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www.onestopenglish.com

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This is an approach to reading that involves the students in speaking and summarising skills. It is very useful when working with short authentic texts such as newspaper articles or scientific articles.
Here you are this article where this methodology is explained
https://www.teachingenglish.org.uk/article/jigsaw-reading

In Biology and Geology, Jigsaw Reading can be used either to explain the History of Earth, the human evolution or  to go over any process with some stages or phases (Photosynthesis, Mitosis, Meiosis, ...)

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Louis Marchesi

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In this section, I've tried to collect all the new vocabulary, idioms and colocations I'm learning in Norwich, as well as some things that I knew but I've forgotten over time.

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Click on the image below

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How Peer Teaching Improves Student Learning and 10 Ways To Encourage It

Peer teaching is not a new concept. It can be traced back to Aristotle's use of archons, or student leaders, and to the letters of Seneca the Younger. It was first organized as a theory by Scotsman Andrew Bell in 1795, and later implemented into French and English schools in the 19 th century. Over the past 30-40 years, peer teaching has become increasingly popular in conjunction with mixed ability grouping in K-12 public schools and an interest in more financially efficient methods of teaching.

Not to be confused with peer instruction-a relatively new concept designed by Harvard professor Eric Mazur in the early 1990s- peer teaching is a method by which one student instructs another student in material on which the first is an expert and the second is a novice.

Goodlad and Hurst (1989) and Topping (1998) note that academic peer tutoring at the college level takes many different forms. Surrogate teaching, common at larger universities, involves giving older students, often graduates or advanced undergraduates, some or all of the teaching responsibility for undergraduate courses. Proctoring programs involve one-on-one tutoring by students who are slightly ahead of other students, or who have successfully demonstrated proficiency with the material in the recent past. Cooperative learning divides classmates into small groups, with each person in the group responsible for teaching others, and each contributing a unique piece to the group performance on a task. Reciprocal peer tutoring (RPT), a more specific version of cooperative learning, groups classmates into pairs to tutor each other.

The main benefits of peer teaching include, but are not limited to, the following:

Students receive more time for individualized learning.

Direct interaction between students promotes active learning.

Peer teachers reinforce their own learning by instructing others.

Students feel more comfortable and open when interacting with a peer.

Peers and students share a similar discourse, allowing for greater understanding.

Peer teaching is a financially efficient alternative to hiring more staff members.

Teachers receive more time to focus on the next lesson.

Research also indicates that peer learning activities typically yield the following results for both tutor and tutee: team-building spirit and more supportive relationships; greater psychological well-being, social competence, communication skills and self-esteem; and higher achievement and greater productivity in terms of enhanced learning outcomes.

The Evidence

Various peer teaching programs have cropped up at universities around the world in the past few decades, promoting the notion of peer-assisted learning. Nearly every institute of higher education in the world provides peer tutoring opportunities for struggling students and teaching assistant positions for advanced students.

Students in the Advanced Chinese Studies program, Intensive Chinese Language program, and Summer Intensive Chinese Language program at Peking University (PKU) in Beijing are required to meet for a minimum of three hours per week for one-on-one sessions with their Chinese language tutor. The Peer Language Tutor program at PKU is a unique hallmark of these programs that help ensure its students' linguistic and cultural fluency progresses throughout the program. These tutorials provide students extra conversation practice in Mandarin and guidance with homework assignments, while giving students an opportunity to befriend and be a part of the lives of their Chinese peers. Past students have stated that their peer tutors were one of the favorite aspects of the program.

Tutors in Australia can gain a TAFE (Technical and Further Education) certificate in the course Literacy Volunteer Tutoring (Schools) Theory and Fieldwork. Senior students enroll with TAFE and are trained in reading assistance by participating in set modules on theory. At school, the tutors participate in fieldwork by supporting junior students in the reading of the actual classroom texts from their various subjects during Drop Everything and Read sessions on four days per week. The program demonstrates significant success in the full range of government schools including coeducational, girls, boys, central, collegiate and primary schools. The success achieved by Aboriginal students and by boys is particularly significant.

The Peer Tutoring Program at Duke University in North Carolina offers up to twelve hours of free tutoring each semester to Duke undergraduates who are in enrolled in select introductory-level courses. Students meet with a tutor weekly in a convenient public location on campus such as an empty classroom, the library, or a dorm common area. All peer tutors receive on-going training both in best current tutoring practices and on tutoring strategies relevant to their tutoring discipline.

Despite the continued popularity of college student peer tutoring, there exists little comprehensive research on its effectiveness and benefits. What research does exist, however, has found that peer tutoring is highly cost-effective and usually results in substantial gains for participants, both academically and socially.

A reciprocal peer tutoring (RPT) program at California State University, Fullerton has been evaluated extensively. The program requires students in a large introductory psychology course to meet with student partners periodically throughout the course to quiz each other and discuss the main ideas for each unit of the course. Largely a commuter college, the program seeks to increase academic success, as well as to increase the social integration of the students. The program has been highly successful in both respects: when compared to control students who participated in other supplementary activities, RPT participants showed higher academic achievement on unit tests, rated themselves as more satisfied with the class, were better adjusted psychosocially, and frequently used their RPT partner as a supportive resource in the course.

Carsrud (1984) describes an example of a surrogate teaching method in which doctoral students supervised undergraduate psychology students in conducting research projects. One of the major goals of this program was to encourage highly motivated and well-prepared students to become interested in pursuing research through skill development and exposure to first-hand experience. The undergraduates worked closely with the graduate students in designing and implementing the research, and were required to produce a professional-style report at the end of the study. The program was considered a success, based on participants' self-reports.

In addition, it was noted that 20 of the 25 undergraduate students entered graduate programs in psychology within one year of graduation. (However, the study lacked a control group of comparable students without exposure to surrogate teaching and it is therefore possible that those who entered graduate school were already graduate school bound.)

