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García San Miguel, Marcos. Colegio Amor de Dios (Valladolid)

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García San Miguel, Marcos. Colegio Amor de Dios (Valladolid)

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To work the vocabulary you can also use this type of games. They enjoy very much.

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García San Miguel, Marcos. Colegio Amor de Dios (Valladolid)

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García San Miguel, Marcos. Colegio Amor de Dios (Valladolid)

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Here there is a resource to work with children in first of Primary.
We have a story to work the listening and reading comprehension.

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START

Read "Pet Day" and play!

NEXT

What animals can you see?

It is a Pet Day! Anna and her friends take their pets to school. There are many pets at the . There are cats, dogs, hamsters, and . There is a too! The children are very happy!

playground

blue parrot

turtles

Pet day

In the classroom, Ms. Avery shows the children her pet. She has a very small fish in a round . Her fish is yellow. It eats fish food. It lives in the fish tank. Ms Avery leaves the fish tank on her

desk.

fish tank

Pet day

Tony stands up to show his small turtle to the class. He says that his mother has five at home. They are green. They like to eat and carrots. They live in a big box.

lettuce

turtles

PLAY

Anna stands up to show the others her big cat. It likes to eat cat food and fish. It likes to sleep with Anna's When Anna goes back to her seat, she bumps Ms. Avery's desk. The falls down. Anna is very scared, and sad too. Ms. Avery tells Anna that it is an accident! The fish is fine. Anna feels

brother

fish tank

happy

grandmother's

Pet day

.

PLAY

Answer the following questions. If you fail, you will start again.

It's time to play!

Pet day

QUESTION 01

Parrot

Turtle

Cat

Hamster

WHAT ANIMAL IS THIS?

...TRY AGAIN?

NO!

Do you want to read the story againg?

QUESTION 02

Classroom

Desk

Fish tank

Turtle

CORRECT!

Where was the fish?

QUESTION 03

Hamster

Dog

Cat

Parrot

CORRECT!

What animal is this?

QUESTION 04

pet

videogame

toy

red clothes

CORRECT!

In the Pet Day you can take your ______ to school.

QUESTION 05

Carrot

Lettuce

Tomato

Apple

CORRECT!

Turtles like to eat carrots and...

QUESTION 06

Sister

Mother

Aunt

Grandmother

CORRECT!

Anna is showing her _______'s big cat.

QUESTION 07

Uncle

Father

Brother

Mother

CORRECT!

The big cat loves to sleep with her...

QUESTION 08

Angry

Sad

Calm

Happy

CORRECT!

At the end how is Anna feeling?

CONGRATULATIONS!

START OVER?

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START Read "Pet Day" and play! NEXT What animals can you see? It is a Pet Day! Anna and her friends take their pets to school. There are many pets at the . There are cats, dogs, hamsters, and . There is a too! The children are very happy!

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Arranz Lázaro, Mª Esther . IES Julián Marías (Valladolid). 

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Arranz Lázaro, Mª Esther . IES Julián Marías (Valladolid). 

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"Using FAKEBOOK in secondary music classroom"

Fakebook is a free resource you can find on the website classtools.net .
Fakebook is a tool for educational purpuses and has no connection with the Facebook social networking site.
Students  learn about musical periods and composers by creating an imaginary (fake) profile of a musician or  historical character relevant in music history.
They start by choosing a composer o character, then proceed to add friends, posts, comments and profile information. This imaginary profile allows students to learn and share with other students real information about music and musicians.
Fakebook can be easily used as an interdisciplinary resource Music-English.
https://www.classtools.net/FB/1288-eXfXLa

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Create a spoof social media profile for a person, theme, place or object being studied

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Looking for a way to liven up your classroom?

Want to keep your students excited about coming to language class?

A fantastic way to break the routine and put a fun twist on the standard parts of a language class is with these two words:
Drama activities.
Almost everyone loves to play act, from kids in a beginning class to adults who've been working all day.

Drama activities-like the six highlighted in this post- will add spice and interest to your language class, offering your students an entertaining way to apply the language they've learned.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

Why Use Drama Activities in the Foreign Language Classroom

Drama activities, besides being a fun and exciting way to break through the doldrums of the traditional language class, offer a variety of pluses that directly contribute to the language student's learning experience.

To combine verbal and non-verbal communication

Using drama activities in your language classroom will help your students to connect the verbal communication involved in vocabulary, grammar and structure with the non-verbal communication of gestures, facial expressions and movement.

