Sunday, 20 August 2017


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Are you ready to back to work? 

When starting a new school year we, as teachers, are always willing to prepare new lessons so our students can understand and finally love Shakespeare's language.

I've begun to think of new ways of getting my students attention and look for new resources to be used in classroom.

Here you can find some interesting sites with amazing and funny lessons and ideas for the very first days in classroom:

Click HERE to find a site I especially like , because it presents vocabulary in a funny way and with different types of levels and activities. It is very useful when using the DB in the classroom.

Click HERE to visit a site I've used many times to prepare lessons, and you can find different worksheets on this specific post for the first lessons of the year.

Click HERE to see this SITE which has got many lessons for the new school year including plans for icebreakers, business basics, and absolute beginners.

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Anyway, if it's too much work for ending holidays and starting the new school year, here you have some available lessons on my blog that, maybe, can help you to prepare the first day:

And now, 
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Sunday, 30 July 2017


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Some days ago I posted an infography on how flipped classroom can improve our teaching. I received some colleagues' comments on how it can be done. So, since a promise is a promise, here we go with some examples of how to do that in our English classrooms.

This sample post is about flipping a grammar lesson, but you can use it and adapt it whatever lesson you are teaching.

Let's say you are about to teach and explain your students the passive voice. 

First thing to do is to get them exposed to some examples of the grammar structure through some reading activity or any other you find appropriate to this aim.

As homework, they will be asked to watch some tutorials, videos or any digital resource you can think of. These digital contents have to be available on the net, or you can posted them on your blog, website or any digital device you use for your classroom. Sharing it by e-mail, Edmodo, etc., with your students can be also a good option.

Here you have two different tutorial examples you can find on YOUTUBE on passive voice:



One of the fantastic and useful things of flipping the classroom is that you can load or post videos / tutorials which can match the different levels you have in classroom. Therefore, you can attend to diversity within the group, and students can set whatever pace they are comfortable with. For example, lower level students can view materials multiple times and higher level students can breeze through everything more quickly.

Next lesson will be used to check if they have understood how the passive voice (or any topic you are teaching) works. Once in the classroom you can form groups of 3/4 (click here to know about grouping in the classroom) whose members will help each other understand the grammatical structure. 

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Each group will designate a chairperson and they will discuss for some minutes about the tutorial they watched at home, what they understood and misunderstood. All chairpersons will explain to the classroom their conclusions and the teacher will only listen to them without interrupting. 

Then, the teacher, or any student who wants to participate, will clear up all the doubts, using always examples as visual as possible in order to make the classroom more motivating. This activity allows teachers to see exactly where students struggle and adjust the explanation accordingly.

One of the resources that can be used to clarify questions about the grammatical structure is this kind of video

where students, still in groups, try to identify and understand the structure used in different popular TV shows.

Now it's time to start working with practice in the classroom. There will be different activities to work in groups, so students with different levels will help each other. In a traditional classroom, students of various level all have to follow the same pace set by the teacher and this is less than ideal for many of them.

The teacher goes round the classroom and try to help students do the activities, so they can finally understand how the passive voice works through practice.

There are different types of activities which are appropriate for this group work in the classroom

Exercises on line which the teacher can show on the digital board or students can do with their own electronic devices:

Games on line:

Speaking games and Worksheets:


You can also used traditional worksheets or workbooks which can be graded according to the levels in your classroom:

For ESL/EFL classes, the flipped classroom approach is essential because it mazimizes the amount of time students speak English in class and minimizes the amount of teacher talk time.

So let's get it started ...

Friday, 23 June 2017


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Here we are. ESO it's over.

We've talked too much and about different things through these years, in which I've had the privilege of being your English teacher, and here we are, in the present, now, at the beginning of your new adventure.

Firstly, I'd like to thank you to allow me to participate in your education, to make me grow as a human being, to let me teach you and above all learn from you.

Now, it's your turn. Now, it's you the one who has to start making responsible decisions about your future. Decisions which will guide you to the person you want to be, to the place you want to stay.

We've commented on this many times at school, we're here once, just once, and this is why you're responsible of each step you take, each fall, but above all, of getting up, of making progress, you know, 


Please, be and love yourself, enjoy each moment in life, live, and especially, fly, fly away so high as you can, because walls and borders are built by yourself.

There's a whole world waiting for you. 

Be happy and good luck my dear students.

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Tuesday, 6 June 2017


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3rd Yr group is working about animals and they have to prepare oral presentations about their favourite animals and their most characteristic features.

What best that a funny song to finish the lesson?????

After watching the video, students maybe will want to record a similar video in different disguises!!!!

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Thursday, 25 May 2017


This term, students of the 3rd year group are working in a project in collaboration with the subject of technology.

We are learning new vocabulary about technologies, apps and appliances through different texts in our English classroom, so we thought it'd be a good idea to create something in order to put in practice these new concepts.
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After sharing our ideas with our technology mate, we decided to make a project in which our students will invent their own mobile phones at the same time they study and practice vocabulary and expressions about this topic.

Students will work with different materials and they'll have to improve a basic mobile model with apps and tools which will be invented or created. This part of the project will be developed in the technology classroom. The teacher will help students along the whole process.

Once they have finished their designs, they'll show them to their classmates together with a brief oral exposition about their functions and apps.

Then, students will produce a piece of writing in which they'll explain the whole process and basic information about the invention of the mobile phone, which they have previously searched in the Internet.