A different type of surrogate teaching program was used in an introductory psychology class at Washington State University. Students were given the choice of attending weekly supplemental discussion sessions led by senior undergraduates or participating as subjects in various research projects within the department. Those who opted for the supplemental discussion sessions were assigned to either a maximal group (six students to one tutor) or a minimal group (twenty students to one tutor). Students who were in the tutoring groups performed significantly better on the class exams than did the control subjects who merely served as research subjects.

In early learning institutions, the effectiveness-if not the widespread use- of peer teaching is equally apparent. In one study conducted in an Ohio school in 2011, four sixth grade students of the same reading level engaged in reading passages from the Quality Reading Inventory (QRI). The QRI is an informal assessment instrument containing graded word lists and numerous passages designed to assess a student's oral reading, silent reading, and comprehension abilities (Leslie & Caldwell, 2006).

One pair of students engaged in a peer tutoring activity as they read a passage together, actively discussing and talking about the passage as they read. The students then individually gave a retelling of the story to the investigator. The second pair of students read the same passage separately and individually gave a retelling of the story to the investigator. Each pair of students engaged in this procedure twice a week, resulting in a total of eight times, over the course of four weeks.

The students who had engaged in peer learning scored significantly higher on the QRI (Quality Reading Inventory) test than the students who had not, indicating the effectiveness peer tutoring can have on academic achievement.

The accuracy of the retellings was examined using the QRI retelling scoring procedure to determine whether there is a relationship between peer tutoring and higher retelling accuracy. The retelling data was scored using the QRI retelling scoring sheet, and retellings were assigned a numeral score. The scores over the four week period were graphed and examined to determine whether there is any relationship between the pair of students engaged in peer tutoring and individually-working students.

The students who had engaged in peer learning scored significantly higher on the QRI test than the students who had not, indicating the effectiveness peer tutoring can have on academic achievement. This is just one example; to name them all here would take far more time than you or I have to spare.

The Criticism

Despite its popularity, peer teaching has come under considerable scrutiny in recent years, especially in the K-12 community. One blogger writes, "This practice has significant downsides for both parties" and goes on to describe the story of frustrated teachers in Manhattan who created a buddy program, enlisting older students to help teach struggling readers. She cites lack of evidence as a primary concern, mentioning a 2008 National Mathematics Advisory Panel which reviewed instances of instruction in which students were primarily doing the teaching. The panel found only a handful of studies that met its standards for quality.

"I'm imagining a scenario where one student is helping another in drilling math facts," the blogger writes. "I can buy that. Otherwise, peer teaching seems to be a waste of precious classroom time."

Her primary issue with peer teaching, though, is the return on her investment. "I want expert teachers, not other students, teaching my kids," she says, referring to the expenses associated with quality schooling.

Another blog cites "student hesitancy" as a potential issue. Some students may feel that being tutored by another makes them inferior to that student, setting up an adversarial relationship from the start. If a student develops this feeling of inferiority, he may be less than eager to work with his assigned peer and, as a result, not put his full effort into the tutoring program. The blog also mentions lack of confidentiality, parental concerns, time and scheduling conflicts, and improper tutor selection as possible problems.

All valid points, to be sure. But, as is the case with most educational strategies, the boons outweigh the burdens if it is implemented correctly. Below are a few suggestions for employing peer teaching in your own classroom.

10 Tips On How To Pull Off Peer Teaching
1. Be sure your tutors are trained.
Existing research identifies adequate tutor training as an essential component of peer tutoring programs.

One after-school peer tutoring program implemented in a middle school in California, called Student-2-Student, offers tutoring in a variety of subjects to students with the help of high-achieving eighth graders. Student-2-Student is selective in its recruitment of tutors. Qualified eighth graders meeting a minimum GPA requirement and demonstrating high citizenship must complete an application process and obtain approval from their teachers before being paired with struggling students. The program advisor then matches tutors to students based on who seems to be a good match academically and socially. Tutors receive quality training in effective ways to work with their tutees.

This program led to a significant improvement in core subject letter grades for all participants. In an evaluation of the program, participants also demonstrated increased responsibility, completion of homework assignments, and significantly improved work habits.
2. Use a reward system.
In another peer teaching program, sixth grade students enrolled in general reading education classes in a Midwestern, urban middle school were assigned to tutoring pairs of either equal ability or pairs in which high-achieving students modeled successful learning with lower-achieving students. Similar to Student-2-Student, the students received training prior to tutoring.

What sets this peer tutoring program apart from common peer tutoring practices is the inclusion of a reward system for students to encourage participation and on-task behavior. During the sessions, the teacher supervised all activities and passed out raffle tickets to students exhibiting good tutoring or on-task behavior. Students wrote their names on earned tickets and placed them in a collection throughout each week. At the end of each week, the teacher would draw several names of students who could each choose a small prize from a box of inexpensive toys.

Evaluation of the class-wide peer tutoring model with rewards for good behavior showed substantial letter grade improvements for the students. The lottery system for reinforcing participation and on-task behavior was show to overcome challenges to student motivation.
3. Emphasize confidentiality, positive reinforcement, and adequate response time.
The tutors at Student-2-Student are taught to demonstrate three important things during any given tutoring session: confidentiality, positive reinforcement, and adequate response time when asking questions. The training process also instructed tutors on explaining directions, designing work for extra practice, watching for and correcting mistakes, and providing positive feedback and encouragement.
4. Choose the learning exercise and the appropriate vehicle for it.
Simply placing students in groups or pairs and telling them to "work together" is not going to automatically yield results. You must consciously orchestrate the learning exercise and choose the appropriate vehicle for it. Only then will students in fact engage in peer learning and reap the benefits of peer teaching.
5. Use group strategies:
To facilitate successful peer learning, teachers may choose from an array of strategies:

Buzz Groups: A large group of students is subdivided into smaller groups of 4-5 students to consider the issues surrounding a problem. After about 20 minutes of discussion, one member of each sub-group presents the findings of the sub-group to the whole group.