Both verbal communication and non-verbal cues are crucial to understanding the target language as seen in real conversations with native speakers and videos from sources such as FluentU.

By introducing a drama activity that gets your students on their feet, you help them to remove focus from exclusively speaking the language "correctly." They begin to understand that combining what they can say with other natural, non-verbal cues will help them to overcome shyness that leads to a type of quiet interference.

To focus on contextual meaning

A simple question/answer activity will have a limited context for your students. A drama activity, on the other hand, will put the student into a situation where the language being practiced and used makes sense within a larger context. Drama sets a scene and the scene sets the language to be used.

To increase student motivation and interest

Face it, students kind of get bored sitting in their seats, looking at the board, taking notes and reading from the text. Though we can't always get away from these activities in our language class, we can alleviate the potential for boredom or even discipline problems by alternating regular classwork with drama activities.

Getting the students on their feet, moving about the classroom and shouting out answers will foster not only more interest in the material being practiced and learned, but they will also help students be more motivated to participate in class.

To shift responsibility of practicing from the teacher to the students

Finally, drama activities create an important shift in focus in the classroom.

You, the teacher, are no longer standing at the front with all eyes on you.

Students are no longer reciting answers to questions.

You become quiet while they make all the noise.

While your evaluation of the activities will be important, you'll actually be silently observing for the majority of the time students are doing these activities. And that's because they're student-oriented, so these activities will get your students interacting with one another, and help them to "forget" that you're there. This creates a relaxing, fun atmosphere where quality language practice can take place.

How to Use Drama Activities Effectively for Language Learning

Use drama activities at the right moment

Except under remarkable circumstances, a drama activity will be something you'll want to save for "special moments." That's not to say that you can't incorporate them into your regular class planning; however, you should reserve them for slots where they can best be used. They are activities that reinforce prior learning, so drama activities can actually become an entertaining way to review classwork.

Other moments for drama activities include:

after an important exam

once every two weeks, with the promise of doing the same in another two weeks

at the end of a class when there's extra time (the shorter, quicker activities are a great for this)

Excite your class with drama activities

Though you've planned drama activities as part of your regular schedule (once a week, once a month, end of semester), keep your students aware that the activities will be done. Consider them a "carrot on a stick," a reward for good behavior or fine exam results. Remind your students during the regular classwork that today's theme will come up again in one of these drama activities.

Then, if you insert a drama activity by surprise, your students will remain excited with your classes. An excited class just seems to learn easier than a bored one!

Have the right materials on hand

Each of these activities will need a bit of preparation on your part. Some of the items you'll need you can provide yourself, while for a few activities your students will be involved in the producing, finding or bringing in of some items.

Some basic items may include:

a deck of playing cards to help with pairing participants

a bag of hand-held props to use in the activity

extra chalk or strips of scrap paper

prepared flashcards

an egg timer with a bell

Now that you know how to use these gems, here are six excellent drama activities to try out in your classroom.

6 Fun Drama Activities for Dynamic Language Learning

1. Charades

The game of Charades has existed since the 16th century. Most people have played one version or another of this game. In this case, Charades is an activity in which one student mutely uses body language while the rest of the class tries to guess what he/she is trying to communicate. This reinforces the connection between body language and spoken language, and the activity is especially useful for vocabulary review.
Setting up
Beforehand, count out one card for each student from a regular deck of playing cards. Then, from a second deck, make a pile of those exact same cards. If you have 20 students, for example, you should have two identical piles of 20 cards-made from two different decks. (Note: For smaller groups, you can use a single deck. An ace of hearts in the first pile would correspond to the ace of diamonds in your second pile, as they're both red aces.)

Put the students in a semi-circle with space in the middle for the charade.

Have on hand:

Noun, verb and adjective flashcards (one word per card)

Two decks of playing cards (per above instructions)

Egg timer

Doing the activity
From the first prepared deck, randomly hand out one playing card to each student. You should have the same cards in your own, second prepared deck. Shuffle your cards, take the first card from the stack and call out the card. The student with that card is the first up to act.

Hand that student a flashcard. The student should begin with an agreed gesture to indicate noun, verb or adjective. For example, "noun" could be miming "hold a ball." "Verb" could be represented by knocking one wrist on the other. "Adjective" could be pointing to their own smiling face. Set these gestures from the beginning.

Give the student one or two minutes to act out the word, and use your timer to do this. The student can't make a single sound while miming. The rest of the group should try to figure out the word being acted out. Remind your students to use complete sentences, like "Is it a ball?" or "Are you sad?," rather than simply shouting out words.

