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Video explicativo del recurso didáctico digital

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Video explicativo del recurso didáctico digital

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Check out this Spiral Notebook designed by Diana Vaquero.

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Presentación de Escape Room Inglés I para Ciencia Latina (marzo 2024)

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Presentación de Escape Room Inglés I para Ciencia Latina (marzo 2024)

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Presentación de Escape Room Inglés I para Ciencia Latina (marzo 2024)

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Unit 1

Unit 2

Unit 3

If you need it, use the dictionary

Lista de reproducción de videos

Route 1

1.1

1.4

1.3

1.2

Unit 1

1.1 Personal pronouns and verb to be

1.2 Possessive adjectives

1.3 Wh Questions

1.4 Expressions

Route 1

We are going to practice some dialogues

Lesson 1.1

Personal pronouns and verb to be

Personal pronouns and verb to be

Repeat after me

Practice your hand writing

Lesson 1.1

Use of am, is, are

Repeat after me

Practice your hand writing

Lesson 1.1

Am, is, are

Repeat after me

Practice your hand writing

Lesson 1.1

Am, is, are (questions)

Repeat after me

Practice your hand writing

Lesson 1.1

Lesson 1

Tomorrow we are going to visit the Natural History Museum of London

The Natural History Museum is a world-class visitor attraction and leading science research centre. We use our unique collections and unrivaled expertise to tackle the biggest challenges facing the world today.

https://artsandculture.google.com/partner/natural-history-museum?hl=es

The Museum's dinosaurs are world-famous. Meet the roaring T. rex, see the skull of a Triceratops and wander among fossils in the Dinosaurs gallery. Explore the different time periods dinosaurs lived, sort the facts from the myths about why they died out and find out what our scientific research has taught us about these prehistoric giants.

https://www.nhm.ac.uk/visit/galleries-and-museum-map/dinosaurs.html

Natural History Museum London

Source: (S/f-b). Nhm.ac.uk. Recuperado el 15 de septiembre de 2023, de https://www.nhm.ac.uk/content/dam/nhmwww/visit/map/NHM-Map-March-2022.pdf

Natural History Museum London

Blue zone

Source: Ramos, A. (s/f). Escalofriante animal cráneo, mandíbula hueso, y dientes en cerca arriba ver generado por ai. https://es.vecteezy.com/foto/24620340-escalofriante-animal-craneo-mandibula-hueso-y-dientes-en-cerca-arriba-ver-generado-por-ai

Am/is/are

Lesson 1.2

Possessive Adjectives

Whose is this? It's mine/yours/ hers, etc.

Repeat after me

Practice your hand writing

Lesson 1.2

Whose is this?

Do you...?

Lesson 1.3

Wh Questions

Interrogative expressions

Repeat after me

Practice your hand writing

Lesson 1.3

Asking questions

Asking questions RC

Lesson 1.4

Expressions

How to thank people

Repeat after me

Practice your hand writing

Lesson 1.4

How to say sorry

Repeat after me

Practice your hand writing

Lesson 1.4

How to greet people

Repeat after me

Practice your hand writing

Lesson 1.4

How to introduce yourself

Repeat after me

Practice your hand writing

Lesson 1.4

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

Talking about yourself

Talking about yourself 2

How to finish a conversation and say good-bye

dash

To move with sudden speed

to keep in touch

To continue to talk to or write to someone

Repeat after me

Practice your hand writing

Lesson 1.4

How to introduce people

Repeat after me

Practice your hand writing

Lesson 1.4

Introductions

Repeat after me

Practice your hand writing

Lesson 1.4

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

Introduction dialogue

Example of introduction

Repeat after me

Practice your hand writing

Lesson 1.4

Route 2

2.1

2.9

2.7

2.6

2.5

2.3

2.2

2.8

2.10

2.4

Unit 2

2.1 Verb to be

2.2 Can and could

2.3 Abilities and activities

2.4 Alphabet

2.5 Numbers

2.6 Colors

2.7 Countries and nationalities

2.8 Family tree

2.9 Jobs

2.10 My favorites

Route 2

Verb to be

Simple present tense (affirmative form)

Repeat after me

Practice your hand writing

Lesson 2.1

Describing your day

Simple present tense (negative form)

Repeat after me

Practice your hand writing

Lesson 2.1

Negative with "to be" 1

I don't (simple present negative)