Affinity Groups: Groups of 4-5 students are each assigned particular tasks to work on outside of formal contact time. At the next formal meeting with the teacher, the sub-group, or a group representative, presents the sub-group's findings to the whole tutorial group.

Solution and Critic Groups: One sub-group is assigned a discussion topic for a tutorial and the other groups constitute "critics" who observe, offer comments and evaluate the sub-group's presentation.

"Teach-Write-Discuss": At the end of a unit of instruction, students have to answer short questions and justify their answers. After working on the questions individually, students compare their answers with each other's. A whole-class discussion subsequently examines the array of answers that still seem justifiable and the reasons for their validity.

6. Use role playing and modeling.
During the first week of the sixth grade reading program, project staff explained the tutoring procedures and the lottery, modeled each component of the program, and used role-playing to effectively demonstrate ways to praise and correct their peers.
7. Emphasize the importance of active learning.
Many institutions of learning now promote instructional methods involving "active" learning that present opportunities for students to formulate their own questions, discuss issues, explain their viewpoints, and engage in cooperative learning by working in teams on problems and projects. Critique sessions, role-play, debates, case studies and integrated projects are other exciting and effective teaching strategies that stir students' enthusiasm and encourage peer learning.
8. Teach instructional scaffolding.
To reap the benefits of peer teaching, tutees must reach a point when they are practicing a new task on their own. Tutors can help prepare students for independent demonstration by providing instructional scaffolding, a method by which the tutor gradually reduces her influence on a tutee's comprehension. See our guide on instructional scaffolding here for further explanation.
9. Explain directive versus nondirective tutoring.
A tutor who engages in directive tutoring becomes a surrogate teacher, taking the role of an authority and imparting knowledge. The tutor who takes the non-directive approach is more of a facilitator, helping the student draw out the knowledge he already possesses. Under the directive approach, the tutor imparts knowledge on the tutee and explains or tells the tutee what he should think about a given topic. Under the non-directive approach, the tutor draws knowledge out of the tutee, asking open-ended questions to help the student come to his own conclusions about the topic. Both are valid methods, but different levels of each should be used with different students and in different scenarios.
10. Explain how to provide feedback.
Positive verbal feedback: Teach your tutors the importance of positive verbal feedback. Prompt students to come up with a list of standard statements which they feel may be positively reinforcing. They also need to be taught how much positive feedback to give. Giving feedback after each and every response can take too much time and diminish its effect. Teach tutors to give genuine praise after every third or fourth correct response and after particularly difficult problems. Make sure to have them practice.

Corrective feedback: Teach your tutors how to respond when an incorrect answer is given. When an incorrect answer is given, the tutor should promptly give and explain the correct answer or draw the correct answer out of the tutee without being critical of the tutee, and then give the tutee an opportunity to repeat the correct answer.

It should be noted that the majority of peer-tutoring programs for students are intended to complement, not substitute for, regular classroom instruction. Tutoring should never be a substitute for professional teaching. An ideal learning atmosphere is as a rich blend of peer and adult instructional strategies.

Resources To Find Out More About P2P Teaching
https://www.nea.org/tools/35542.htm https://peers.aristotlecircle.com/uploads/NTA_Peer_Tutoring_Factsheet_020107.pdf https://www.childandfamilypolicy.duke.edu/pdfs/schoolresearch/2012_PolicyBriefs/Nguyen_Policy_Brief.pdf https://www.curriculumsupport.education.nsw.gov.au/middleyears/students/index.htm https://www.cdtl.nus.edu.sg/success/sl37.htm https://www.cehd.umn.edu/ceed/publications/tipsheets/preschoolbehavior/peertutor.pdf https://www.reed.edu/nsfaire/nsfaire_sciencePsych4.html Image source

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How Peer Teaching Improves Student Learning and 10 Ways To Encourage It - InformED

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Peer teaching is not a new concept. It can be traced back to Aristotle's use of archons, or student leaders, and to the letters of Seneca the Younger. It was first organized as a theory by Scotsman Andrew Bell in 1795, and later implemented into French and English schools in the 19 th century.

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http://norfolknaturalists.org.uk/wp/publications/species-guides/

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The red grouse is endemic to the British Isles.
https://en.wikipedia.org/wiki/Red_grouse

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BACTERIA IN YOUR HANDS
Our fingerprints! Here we have a bacteria culture. Nº 12 are the bacteria grown from my fingerprint.

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Vegan "pulled pork"!!! Impressive, isn't it? Jack Fruit is the perfect vegan substitute for pulled pork.

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Adam and Eve
https://en.wikipedia.org/wiki/Adam_and_Eve,_Norwich

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Another example. Changes of state of matter. This activity would be carried out in Physics and Chemistry of 2nd ESO.

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IMAGINARIUM. In this activity our students have to create something for us to see. E.g. The cycle of water can be carried out in 1º ESO Biology and Geology.

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1.1 COMPASS POINTS:      consider an idea from different angles

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1.1 COMPASS POINTS:      consider an idea from different angles

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http://thorpestandrewschool.org.uk

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The murderers
http://www.themurderers.co.uk/

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In order to design one activity
you have to use a QR generator such as https://www.qrstuff.com/
and your students will need a QR reader.

Performance of the activity:
- Show some images related that make your students think about the topic.
- Next first analyse
- After, students will read QRs attached on the worksheet using QR reader and then compare the information provided with their thoughts at first sight.
- Eventually our students will fill the worksheet provided with all the new information.