If someone guesses the word before the time's up, lead the applause and then pick another card from your deck to choose the next student to act. By using the playing cards, you are making sure everyone gets a chance to act out a word.

A variation might be combining two or three flashcards together. For example, an adjective with a noun, or a noun with a verb. "Is it a big ball?" or "Is the toaster running?" might be winning guesses in an ESL class, for example. It doesn't matter if the words match exactly, that's part of the joy and should lead to good, fun laughter.

2. Gibberish

This activity is meant to take the heat off of the student, allowing them to try to experience communication without grammar, structure and vocabulary. On the other hand, it also helps students to identify clues which leads to comprehension through gestures, tone of voice and body language. This is a good activity for practicing reported speech and general past tense explanations.
Setting up
Put the students in a semi-circle with space in the middle for two chairs and a table.

Have on hand:

Deck of cards to assign partners

Situation flashcards (i.e. "What you did last night," "What happened on the way to class," "Who you saw in town yesterday")

Your egg timer

Doing the activity
Pair up students with the playing cards. Have two cards of each number, such that there are the same number of total cards as there are students. Shuffle and pass out cards at random, and then have students find the other student with the same number. After all the pairs have matched up, collect one card from each pair. Shuffle these cards and pick one card. This will be the first pair to sit at the table. Give one student a situation card, which he or she doesn't show to their partner.

The student with the situation card now has one minute to explain, in a made-up gibberish language, whatever is noted on the situation flashcard. For example, a situation card might read "I got stopped by the cops while driving home last night," and the acting student would have to try to convey that situation using gibberish, gestures and facial expressions. ( Video example here.)

When the egg timer bell rings, the partner who watched must then explain to the class, in the target language, what he or she has understood. You can have the class vote if they agree or disagree with this "translation." The first student confirms the accuracy of the "translation" of the situation.

Lead the class in applause and pick a new pair to do the same activity.

You can give the students more time to speak gibberish if your class time permits. You can also switch roles before changing pairs, so that all students get a chance to speak gibberish and explain or "translate."

3. Draw an Object

In this activity, students will be guessing vocabulary based upon drawings done by their classmates. Though it sounds like the popular picture drawing game, it's actually a double header activity, with two teams guessing at the same time. This is another activity that's great for vocabulary review.
Setting up
Draw a line down the middle of the blackboard.

Divide the students into two groups and have each group stand on their side of the board.

Have on hand:

Vocabulary flashcards

Your egg timer

Doing the activity
Pull aside one member from each group to the back of the room. Show these two students the same flashcard. They must then rush to the board and will have one minute to draw something that will get their group to figure out the word. However, they cannot draw the item that was on the card!

So, if the word was "book," for example, they couldn't draw a book. Students must draw something else-maybe a shelf, reading glasses or Harry Potter and Dr. Seuss's cat with a hat, for example.

Remind your students to use complete sentences in the target language when guessing (i.e. "Is it a book?"), rather than shouting out single words. When someone guesses the correct word, pull aside two more people and begin again.

You could give points for each team, but the best way to do this activity is to keep the students moving and changing words. You can also repeat words, so that "book" may turn up again after a few other words, but with two other students drawing. This activity should be done quickly and with mounting excitement and noise level; everyone should be talking at once.

4. Where Are We?

In this activity, students will be acting out different objects that are characteristic of a certain place. Though they are miming the objects, students should also use verbal language related to the room.

For example, if they are in an operating room, there will be a table, the instruments, the lighting. They could say "Nurse, hand me the scalpel" or "How's his pulse?"
Setting up
Students are placed in the semi-circle formation.

They can use a table and no more than two chairs.

They can also choose one prop per actor from the prop bag.

Have on hand:

Some place flashcards (i.e. "dentist office," "library," "supermarket")

Bag of various props

Doing the activity
Use your playing cards to make pairs or trios. Get the first pair (or trio) up on stage and give them a place card. Give them a minute to organize their ideas together.

They now have two minutes to show the rest of the students where they are by arranging the table and chairs, using the props and having a relevant conversation in the target language. They can not directly name the place they are in, but instead students must act within it. When the timer goes off, ask the audience to guess, in complete sentences, where the scene just took place. Applaud and change pairs.

5. Mirror Talk

This activity is based on the mirror mimicking game many of us have played as children. Instead of simply pretending to be a mirror and following the leader's movements, one student has to try to say the same thing the other is saying in unison, as if it were a choral exercise.
Setting up
Students are, again, in a semi-circle.