Repeat after me

Practice your hand writing

Lesson 2.1

I don't

Simple present tense (interrogative form)

Repeat after me

Practice your hand writing

Lesson 1.4

Negative with "to be" 2

Do you...? Simple present questions

Repeat after me

Practice your hand writing

Lesson 2.1

Simple questions

Simple questions 2

Simple questions 3

Present simple tense 1

Repeat after me

Practice your hand writing

Lesson 2.1

Natalie and Alice

Lesson 1.2

Repeat after me

Practice your hand writing

Lesson 1.4

Describing your week

Present simple tense 3

Repeat after me

Practice your hand writing

Lesson 2.1

Present simple tense 4

Repeat after me

Practice your hand writing

Lesson 2.1

Camden Market

Lesson 1.2

Repeat after me

Practice your hand writing

Lesson 2.1

More negatives

I do/ work/ like

Repeat after me

Practice your hand writing

Lesson 2.1

Your daily routine

Expressing preferences

Likes and dislikes

Can and could

Can and could

Repeat after me

Practice your hand writing

Lesson 2.2

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

Calling Customer Service

Calling Customer Service

Repeat after me

Practice your hand writing

Lesson 2.2

Abilities and activities

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

What are your hobbies?

What are your hobbies?

Repeat after me

Practice your hand writing

Lesson 2.3

Alphabet

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

Spell your email

Numbers

Numbers

Numbers

Numbers

Numbers

Ordinals

Ordinals

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

Numbers

Colors

Colors (US)Colours (UK)

Colors (US)Colours (UK)

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

Who are you?

Countries and nationalities

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

Nationalities

Family tree

My family

Repeat after me

Practice your hand writing

Lesson 2.9

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

My family tree

About my family

Family reunion

Repeat after me

Practice your hand writing

Lesson 2.8

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

My family reunion

Jobs

What's your job?

Repeat after me

Practice your hand writing

Lesson 2.9

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

Talking about your job 1

Talking about your job 2

My favorites

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

My favorite food

My favorite sport

My favorite cartoon character

My favorite food

Repeat after me

Practice your hand writing

Lesson 2.10

My favorite sport

Repeat after me

Practice your hand writing

Lesson 2.10

My favorite cartoon character

Repeat after me

Practice your hand writing

Lesson 2.10

Route 3

3 .1

3.2

3.3

3.4

3.5

3 .6

3.8

3.7

3.9

Unit 3

3.1 -'s (Kate's camera)

3.2 I have and I have got

3.3 Comparatives and superlatives

3.4 This, that, these, those

3.5 Singular and plural

3.6 Adjectives

3.7 Feelings and moods

3.8 Appearance

3.9 Clothes

Route 3

-'s (Kate's camera)

-'s (Kate's camera)

Repeat after me

Practice your hand writing

Lesson 3.1

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

Contracted form

Television

I have and I have got

I have and I have got

Repeat after me

Practice your hand writing

Lesson 3.2

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

I have and I have got

Comparatives and superlatives

old/older expensive/more expensive

Repeat after me

Practice your hand writing

Lesson 3.3

older than... more expensive than...

Repeat after me

Practice your hand writing

Lesson 3.3

Comparatives and superlatives

Repeat after me

Practice your hand writing

Lesson 3.3

this, that, these, those

This, that, these, those

Repeat after me

Practice your hand writing

Lesson 3.4

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

This/ that/ these/ those

Talk about your things

Singular and plural

Singular and plural

Repeat after me

Practice your hand writing

Lesson 3.5

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

Singular and plural

Adjectives

Adjectives

Repeat after me

Practice your hand writing

Lesson 3.6

The journey to the market

Repeat after me

Practice your hand writing

Lesson 3.6

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

What does she look like?

Describing things

What does she look like?