Here, there is an example of activity as a proposal to 3rd of Biology and Geology.

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Manchester United 3 - Manchester City 0 (nil)

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How can we find out the opinions of our students about any topic?
All student have to stand up and there will be 2 points in the class: One with a board saying AGREE and the second saying DISAGREE. Then we can make some statements and we will obtain a spectrum of opinions of our student. It's very important to ask why they chose one side or the other. Even we will be able to ask them if they want to change their minds after listening to all answers.
Some examples of questions that we can use in Biology and Geology classes are:
- Nuclear energy is better than renewable energies.
- Oxygen is not as important as carbon dioxide for plants.
- We should avoid all foods rich in cholesterol in our diary diet.
- Mining should be rooted out.
- Intelligence is genetically determined.
- Big Bang is the origin of the Universe
- It's very dangerous to sleep with plants.

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Scones are the easiest English teatime treat. There’s scope to customise these sweet ones with dried fruit or cinnamon. There are salty scone with cheese or cheese and bacon.

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Yew (EN) = Tejo (ES)
Hawthorn (EN) = Espino albar (ES)
Beech (EN) = Haya (ES)
Holm Oak (EN) = Roble (ES)
Elm (EN) = Olmo (ES)
Maple (EN) = Arce (ES)
Alder (EN) = Aliso (ES)
Ash (EN) = Fresno (ES)
Aspen (EN) = Álamo (ES)
Silver birch (EN) = Abedul (ES)
Horse chestnut (EN) = Castaño de Indias (ES)
Sweet chestnut (EN) = Castaño (ES)
Hornbeam (EN) = Carpe europeo (ES)
Lime (EN) = Tilo (ES)
Rowan (EN) = Serbal (ES)
Weeping willow (EN) = Sauce llorón (ES)

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Woven hair or interwoven hair = Plait (UK) or Braid (US)

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Don't forget your umbrella

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Animal waste, dung

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On this page you will learn about the Black Death of 1348-49, and what impact it had on the black friars.

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Severe outbreaks continued at regular intervals at a national and local level until 1665. Like many other cities, Norwich was badly affected by these epidemics. Its population fell from about 25,000 in the 1330s to fewer than 9,000 by the 1370s, and stagnated until the start of the sixteenth century.

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https://www.canaries.co.uk/

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Inside (recorded by me)

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Of course, we enjoyed playing Jenga in Micawber Tabern!

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Of course, we enjoyed playing Jenga in Micawber Tabern!

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An Open Day in the University of East Anglia

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An Open Day in the University of East Anglia

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ANIMAL NUTRITION:
A group of researchers are trying to improve animal nutrition. They are working on developing Phytases (Enzymes in charge of breaking down Phytic acid and releasing phosphorus). Phytases increase the availability of phosphorus in pig and chicken diets. Because of improved dietary phosphorus use, less phosphorus is secreted in manure.

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Although the species of Quercus genus most common in UK is Quercus robur (The English Oak or The European Oak) in Norwich we can enjoy some specimens of Quercus rubra (The Red Oak)

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For further information Link

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In culinary use, fresh raw leaf stalks are crisp (similar to celery, although they do not share the same family) with a strong, tart taste. Although rhubarb is not a true fruit, in the kitchen it is usually prepared as if it were. Most commonly, the stalks are cooked with sugar and used in pies, crumbles and other desserts. A number of varieties have been domesticated for human consumption, most of which are recognised as Rheum hybridum by the Royal Horticultural Society.

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excessively proud of oneself; vain

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Lack of confidence

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the protection or promotion of the interests of consumers

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You 2nd person singular /
You 2nd person plural
Your or yours
In Shakespeare time

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acting or done in the same way over time, especially so as to be fair or accurate.

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Practise performing

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a sudden attack of wild irrationality

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A Rush of Blood to the Head is the second studio album by British rock band Coldplay. It was released on 26 August 2002 by Parlophone in the United Kingdom, and a day later by Capitol Records in the United States. The album was produced by the band and Ken Nelson, and makes greater use of the electric guitar and piano than the band's debut album Parachutes (2000).

Recording of the album began after the band achieved worldwide popularity with Parachutes, and one of its singles in particular, " Yellow". The album topped the UK Albums Chart upon its first week of release in the United Kingdom, and became the eighth biggest-selling album of the 21st century in the UK. The British Phonographic Industry has since certified the album 10× Platinum for its accumulated sales of over 3 million units in the UK, while over 17 million copies were sold worldwide. The album spawned the hit singles " In My Place", " The Scientist", and " Clocks". " God Put a Smile upon Your Face" was also released, but was significantly less successful.

A Rush of Blood to the Head has been critically acclaimed, and the band received three Grammy Awards for the album; the 2003 Grammy for Best Alternative Album, which was the band's second win in a row, the 2003 Grammy for Best Rock Performance with the song "In My Place", and the 2004 Grammy for Record of the Year with the song "Clocks". In 2020, it was ranked number 324 on Rolling Stone's " 500 Greatest Albums of All Time" list. It was also among ten albums nominated for the best British album of the previous 30 years by the Brit Awards in 2010, ultimately losing to (What's the Story) Morning Glory? by Oasis. The same year, it was one of ten classic album covers from British artists commemorated on a UK postage stamp issued by the Royal Mail. Authors and reviewers have praised A Rush of Blood to the Head as one of the best albums of the 21st century.

Coldplay started recording A Rush of Blood to the Head in London on 17 September 2001, but later relocated to Liverpool, where they had recorded some of the songs on their debut album Parachutes (2000). Lead singer Chris Martin said that once there they "became obsessed with recording". " In My Place" was the first song recorded for the album during this period, and the one that the band released as the album's lead single because it was the song that made them want to do a second album. It kept them going and made them think they could still write songs, following a strange period of not really knowing what they were doing three months after the success of Parachutes.