List, on the board, several questions in one column, with answers in the other column to those questions. Let the students see the questions and answers that they'll be using.

Have your egg timer ready.
Doing the activity
Pair up students with the playing cards, like you did for Gibberish. Call on the first pair to center stage. One student, let's call them student A, faces the board while student B has their back to the board and can't see what's written.

During one minute, you will point to questions on the board, which student A (who can see them) will ask aloud. As student A speaks, student B tries to say the same question as close to the same time as their partner. Then you will point to that question's answer, which student A also reads (and student B tries to say at the same time, mimicking his or her partner). Point to questions randomly, but match the answer to the question.

Switch the students and do another minute. Call up a new pair.

Once every pair has done two minutes, begin the second round. This time, you will point to questions at random, but you will not match the answers. So, a question may be "How old are you?" while the answer will be "At ten o'clock." This random choosing will keep the students on their toes and concentrating on trying to mimic their partner as closely as possible without anticipating.

6. Name Six

This is a fun vocabulary review activity that can be used as a warm-up. It's based on the old beanbag hot potato game many of us played as kids.
Setting up

Push all the chairs and tables back and have students sit on the floor.

Have on hand: A beanbag or a squishy toy.

Doing the activity
Choose one student to stand in the middle of the circle. This student closes his eyes and turns around slowly, counting to ten. Meanwhile, the circle is passing the hot potato around as fast as possible so as not to burn their hands.

When the center student reaches ten, he or she calls out "stop," opens his or her eyes and points at the student with the hot potato. You will then give a category, such as "Six words that begin with 'p'!" If the language you're teaching uses pictographs instead of an alphabet, you can use a reference word, like "Six colors!," "Six adjectives!" or "Six occupations!"

The hot potato begins to pass around the circle again while the chosen student has to say six words that begin with the letter "p" before the potato comes back to him or her.

If the student succeeds, there's no change and the activity begins again. If the student does not succeed, then they become the student in the middle who turns and counts. Repeat the sequence. You can adjust the number of words to be said, or the number of times the hot potato is passed, according to the number of students in your class and their level to give a fair amount of time for producing the words.

Drama activities are not only a great way to get your students more involved in the class. They can also serve as useful review, a reward for work well done and a break from the sometimes unavoidable routine of text work, taking notes and sitting exams.

Have fun with your students while doing these activities, and they will show their appreciation to you with their enthusiasm in your language class.
Revel Arroway is a retired teacher with over 30 years experience in ESL and Spanish teaching, as well as teacher training. Though he no longer teaches, he continues to be active in training teachers, creating and writing about methods and activities that help ESL teachers jump-start their classes and simplify their lesson load.
Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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6 Fun Drama Activities for Dynamic Language Learning

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Looking for a way to liven up your classroom? Want to keep your students excited about coming to language class? A fantastic way to break the routine and put a fun twist on the standard parts of a language class is with these two words: Drama activities.

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CEIP Ignacio Martín Baró
Smile and Learn is a great 360º adaptive learning platform, internationally awarded by the European Union, BETT and the MIT, and used by more than 1 million kids worldwide! Specialized in Content and Language Integrated Learning (CLIL), the platform reinforces curriculum subjects, such as Maths, Literacy, Foreign Languages and Science.

I use it with my 7 years old students and they really enjoy it!

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Mercedes García Colmenero IES Juan de Juni 

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Mercedes García Colmenero IES Juan de Juni 

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I use this website to choose real news and work specific information and vocabulary with my students. Each news has many resources: some activities, the answers and the listening. You can select the topic and the level. I think it is a great tool.

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Breaking News English - Easier News Lessons

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Breaking News English Lessons - 3,369 FREE Easy News English lesson plans. EFL/ESL graded news lessons, news in 7 levels, current events.

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Alberto Martínez López    (IES Condesa Eylo Alfonso - Valladolid) .... beginning the academic year in 4th ESO.

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Alberto Martínez López    (IES Condesa Eylo Alfonso - Valladolid) .... beginning the academic year in 4th ESO.

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A P.E. lesson at the beginning of the academic year checking and improving the speaking skill when warming up.
Open the pdf file to have a look.

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Improving speaking skills IN P.E. 4th ESO (2019-2019)

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Alberto Martínez López    (IES Condesa Eylo Alfonso - Valladolid) A cross-curricular activity at my College. 

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Alberto Martínez López    (IES Condesa Eylo Alfonso - Valladolid) A cross-curricular activity at my College. 