Repeat after me

Practice your hand writing

Lesson 3.7

Feelings and moods

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

What makes me laugh

What makes me laugh

Repeat after me

Practice your hand writing

Lesson 3.7

Appearance

Robert Green's Shop

Repeat after me

Practice your hand writing

Lesson 3.8

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

A suspicious man

A suspicious man

Repeat after me

Practice your hand writing

Lesson 3.8

Clothes

Introductions

Lesson 1.2

Repeat after me

Practice your hand writing

My favorite outfit

My favorite outfit

Repeat after me

Practice your hand writing

Lesson 3.9

Sing with me

Sing with me

References:

Bores, J. (2020). Conversando en inglés, cuarta edición (4a ed.). McGraw-Hill Education.DK. (2016). English for everyone: Level 1: Beginner, practice book: A complete self-study program. DK Publishing (Dorling Kindersley).Hanson, C. (2022). 77 Real Life English Dialogues. Calvin Hanson Creative.Hanson, Camilee. (2022). 100 real life english conversations. Independently Published.Merriam-Webster: America's most trusted dictionary. (s/f). Merriam-webster.com. Recuperado el 16 de septiembre de 2023, de https://www.merriam-webster.com/Moreno, F. (2013). 100 juegos y actividades lúdicas para enseñar inglés.Murphy, R. (2017). Basic grammar in use student's book with answers: Self-study reference and practice for students of American English (4a ed.). Cambridge University Press.Richards, O. (2019). 101 conversations in simple English: Short natural dialogues to boost your confidence & improve your spoken English. Independently Published.Tim, W. W. M. [@WalkWithMeTim]. (2022, enero 9). Inside the Natural History Museum London 2022. Youtube. https://www.youtube.com/watch?v=EIhvPVpE51k

References:

77 real life English conversations

Who are you?

In a short video reply to the following sentences. You can record it using Tik Tok app. Send it to your teacher.What's your name?How old are you?Where do you live?What is your phone number?

In the following educational video you will find an example of a dialogue. It is important that you use the expressions that were addressed in the previous videos of this subtopic. Perform a dialogue similar to the previous one. Describing a situation you have experienced before.Send the dialogue to your teacher.

Natalie and Alice leave the hotel and look for a cab to go to Camden Market.

In the following educational video you will find an example of a dialogue. It is important that you use the expressions that were addressed in the previous videos of this subtopic. Perform a dialogue similar to the previous one. Describing a situation you have experienced before.Send the dialogue to your teacher.

Spell your email

In a short video spell your email. You can record it using Tik Tok app. Send it to your teacher.

Natalie and Alice enter a small antiques shop in Camden Market.

My favorite sport

In the following educational video you will find an example of a dialogue. It is important that you use the expressions that were addressed in the previous flashcards of this subtopic. Perform a dialogue similar to the previous one. Describing a situation you have experienced before.Send the dialogue to your teacher.

What does she look like?

In the following educational video you will find an example of a dialogue. It is important that you use the expressions that were addressed in the previous flashcards of this subtopic. Perform a dialogue similar to the previous one. Describing a situation you have experienced before.Send the dialogue to your teacher.

Your daily routine

With the help of the following cards, write your daily routine. Also consider adding what you do on the weekends.

My family tree

With the support of the CANVA tool, design a family tree in which you represent your family. For which, you must integrate his name and the family relationship with you. For example, Laura (cousin).

What makes me laugh

In the following educational video you will find an example of a dialogue. It is important that you use the expressions that were addressed in the previous flashcards of this subtopic. Perform a dialogue similar to the previous one. Describing a situation you have experienced before.Send the dialogue to your teacher.

What are your hobbies?

In the following educational video you will find an example of a dialogue. It is important that you use the expressions that were addressed in the previous flashcards of this subtopic. Perform a dialogue similar to the previous one. Describing a situation you have experienced before.Send the dialogue to your teacher.

A suspicious man

In the following educational video you will find an example of a dialogue. It is important that you use the expressions that were addressed in the previous flashcards of this subtopic. Perform a dialogue similar to the previous one. Describing a situation you have experienced before.Send the dialogue to your teacher.

My favorite cartoon character

In the following educational video you will find an example of a dialogue. It is important that you use the expressions that were addressed in the previous flashcards of this subtopic. Perform a dialogue similar to the previous one. Describing a situation you have experienced before.Send the dialogue to your teacher.

My favorite outfit

In the following educational video you will find an example of a dialogue. It is important that you use the expressions that were addressed in the previous flashcards of this subtopic. Perform a dialogue similar to the previous one. Describing a situation you have experienced before.Send the dialogue to your teacher.

My family reunion

In the following educational video you will find an example of a dialogue. It is important that you use the expressions that were addressed in the previous flashcards of this subtopic. Perform a dialogue similar to the previous one. Describing a situation you have experienced before.Send the dialogue to your teacher.