The opening track "Politik" was recorded two days following the September 11 attacks in 2001. According to an interview with lead singer Chris Martin, "I wrote the song on 9/11 and we recorded it on 9/13. We were all, like everyone else, I suppose, a little confused and frightened. I get off tour and had a rest for one or two days. But then I get antsy again. I want to write songs and do things, 'cause you never know what might happen." The band wrote more than twenty songs in the months following for the album and some of those, including "In My Place" and "Animals", were performed live during the tours promoting Parachutes. The album's title was revealed through a post on the band's official website.

During initial recording sessions in Liverpool, Martin and guitarist Jonny Buckland worked alone, and only on weekends. Each Monday, they would present the song ideas that they had developed to their bandmates. With A Rush of Blood to the Head nearly completed, Martin went into the studio late one night and wrote a piano riff that he has stated "just came out". The band recognised that this early version of the song, that would become " Clocks", was special the first time Martin played it to them. Reasoning that it was too late to include the song on the album, they recorded a demo version and included it on a CD marked "Songs for #3", featuring unfinished tracks they intended to work on for their third studio album.

By June 2002, the band had completed A Rush of Blood to the Head, but thought their output sounded "rubbish" and reached an agreement with the label to postpone the release of the album until they were completely satisfied. Subsequently, many songs were discarded because they sounded like they could have been on Parachutes. Martin has claimed that it would have been uninteresting: "It would have shown that we're happy to sit back on what we'd done, and we're not. For us, it was important to progress and try to improve upon our abilities as musicians." Such ambitions put the band under strain: "sometimes practice sessions ended abruptly with one or more members of Coldplay threatening to quit".

After headlining the 2002 Glastonbury Festival, Coldplay returned to the studio and worked on some tracks from the "Songs for #3" CD they had produced earlier. Phil Harvey, the band's manager, heard "Clocks" and urged them to rework it immediately: "No, you must do that song now 'cause you're going on [in the lyrics] about urgency, and you're talking about keeping this song back. That doesn't make sense."

Production of the album began quickly with the writing of the track "Politik", which was a song seen as a reflection of the world at the time, giving the band a renewed perspective on their lives and society. Many of the song lyrics on the album relate strongly to the theme of urgency. Martin has commented that previous songs were more relaxed since they were in a comfortable state of mind: "Perhaps there's a bit more urgency on some of these songs. And that's born from all the places we've been and the things we've experienced." Martin has explained. In relation to the theme of urgency, Martin has also stated that the album's title means "doing something on impulse".

Several songs on the album are about the themes of love and relationships. These tracks are based on reality, but according to Martin, they were written with a fictional twist: "Songs are like fairy tales: they have a beginning and an end and you can make it all work perfectly. Real life doesn't work like that".

The album includes ballads and acoustic songs featuring extensive use of guitar and piano. The U2-esque "epic rock" of the album's opening track "Politik", the piano-driven " Clocks", the loud guitars of "A Whisper", and the country rock-inspired guitar in "Warning Sign" were seen as an extension of the band's musical range. Chris Martin has also stated that the album's title track is an homage to American singer-songwriter Johnny Cash, whom he considered one of "the greatest ... men with just guitars". The title track is about uncertainties faced in life.

According to Martin, the song "Green Eyes" was composed for two individuals: An "American friend" (speculated to be a woman of Chris' romantic desire), and bandmate Jonny Buckland.

The album cover for A Rush of Blood to the Head was designed by photographer Sølve Sundsbø. Sundsbø had been hired by fashion magazine Dazed & Confused in the late 1990s to produce a shot with a "technological feel, something all white", according to himself. As an artist, Sundsbø attempted to do a unique original piece, creating a shot that had never been seen before; He suggested taking shots using a three-dimensional scanning machine - used to measure head sizes for USAF fighter jet helmets - to fulfil his vision.

The model for the shots, named Mim, wore all-white cosmetic makeup, along with a coloured twill cape, to aesthetically produce optimal and desired results. The scanner could not properly identify some of the colors on the cape, so they were replaced with digital spikes, and the head in the image was chopped as the machine was unable to scan more than about thirty centimeters in height at a time. At first, Sundsbø had mixed feelings about the image, stating that when he first saw the result, he was terrified. "I thought it was so beautiful, but I was sure the magazine was never going to run it." The editor of the magazine, however, absolutely loved the image, and eventually featured it in one of their publications. After seeing the image in a publication of the magazine, Chris Martin approached Sundsbø for proper permission to use the image as the cover of A Rush of Blood to the Head. For the album's singles, Martin asked Sundsbø for any ideas; Sundsbø suggested scanning the head of each member of the band.

The album booklet contains only two photos; One with Coldplay in a location that was rumoured to be a forest, and one with the band in a recording studio. The album cover was among the ten chosen by the Royal Mail for a set of "Classic Album Cover" postage stamps issued in January 2010.

A Rush of Blood to the Head was released on 26 August 2002 by Parlophone in the United Kingdom, and a day later 27 August 2002 by Capitol Records in the United States. The album was completed and originally ready to hand over to the record company and released in June 2002, however, after recording a demo of "Clocks" intended for the third album, the band delayed release by two months to allow them to work it into a finished track and include it on A Rush of Blood to the Head. Capitol released a remastered version of the album in 2008 on a 180-gram vinyl record as part of its "From the Capitol Vaults" series.

Upon release, A Rush of Blood to the Head received positive reviews from contemporary critics. Review aggregating website Metacritic reports a normalised score of 80 out of 100 based on 25 reviews, indicating "generally favorable reviews". This makes A Rush of Blood to the Head Coldplay's highest-scoring album on the website as of 2023. Many reviewers felt that it built upon Parachutes. Alexis Petridis of the newspaper The Guardian wrote that the band's "new assurance is everywhere ... the timidity of Parachutes is nowhere to be found". He concludes, "It sounds like an album ready to take on the world, and win."