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To enjoy the videoclips included into the Microsoft Word File, select 'view the original' then click the 'play key'

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Here you have an interesting web with a lot of resources, specially for kids between 3-12 years old. In this site you can find poems, songs, videos... and a lot of exercises.  I hope you enjoy it!

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LearnEnglish Kids is brought to you by the British Council, the world's English teaching experts. We have lots of free online games, songs, stories and activities for children. For parents, we have articles on supporting children in learning English, videos on using English at home and information about English courses for your child.

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Power Point

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Asun Domínguez Díez-Ies Ribera de Castilla

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IESO Arroyo de la Encomienda
Here you have an interesting way to review music contents and improve our pupils'writing skills.
My 2ºESO pupils have developed different card games. They have to modify a card game or invent a new one whose contents were based on sound qualities.
Along with the game, they have to write some clear rules in order to explain their classmates how to play with it.
Thanks of these games, we have great fun!!

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Interesting video for Arts&Crafts lessons

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An overview of Tricia Fuglestad's transdigital approach to technology integration in her art room that merges both traditional and digital methods across physical and digital spaces while giving students an opportunity to dive into ideas that were previously impossible. 
Take a peek at the lessons Tricia designed to help redefine learning for my elementary art students. 
This blog post points to each lesson showcased in the video:
http://drydenart.weebly.com/fugleblog/redefining-the-art-room

I have over 230 STEAM art lessons. Find links to information about each of these here:
https://www.smore.com/tgcne-steam-art-lessons

Blog: http://drydenart.weebly.com/fugleblog

2nd place winner of the ISTE Teacher Educator Network Tech in Action Awards 2018
http://iste-ten.weebly.com/2018-award-winners.html

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RIDDLES

Experts recommend riddles for kids as something that helps to improve their thinking ability and creativity. Riddles are fun and also provide an opportunity to learn.

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Las adivinanzas (riddles) son un reto camuflado en forma de juego. Estos recursos educativos resultan muy útiles porque invitan a aprender divirtiéndose, por lo tanto, responden a la máxima horaciana de 'prodesse et delectare' (enseñar divirtiendo). También, la entonación y la musicalidad del juego de palabras son dos ingredientes esenciales para captar la atención de los estudiantes y guiarlos hacia el descubrimiento.

Beneficios de las adivinanzas para aprender otro idioma

-Entrenamiento mental

Estas herramientas lingüísticas son breves y fáciles de recordar por lo que estimulan el gusto y la motivación por el aprendizaje de un nuevo idioma. Además, activan la curiosidad y propician la gimnasia neuronal ya que impulsan a interpretar, decodificar, razonar, conceptualizar, asociar, clasificar, organizar, descartar, reinterpretar... En definitiva, ayudan a entrenar el cerebro ya que tanto el esfuerzo como la agilidad mental están garantizados en un pensar y repensar continuos para resolver el problema-enigma enmascarado que cada una de ellas encierra.

Por otro lado, con estos juegos de ingenio, el alumnado adquiere, amplía y enriquece el vocabulario puesto que hay una variedad de adivinanzas relativas a diferentes campos léxicos según la temática (animales, frutas, partes del cuerpo...), un proyecto ( Life under the sea, The Solar System, Moving around the world...) o una festividad (Halloween, Saint George's Day...). Además, las adivinanzas ayudan a familiarizarse con la pronunciación y entonación del nuevo idioma. También estimulan la concentración y la atención para favorecer la comprensión lectora.

Asimismo, ayudan a despertar la imaginación y la fantasía puesto que impulsa a los estudiantes a la escritura, es decir, a inventar ellos mismos sus propias adivinanzas. Así pues, a la vez que dan rienda suelta a su creatividad, van formulando preguntas ingeniosas y acertijos, van jugando con las palabras y se van adentrando en el funcionamiento del nuevo idioma utilizando, por ejemplo, estructuras sencillas para elaborar descripciones y definiciones empleando comparaciones y adjetivos opuestos. Incluso pueden recopilar sus producciones en un 'Riddle book' (libro de adivinanzas).

En el camino hacia la resolución de estos enigmas y de la interacción en clase, surgen valores que potenciar: pensar con calma, aprender a escuchar y ser escuchados, respetar las conclusiones de los demás, compartir no sólo las diferentes ideas y opiniones, sino también las respuestas incorrectas y comentar las diversas posibilidades que puedan darse. Es decir, colaborar, cooperar, estrechar nexos y crear sinergias.