Natalie and Alice arrive at Camden Market.

Natalie and Alice are on holiday in London. They have known each other for several years, since university. Natalie is an art historian and Alice is an author of crime and mistery books. They are in the hotel on the first day of their trip. It's a hot and sunny day.

My favorite food

In the following educational video you will find an example of a dialogue. It is important that you use the expressions that were addressed in the previous flashcards of this subtopic. Perform a dialogue similar to the previous one. Describing a situation you have experienced before.Send the dialogue to your teacher.

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Unit 1 Unit 2 Unit 3 If you need it, use the dictionary Lista de reproducción de videos Route 1 1.1 1.4 1.3 1.2 Unit 1 1.1 Personal pronouns and verb to be 1.2 Possessive adjectives 1.3 Wh Questions 1.4 Expressions Route 1 We are going to practice some dialogues

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Con la gamificación, todos ganan (FORO PIFI 2023)

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Con la gamificación, todos ganan (FORO PIFI 2023)

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Con la gamificación, todos ganan (FORO PIFI 2023)

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Aceptación

Necesidad de ser integrado a un grupo que contribuya a construir la propia imagen o la necesidad de ser aprobado.

Curiosidad

La necesidad de formarse. Lo que llamamos curiosidad intrínseca, representa el sentirnos atraídos por los que nos llama la atención y deseamos aprender. Nunca dejamos de construir conocimiento.

Alimento

El contar con acceso a los alimentos requeridos para tener una buena salud.

Familia

La necesidad de pertenecer a un núcleo familiar estable en el que podamos reproducirnos. Se involucra también la necesidad de cuidar de otros.

Honor

La necesidad de ser fiel a las normas y mores (son las normas que la gente considera vitales para su bienestar y para sus valores más preciados) de una colectividad. Es decir, fidelidad hacia los principios universales establecidos.

Idealismo

La necesidad de justicia social. Misma que puede ser representada mediante el juego, la honestidad debe prevalecer en cualquier competencia.

Independencia

Se refiere a la necesidad de lograr una intimidad asegurada, es decir, se vincula con la capacidad de elegir y de no vernos influenciados, ni presionados por los demás. Actualmente, representada por la personalización a la que estamos expuestos mediante el uso de las redes sociales, vinculada también con la necesidad de la individualidad.

Orden

La gente crea un orden mediante las relaciones cotidianas a través de las cuales interactúa con otros, de tal forma que, si se experimentan conductas raras, se intenta normalizar la situación inmediatamente. En diferentes ámbitos, se crea un esfuerzo continuo por mantener el equilibrio constante en la interacción social.

Actividad física

Relacionada con la práctica de juegos deportivos.

Poder

Poseer una cierta capacidad de autoridad. Requerimos de ejercer un control sobre un espacio, o de sentirnos responsables de algo o alguien.

Amor romántico

Es parte fundamental del desarrollo sociológico, la identidad se consolida a través de los lazos que establecemos con otros individuos o grupos. Se vincula a la sexualidad, enamorarse (de personas, modas, animales) y a la sensualidad.

Ahorro

La necesidad de acopiar, es decir, vinculada con el almacenamiento de posesiones.

Contacto social

El hecho de poder gestionar de forma rápida y segura las relaciones con amigos y familia.

Estatus

La identidad social se construye en procesos de interacción social o de socialización en los que intervienen conceptos como self, roles y estatus. Requerimos el pertenecer a ciertos grupos y regular nuestro comportamiento en los mismos, conforme a la identificación de cómo actúan y cómo interactuamos en ellos.

Tranquilidad

Se define como la necesidad de sentirse seguro. Lograr la estabilidad emocional. En los juegos se representa por el hecho de que mediante las simulaciones se evita cometer un riesgo.

Venganza

La necesidad de desquitarnos de las acciones que llevó a cabo otra persona, es decir, de devolver los golpes.

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Aceptación Necesidad de ser integrado a un grupo que contribuya a construir la propia imagen o la necesidad de ser aprobado. Curiosidad La necesidad de formarse. Lo que llamamos curiosidad intrínseca, representa el sentirnos atraídos por los que nos llama la atención y deseamos aprender. Nunca dejamos de construir conocimiento.