Kelefa Sanneh of The New York Times praised the album, commenting that it is "one of the year's best albums" and describing it as "sparser, stranger and even catchier than its predecessor".[39] Rolling Stone's Rob Sheffield said that " A Rush of Blood to the Head is a nervier, edgier, thoroughly surprising album", adding, "where Parachutes was the clumsy diary of a high-strung kid, A Rush of Blood sounds more like a band with the confidence to test its own limits."[36] Ted Kessler of NME lauded the album, calling it "an album of outstanding natural beauty, an organic, wholesome work." MacKenzie Wilson of AllMusic echoed the above comments, saying that it is a "strong album". Wilson, who compliments Martin for his "sharpened" falsetto and refined "haunting delivery" and Buckland for his "riveting guitar work", notes that "regardless of the band still being in their mid-twenties, they've made an amazing record".[40] Emma Pearse of the American newspaper The Village Voice has the same sentiments, stating that it is "a little edgier, trancier, and more conversational" compared to Parachutes.[41] Conversely, Robert Christgau gave the album a one-star honorable mention ( ) and quipped "Let Green Eyes dump him for real and we'll see how long he hums in the void."[42]

In 2012, it was ranked number 466 on Rolling Stone's list of the 500 greatest albums of all time, with its ranking climbing to number 324 in the 2020 update. In 2013, the album topped a BBC Radio poll ahead of Hopes and Fears by Keane, by Duran Duran and The Dark Side of the Moon by Pink Floyd. It was also included in 1001 Albums You Must Hear Before You Die.

A Rush of Blood to the Head topped the charts of 11 countries around the world. It debuted at number-one on the UK Albums Chart selling 273,924 copies. The British Phonographic Industry has since certified the album 10× Platinum for accumulated sales of over 3 million copies. With the subsequent release of " Clocks" and " The Scientist", the album spent over one year on the chart. A Rush of Blood to the Head has been placed at number seven on the list of United Kingdom's 20 biggest-selling albums of the 21st century, published by the British trade paper . In July 2011, A Rush of Blood to the Head climbed from No. 176 back to No. 44 in the album's 250th charting week there. As of October 2021, the album has sold over 3 million copies in the UK, making it Coldplay's best-selling studio album. It is the tenth best-selling album of the 21st century.

In the United States, A Rush of Blood was Coldplay's first venture into the top 5 with 144,000 copies sold initially, stronger than its predecessor, Parachutes, which debuted at number 189 in December 2000. A Rush of Blood debuted at number-one on the Canadian Albums Chart, selling 28,200 copies in its first week. The album has been certified 4x times platinum by the Canadian Recording Industry Association for shipments of over 400,000. It has been certified 7× platinum by the Australian Recording Industry Association, having accumulated shipments of over 490,000 units.

All tracks written and co-produced by Coldplay ( Guy Berryman, Jonny Buckland, Will Champion, and Chris Martin). All tracks produced by Ken Nelson.

Credits adapted from AllMusic.

Chris Martin - lead vocals, piano, acoustic guitar, rhythm guitar (tracks 8-9)

Jonny Buckland - lead electric guitar, backing vocals (tracks 1 and 6), acoustic guitar (track 4), twelve-string slide guitar (track 6)

Guy Berryman - bass guitar

Will Champion - drums, percussion, backing vocals

Technical and additional personnel

Coldplay - producer, string arranger, mixer, art direction

Andrea Wright - assistant engineer

Ann Lines - string performer

Audrey Riley - string arranger and performer

Ben Thackeray - assistant engineer

Blue Source - art direction

Chris Tombling - string performer

Dan Green - string performer

Dan Keeling - century, published by the British trade paper Music Week. A&R

Danton Supple - mixer (track 2, 3, 6, 8, 10)

Dave Holmes - manager

Estelle Wilkinson - manager

George Marino - mastering

Jon Bailey - assistant engineer

Jon Withnal - assistant engineer

Ken Nelson - producer, engineer, mixer

Laura Melhewish - string performer

Leo Payne - string performer

Mark Phythian - additional production, mixer

Nettwerk - management

Peter Lale - string performer

Richard George - string performer

Rik Simpson - additional engineering

Sølve Sundsbø - cover art

Susan Dench - string performer

Tom Sheehan - photographer

Zed Nelson - photographer

^ The vinyl edition features the album title along with the band's name on the cover's left-hand edge. The CD includes this, but on the hinge of the jewel case. All digital versions omit the text, as shown above. The Apple Music version has an animated version of the album cover.

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A Rush of Blood to the Head is the second studio album by British rock band Coldplay. It was released on 26 August 2002 by Parlophone in the United Kingdom, and a day later by Capitol Records in the United States.

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By the time you get the end of the questions...

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A slight modification

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Swimming does me good!

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Divert gently and for any reason

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it's the opposite of strictly

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Web similar to Kahoot.
https://www.socrative.com/

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A useful tool to manage a debate. It's a way of collecting ideas and voting them.
https://www.tricider.com/

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1.11 Kahoot activity - Biology and Geology 4th ESO 

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1.11 Kahoot activity - Biology and Geology 4th ESO 

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Here you have an activity that I've done using Kahoot about Interspecific relationships in Ecosystems

https://play.kahoot.it/#/k/e7d106fb-8a1a-4cec-92be-2026db54997c

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(A plant)
Synonyms: Shrivel, wither

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1.10 How can we create a word clouds? What can we use  them for?

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1.10 How can we create a word clouds? What can we use  them for?