A continuación, propongo veinte adivinanzas que invitan a ejercitar la mente de forma amena y lúdica. La diversión está asegurada si ofrecemos al alumnado diferentes tipos de pistas: gestos, mímica, sonidos o 'flashcards' (tarjetas para ejercitar la memoria) que se enseñan poco a poco para contribuir al efecto sorpresa y mantener la expectación.

Ejemplos de adivinanzas para la clase de Inglés

1.- What letter of the alphabet is an insect? B (bee)

2.- It is on your head and under your hat. What is it? Hair

3.- Everyone has it and no one can lose it. What is it? Shadow

4.- What has four legs but cannot walk? Table

5.- What's green, but not a leaf, copies others, but is not a monkey? Parrot

6.- It is round and yellow, it is like a ball of fire. It rises in the east, it sets in the west.

What is it? The Sun

7.- Cold head and feet, round as a ball, always turning around itself. What is it? The Earth

8.- What kind of tree can you carry in your hand? Palm

9.- What animal is the best at baseball? Bat

10.- How do you know carrots are good for your eyes? Because rabbits don't wear glasses.

11.- What comes down but never goes up? Rain

12.- Take off my skin and I won't cry, but you will. What am I? Onion

13.- It is orange and sounds like a parrot. Carrot

14.- What always goes to bed with its shoes on? Horse

15.- Where does yesterday come after today? In the dictionary

16.- What do you have to break before you can use it? Egg

17.-This is something black and white but it's not an old TV. It's a type of animal that starts with the letter Z. Zebra

18.- I have wings, but I'm not a bird. I am small and colourful. I live in gardens and forests. I used to be a caterpillar. What am I? Butterfly

19.- I have four legs and a tail. I have no teeth. I can swim and dive underwater. I carry my house around with me. What am I? Turtle

20.- Where can you find cities, towns, shops and streets, but no people? Map

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Utiliza estas 20 adivinanzas para despertar el ingenio en clase de Inglés

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Las adivinanzas (riddles) son un reto camuflado en forma de juego. Estos recursos educativos resultan muy útiles porque invitan a aprender divirtiéndose, por lo tanto, responden a la máxima horaciana de 'prodesse et delectare' (enseñar divirtiendo). También, la entonación y la musicalidad del juego de palabras son dos ingredientes esenciales para captar la atención de los estudiantes y guiarlos hacia el descubrimiento.

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IES Alejandría (Tordesillas)
This is a great resource for teaching Maths in
English.
https://www.mathsisfun.com/

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I recommend you this resource
https://www.educima.com/
This webpage allows you to create crosswords and wordsearchs.
You can solve (on-line), download (PNG image) or print them

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CEIP Isabel de Castilla (Serrada)
A very interesting way to improve our students reading skills:

https://justificaturespuesta.com/aprendizaje-cooperativo-la-lectura-compartida/

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 Isabel García Blas - Ntra. Sra. de Lourdes

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 Isabel García Blas - Ntra. Sra. de Lourdes

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Here you are a resource for Primary teachers. Other similar worksheets can be added to these examples.
https://www.mundoprimaria.com/fichas-para-imprimir/ejercicios-ingles

And for Physical Education teachers these funny ideas to do a proper initial warm up in our clases.
https://youtu.be/NuNRLipStkk
https://youtu.be/Hfu35LOof1o

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ADELA CONEJO
C.R.A. LA VILLA (PEÑAFIEL)

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20 reasons why being a teacher is good.
Here's the link to the article:
https://gallery.mailchimp.com/4286ee40f4a8ffb7fef85e26a/files/cd8fbc6e-227f-45ca-bdd5-d8820a382316/20_Reasons_TESOL_Oct_19.pdf
Enjoy your read!

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Highly recommended....  ROBERT HILL and his lesson about pre- reading activities.  Interesting,  clear and effective.  Thanks Ruby,  thanks Robert.

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Mi nombre + Apellidos / Mi centro educativo

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Mi nombre + Apellidos / Mi centro educativo

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xxxxxxx y y y y y

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P.E. and Train like an autronaut - Alberto Martínez (IES Condesa Eylo Alfonso - Valladolid)

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P.E. and Train like an autronaut - Alberto Martínez (IES Condesa Eylo Alfonso - Valladolid)

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https://www.nasa.gov/tla

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NASA.gov brings you the latest images, videos and news from America's space agency. Get the latest updates on NASA missions, watch NASA TV live, and learn about our quest to reveal the unknown and benefit all humankind.