc
    user ID        log off         take over       block       trust       harassment
    take action against (somebody)

2. Before reading the email, make sure you know all these expressions.
You can look them up in the online dictionaries on your right.
 What can you do to learn and remember these expressions?

3. Click on this link. Then click on Part I: Worried Jack.

4. As you read (or listen to) the email, find this information in the email:
    a. What does Worried Jack use the social networking site for?
    b. What was the matter with Worried Jack's account?
    c. How can Worried Jack's reputation be affected?

5. If you were the agony aunt, what would you suggest that Worried Jack should do?

6. Post a comment with your answers below.

Digital Citizenship: what kind of online relationships do you have?

Photo Credit: CanadianAEh via Compfight cc

In this activity, we're going to talk about the kind of online relationships we establish.

- Have a close look at the photo above, what do you think the quote is about?

- Read Charlie Gilkey's quote (next to the photo) and check your answers.

- Have another close look at the photo and read the quote again.
  How does the photo help you understand the quote?

- What does he mean when he says,
 "we expose our inner selves but we hide our outer selves"?
- What kind of online relationship does he refer to?
- Is this bad/unhealthy/dangerous or good/healthy/safe?
- Why?

- Post a comment with your answer below.

Digital Citizenship: before you facebook, text, tweet or blog, THINK!

Photo Credit: ToGa Wanderings via Compfight cc

In this activity, we're going to explore the concept of digital citizenship.

1. Think over these questions:

- What is digital citizenship?
- Are you a responsible digital citizen? Yes? No? Why?

2. Let's compare your answers to the information on this website:
Digital Citizenship

3. Let's play!

- Click on this link digizen.
- Follow the instructions on the screen.
- When you finish, reflect upon this:
     What have you learnt?
     What did you like most? Why?
     What did you dislike most? Why?
     Is there anything else you'd like to say about this activity?

- Post a comment with your answer below.

A name for our blog

Photo Credit: Chris J Bowley via Compfight cc

In this activity, you're going to choose an appropriate name for our blog.

Before doing this activity, read all the instructions and make sure you understand what you have to do.

If you're in doubt, post a message on the wall (Google+ community). You'll get some help.

Are you ready?
Let's get started.

Instructions:

1. Read the blog description (the statement under the title of the blog).
2. Think of a name. The name must be relevant to the blog description.
3. Type in the name (in the AnswerGarden tool below).
4. Press the submit-button to add your name. The name will be published in the word cloud below.

Now, if you like one of the existing names in the word cloud, you can click on it. So you will skip step 4 above.



How shall we name our blog?... at AnswerGarden.ch.

Bachillerato para Adultos con Orientación en Ciencias Sociales

Continúa abierta la inscripción para el BAO en Cs Sociales en E.E.S. N° 10 "Héroes de Malvinas".

Si estás interesad@ y necesitás información sobre los requisitos de inscripción, llamá por teléfono o acercate a la escuela en el horario de 07:30 a 21:00.

Por favor, compartí y difundí esta propuesta.
Podés descargar el poster e imprimirlo (hace click en el botón con el ícono de la impresora, debajo de este post) y/o podés enviar esta propuesta vía email.

All in its name

This is just a short entry to say 'THANKS, Marta for your constructive negative feedback!'

Ms. Marta DeGennaro, a dear colleague who has her own place in cyberspace, pointed out that the name of this blog was sort of inconsistent with its aim and mission statement.

The previous name, 'The e-English Lesson', gave you the overall impression that this blog was designed to target a broader audience when in fact it's aimed at students at secondary school.

Anyway, though the new name is related to how students are expected to learn the language (by actively participating, collaborating and sharing with each other), it's still rather misleading. So I decided to leave the new name until the beginning of this school year (March 2013).

 

Maybe, I could get students involved in thinking of a more suitable name for this blog. I suppose they'll have lots of interesting ideas. Who knows?

Starting anew

Well, this is my second attempt at blogging. To tell you the truth, I had found it so hard to keep updating my first blog that I quit. As you might already know, blogging is really time consuming esp. for teachers working in Argentina. In Argentina, a teacher has to work at several schools in order to make the ends meet.

Anyway, this is officially my first post and I'd like to thank Prof. Stella Maris Saubidet Oyhamburu for her encouragement and support. Actually, I decided to revamp and relaunch this blog when I was sitting for a final exam in a course delivered by her. So, to those who think exams are always frightening assessment tools, I say: 'You're completely wrong!' Sometimes, they can be inspiring...