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https://wordart.com/create
We can use this web to create clouds to start a new unit or we can make our students design their cloud with the main concepts worked in class. Also our clouds can be done using a set of pairs of concepts related, and then we will be able to make our student find them out.
Other web to do word clouds:
http://www.wordle.net/

What is Biology?

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Sketch Engine for Language Learning (an useful tool)

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Sketch Engine for Language Learning (an useful tool)

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Explore English language in more than one billion words from news, scientific papers, Wikipedia articles, fiction books, web pages, blogs.

Examples: search for a word or a phrase and get short and meaningful example sentences for it.

Word sketch is a list of words which occur frequently together with the searched word.

Similar words (not only synonyms) are words used in similar contexts visualized with a word cloud.

https://www.sketchengine.co.uk/skell/

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examples, collocations and thesaurus
for learners of English

What is SkELL?

SkELL (Sketch Engine for Language Learning) is a simple tool for students and teachers of English to easily check whether or how a particular phrase or a word is used by real speakers of English.

No registration or payment required. Just type a word and click a button.

All examples, collocations and synonyms were identified automatically by ingenious algorithms and state-of-the-art software analysing large multi-billion samples of text. No manual work was involved.

SkELL vs. Google Search

SkELL finds good examples of the word or phrase useful for language learners.

Google Search finds web pages with information about the topic specified by the word or phrase.

для изучающих русский язык

Examples in context - concordance

Use the Examples button to display examples of the word or phrase in context. Type a word (e.g. controllable) or a phrase (e.g. in regard to) and click the Search button, you will get up to 40 example sentences.

How it works

Base form will find its derived forms too, e.g. searching for mouse will mice. However, searching for mice (plural, not a base form) will only find examples of mice (not mouse).

Finds all parts of speech.
If you search forbook, it will get sentences with book as a verb as well as a noun and both in various word forms (booking, booked, books).

More complex searches and other languages

To find examples in other languages, to use more complex criteria or to search for grammar structures rather than concrete words, use the concordance search in Sketch Engine.

Word Sketch (collocations)

Word Sketch - collocations

Collocation is a typical combination of two words. Using correct collocations makes the language correct, natural and advanced. Using incorrect collocations will not usually cause misunderstanding but will be considered incorrect and unnatural. Collocations cannot be guessed, they must be learnt. This is why Word Sketch in SkELL is an invaluable tool.

Word Sketch is a summary of the most typical collocations divided into logical categories. Word Sketch in SkELL is available for every content word, i.e. noun, adjective, adverb or verb.

How it works

Type a word in its base form and click Word Sketch.
Typingmouse will work, typing mice will not.

Click a collocation to see examples in context (concordance).

By default, the most frequent part of speech (noun, verb, adjective, etc.) is shown first. Click the link to see a Word Sketch for a different part of speech.

By clicking on the Context button will be shown a broader typical context if exists, e.g. tree suitable for for tree as a noun in the relation 'adjectives with tree'

Other languages

To generate Word Sketch for words in other languages, subscribe for the Sketch Engine free trial.

Synonyms and similar words - thesaurus

Click Similar words to display a list of similar words. The list is generated automatically which means is available for every word in the language, provided there are enough examples in the corpus.

You will get a list of up to 40 most similar words.

Word cloud

The word cloud shows how similar each word is. The words in the centre are the most similar. The size indicates how frequent the word is.

Click the link to show similar words for a different part of speech.

Click a word to open a Word Sketch.

Thesaurus in other languages

To generate thesaurus for words in other languages, try the free trial of Sketch Engine.

Some words do not seem synonyms. Why is that?

Sometimes, words which do not seem similar will be included in the results. this is because computers cannot tell the meaning of the word. The automatically generated thesaurus uses a different technology to identify synonyms. It tries to finds words which tend to combine with the same words as the search word. In the screenshot for cook, you can see that try is nearly in the centre, i.e. is very similar to cook. This is because both cook and try combine with similar words: cook fish, try fish, cook pasta, try pasta, cook salmon, try salmon etc. Although inappropriate words might occasionally be included, the list is still very useful and most importantly, it is available for every word in the language.

... more features

Sketch Engine offers a lot more features than SkELL:

advanced concordances - example searches using complex criteria such as all sentences in the present perfect which contain the word today

word sketches for phrases, not just single words

looking up translations in bilingual corpora

word sketch difference - show the differences between two similar words

generate word lists (most frequent nouns, verbs etc.) or lists of phrases (most frequent 3-word phrases, 4-word phrases etc.)

information about words in 85+ languages

check out a brief survey of some of the many features

try Sketch Engine

Technology behind SkELL

SkELL is a free simplified interface of Sketch Engine adapted to the needs of learners of English. Sketch Engine is a corpus query and management system holding 400+ text corpora in 85+ languages. Sketch Engine is used by linguists, lexicographers, lexicologists and other researchers to learn about how language works. Sketch Engine currently handles about 150 TB (terabytes) of data at an unprecedented speed. It is also designed to handle morphologically rich languages such as Russian, Spanish or Japanese.

Data sources

All results in SkELL are a product of ingenious algorithms analysing fully automatically large multi-billion word samples of text, called text corpora. There is no manual work involved when generating the collocations, examples or thesaurus results.

The text corpora contain a varied collection of texts such as news, academic papers, Wikipedia articles, open-source books, web pages, discussion forums, blogs, etc. to provide a good example of how language is used in everyday, standard, formal and professional context.

About Skell from its users

on the eflnotes blog by Michael Houston Brown

Disclaimer

This service is provided by the copyright holders and contributors "as is" and any express or implied warranties, including, but not limited to, the implied warranties of merchantability and fitness for a particular purpose are disclaimed. In no event shall Lexical Computing Ltd. be liable for any direct, indirect, incidental, special, exemplary, or consequential damages (including, but not limited to, procurement of substitute goods or services; loss of use, data, or profits; or business interruption) however caused and on any theory of liability, whether in contract, strict liability, or tort (including negligence or otherwise) arising in any way out of the use of this software, even if advised of the possibility of such damage.