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Proceso de diseño de un proyecto gamificado

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Proceso de diseño de un proyecto gamificado

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2

Proceso de diseño de un proyecto gamificado según Teixes

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Fase 3Delinear las conductas objetivo

Una vez que tenemos los objetivos que queremos conseguir y sabemos en qué entornos nos debemos mover, llega el momento de delinear las conductas que queremos inducir en los usuarios/ jugadores para que nos ayuden a obtenerlos.

Fase 2Entender la audiencia, objetivo y contenido

Si el resultado de las actividades de preevaluación es positivo, procederemos a continuar con el proceso de diseño del sistema. Uno de los factores de éxito de un proyecto, y de manera especial, en uno de gamificación, es el tener un buen análisis del contexto, el entorno y los participantes del sistema.

Fase 1Definir los objetivosDeterminar el por qué (objetivo)

Al inicio se deben definir:1. Cuáles son los objetivos que se quieren conseguir.2. Por qué debemos aplicar la gamificación.Debemos definir si para la consecución de los objetivos que nos hemos propuesto necesitamos cambiar o inducir los comportamientos de un grupo de personas, teniendo en cuenta cuáles son las finalidades de cualquier sistema gamificado.

Fase 5Implementar

Y, a continuación, implantarlos para ponerlos en producción, es decir, en funcionamiento. Junto a estos elementos, deberemos diseñar unas métricas que nos permitan hacer un seguimiento de la idoneidad del sistema para obtener los objetivos fijados.

Fase 6Mantener la integración actualizada

Para poder saber si un sistema funciona, deberemos obtener las métricas que hemos definido. Según los resultados, debemos corregir o afinar los planteamientos iniciales para no perder el foco de la atención de los objetivos. Un sistema sin monitorización y actualización está condenado a una rápida obsolescencia.

Fase 4Construir el sistema gamificado

El siguiente paso es definir los elementos de gamificación que vamos a utilizar.

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Proceso de diseño de un proyecto gamificado según Teixes

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2 Proceso de diseño de un proyecto gamificado según Teixes 3 4 5 6 Fase 3Delinear las conductas objetivo Una vez que tenemos los objetivos que queremos conseguir y sabemos en qué entornos nos debemos mover, llega el momento de delinear las conductas que queremos inducir en los usuarios/ jugadores para que nos ayuden a obtenerlos.

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Concepto de lenguaje total según Schwartz

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Concepto de lenguaje total según Schwartz

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Concepto de lenguaje total según Schwartz

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Funciones del escape room dentro del aula según Sánchez Montero (2020)

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Funciones del escape room dentro del aula según Sánchez Montero (2020)

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Funciones del escape room dentro del aula según Sánchez Montero (2020)

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Permite incluir cualquier contenido curricular y en cualquier asignatura o área.

Se puede integrar con cualquier metodología: aprendizaje basado en proyectos, gamificación, flipped classroom, ABJ, aprendizaje colaborativo, etc.

Se puede integrar a cualquier temática o narrativa.

El tipo de pruebas es casi ilimitado.

Desarrollan cualquier competencia clave y ponen en práctica los conocimientos teóricos.

Los alumnos aprenden a ser ordenados y a organizarse.

Disparan las habilidades lingüísticas pues debe intercambiar ideas, proponer soluciones, escribir, leer, compartir.

Desarrollan habilidades como la atención, la observación, el razonamiento lógico, el pensamiento crítico, la memoria, el pensamiento deductivo y lateral.

Fomentan la colaboración y el trabajo en equipo.

Desarrollan la socialización, habilidad útil para estudiantes con baja autoestima.

Son fácilmente controlables y brindan retroalimentación inmediata.

Ayudan a romper el ritmo diario de la clase.

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Funciones del escape room dentro del aula según Sánchez Montero (2020)

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Funciones del escape room dentro del aula según Sánchez Montero (2020) 1 2 3 4 5 6 7 8 9 10 11 12 Permite incluir cualquier contenido curricular y en cualquier asignatura o área. Se puede integrar con cualquier metodología: aprendizaje basado en proyectos, gamificación, flipped classroom, ABJ, aprendizaje colaborativo, etc.

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El escape room como estrategia de enseñanza que fomenta el aprendizaje autónomo UdeGplus

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El escape room como estrategia de enseñanza que fomenta el aprendizaje autónomo UdeGplus

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