These two last tasks will be part of the evaluation which will be done according to the following rubric:


CommunicationUse their L2 knowledge to be understandable210
Understand the questions and answer coherently. Provide and extend the information required.


GrammarUse the grammar structures with precision. (adj, past, future, etc.)210
VocabularyShow varied vocabulary and use it appropriately 210
Clarity, intonation, and appropriate volumen. 10.50
FluencyThey express themselves without hesitation, in a coherent and appropriate way according to the communicative situation. 10.50

Clarity to facilitate reading
Word Order10.50
Verbal Tenses10.50
Appropriate use of pronouns,
prepositions, auxiliary verbs, etc.
Appropriate use of linking words10.50
Correct spelling in words
Appropriate use of punctuation signs
Appropriate separation in sentences
and paragraphs

With this cooperative project we have managed to work within interdisciplinarity and motivate students. Moreover, they have acquired the specific contents and achieved the main objectives in both subjects.

Wednesday, 24 May 2017


Last week, I started to put into a new idea in order to help students remember some basic and useful things they've been learning along school years.

I wanted to spread it as much as possible, so I thought I should use a popular social net, which students like, to publish this kind of post.

Instagram came quickly to me, so I began to publish a daily tip for my students with interesting pieces of information.

They follow my profile at Instagram, so one of the first thing they see in the morning when they get up and check their social nets is my tip about English language.

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Saturday, 13 May 2017


Our English Language Department has planned a new project for students of all groups in this 3rd term:


Its core idea will be BULLYING and it will be part of the evaluation of the term. We have chosen this central concept due to the social impact it has on our students.

To start with we'll see the following video in the classroom in order to expose our students to the main idea:

It is a song written and sang by a boy who suffered from bullying when he was younger. He participated in the British TV Show "Got Talent".

Then, students will have to record short films about this topic. There are some requirements to be observed:
  • Short films will last between 2.5 and 5 minutes.
  • All students in the group have to play a role on it.
  • They have to use English for dialogues and introductions.
  • They can use any available app / format / resource  to record it.
  • Films have to original and without copying.
After recording the short films, student groups will present them in classroom and they will be evaluated according to the items indicated below.

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According to the current regulations, we can specify the following formal aspects in this project:


a) To assume one’s obligations in a responsible manner, to be aware of and exercise one’s rights with respectful attitude towards other people, to show tolerance, a spirit of cooperation and solidarity with people and groups, to use communication, reinforcing human rights as common values of a plural society and prepare oneself to be part of a democratic citizenship.

c) To value and respect differences between sexes and equal equality of rights and opportunities. To reject stereotypes which imply discrimination between men and women.

d) To reinforce one’s affective capacities in all aspects of one’s personality and one’s relationship with others, and reject violence, all types of prejudice and sexist behaviour, and resolve conflicts peacefully.

e) To develop basic skills in the use of sources of information so as to critically acquire knowledge. To acquire a basic preparation in the field of technology, especially those aspects related to information and communication.

i) To understand and express oneself in one or more foreign languages in an appropriate manner.

j) To know, value and show respect towards both their own and other countries’ culture, history and artistic manifestations.

l) To appreciate artistic creativity and understand the language of the different artistic manifestations, using different means of expression and representation.


To understand specific information orally in different communicative situations, being respectful and showing a cooperative attitude.
● To interact in varied communicative situations using dialogues in a comprehensible and appropriate manner.
 To use in a correct manner all the components of the foreign language in real communicative contexts, developing learning autonomy and reflecting upon their own learning process through the use of communicative strategies.
 To acquire the ability to work in a cooperative way, rejecting any type of stereotypes and prejudices.
To use information and computer technologies in a useful manner with the main goal of presenting oral and written the information obtained in the foreign language.


1) Linguistic communication: This project contributes in an obvious way to the development of competence to communicate in a foreign language. It also contributes to a constant reflection upon the use of the mother tongue through comparisons between the foreign language and the first language, especially when working on language awareness. 
3) Digital competence: The extensive use made of new technologies contributes to the development of this competence through the use of computers to make the project, searching information, etc.
4) Learning to learn: Through this project students will improve abilities to study, grasp, retain and use new concepts. 
5) Social and civic competence: This project will help students to reflect on our values and culture within society and to improve their attitude towards other people.
6) Competence in personal autonomy and initiative, as well as in entrepreneurship:  Students are encouraged to establish their own resources for making the film, and also to discover the benefits of cooperative work. Autonomous learning in the future does not mean solitary learning and this is the message we try to promote this year through common projects in class and at home. 
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VALUES (Art. 39, LEA)

It is established that it is part of the school’s commitment to help make students more rounded individuals, better able to take their place as fully-functioning members of society. Thus, this project pays attention to values which cross the spectrum of subjects, such as equality of opportunity of sexes. So we'll work with ideas such as group tasks, role acquisition, and mixing boys and girls in all group activities. 
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Students can use any material or resource they think is useful for making and recording their films. However, we can always recommend them some ideas about apps to be used to edit their recordings:

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Students can form groups of 3 or 4 max. They have to specify the different roles to be developed. However, we, as teachers and facilitators of the activity, should try to supervise that all students have a clear role and that levels are mixed in each group, so we can attend diversity also in this activity.

For more information about how to form groups visit


We will use the rubric above to evaluate the whole project and its oral presentation in the classroom.

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In June, a group of teachers will form the panel of judges and after watching all the short films, they'll choose the three best ones. All of them will have prizes given by the school.

After, the best film will be pointed by this panel of judges and given a special prize.   Finally, it will be shown in the graduation ceremony at the end of June.