References to SkELL and versioning

From time to time, the underlying corpus data may change (cleaning, refining etc.). To refer to particular results (using bookmarked URLs for example), also refer to a particular version. The web interface may also change occasionally. Each SkELL page carries a version via link "Terms" in the left corner at the bottom, e.g. VERSION1-VERSION2. This refers to the version of the interface and the version of the corpus data respectively.

Feedback

For reporting issues or writing your feedback, please use the feedback form available on Feedback link at the bottom of each page.

If you use results and examples from or links to SkELL, please, cite this paper:

BAISA, Vít a Vít SUCHOMEL. SkELL - Web Interface for English Language Learning. In Eighth Workshop on Recent Advances in Slavonic Natural Language Processing. Brno: Tribun EU, 2014, pp. 63-70. ISSN 2336-4289.

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SkELL for learners of English | Sketch Engine

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examples, collocations and thesaurus for learners of English SkELL (Sketch Engine for Language Learning) is a simple tool for students and teachers of English to easily check whether or how a particular phrase or a word is used by real speakers of English. No registration or payment required.

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become known, become common knowledge, become apparent, come to light,

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As teachers we should avoid the halo effect, given that the first impression may guide the rest of the assessment process.

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when we are designing a test, we should consider and analyse how much the students' eyes spend on each part.

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drug dealers

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Outside (Official video by Norwich Cathedral Management)

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Norwich Cathedral - Norwich Flow Motion July 2017

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You will have never, NEVER have seen #Norwich like this before. The unique and rather wonderful #NorwichFloMo #HyperLapse #TimeLapse #FlowMotion #RobWhitworth #BAFTA #PlanetEarth #BBCOne

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In this section you will find some resources and activities, all of them designed following CLIL methodology

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Tyler DeWitt: Hey science teachers -- make it fun

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High school science teacher Tyler DeWitt was ecstatic about his new lesson plan on bacteria (how cool!) -- and devastated when his students hated it. The problem was the textbook: it was impossible to understand. He delivers a rousing call for science teachers to ditch the jargon and extreme precision, and instead make science sing through stories and demonstrations.

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CULTURAL AWARENESS. The intercultural dimension of additional language learning. Our students must be aware the intercultural world where we all live. Different accents and different ways of communication can give them other point of view beyond their comfort zones. In this activity we can use a poem written by Benjamin Zephanian titled "Talking turkeys". Firstly they should read the poem and later watch the video. This poet has Jamaican accent. After that we can make our students reflect on all nutrition issues that this poem suggests. (Vegetarian diet, veganism, ...) and probably a debate will come up.

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This activity can be very useful at the beginning of a project or a school year to analyse Excitements, Worries, Needs and Stances. Also we can manage some debates about controversial topics related with our subject such as:
- Testing animals
- Vaccination
- Climate change
- Diet of teenagers in Spain.
- Renewable sources.
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E= Excitements.  What excites you about this idea? What’s the upside?

W= Worries. What do you find worrisome about this idea? What’s the downside?

N= Needs. What else do you need to know about this idea?

S= Stance, Steps or Suggestions. What is your current stance or opinion on this idea? What should your next step be in your evaluation of this idea? What suggestions do you have at this point?

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This padlet has been created by Juan Mesonero Gómez, a Biology and Geology Teacher in Madrid Community. The main purpose of this padlet is to gather all the new methodologies and teaching competences acquired during this course. There are 6 different sections whose aims are:
1. Resources: Activities to involved our students in CLIL: Content and Language Integrated Learning.
2. My Placement in Thorpe San Andrews School. Here you will see all the materials, noticeboards, activities and the lesson I taught there.
3. My personal improvement. All the new words, idioms, colocations,... that I've learnt here.
4. Norwich. Our cultural experience in this wonderful city.
5. Gastronomy in Norwich
6. Science corner: All the Science that you can enjoy in Norwich streets.

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1.8 CLIC Activity Biology and Geology 3º ESO - Nervous System

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1.8 CLIC Activity Biology and Geology 3º ESO - Nervous System

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After explaining the main concepts related to Nervous system, we can use this TED Talk about "The Mysterious Workings of the Adolescent Brain" to get our students involved in their own development.

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The mysterious workings of the adolescent brain

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Why do teenagers seem so much more impulsive, so much less self-aware than grown-ups? Cognitive neuroscientist Sarah-Jayne Blakemore compares the prefrontal cortex in adolescents to that of adults, to show us how typically “teenage” behavior is caused by the growing and developing brain.

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Here you have the slideshow that I used to support my lesson oriented to 9 year students. I designed this lesson following the same way of working of all teachers in Thorpe. The main prompts are:
1. WALT, that stands for What are we going to learn today! Every class here starts describing the learning goal of the day.
2. WILF, that stands for What I'm looking for! Making the students be focused on their own learning (Learning standards).
3. Short explanation. The curricula here don't go as in depth as in Spain. They work the Key concepts required to the final assessment of secondary education (GCSE - General Certificate of Secondary Education)
4. In every class all students have chance to apply what they are studying. At the end of my presentation you can see the lab practical about the effect of temperature on Lipase activity. The performance of so many lab practicals is possible thanks to there is no lack of resources and the department of Science (Physics, Chemistry and Biology) has at its disposal a Lab assistant in charge of setting and cleaning all the lab practicals proposed by the teachers.

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to make something easier to understand:

What I need is a book that will demystify the workings of a car engine for me.

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To contradict
To give a false impression of..

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Smell bad