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Idioms with colours

Have a look at this video, you will learn some English idioms which include colours. Make sure you understand the meaning and then write some sentences using them. You can also look up in your dictionary or surf the Internet to find other examples of idioms with colours. Then you write them in your notebook and give definitions in English to read aloud in class so that you and your classmates learn a few more. It's fun! (Try to translate them into your language, do they have a similar translation?)

Working with pictures

Here there are two new activities which work with pictures and can make students use ther brains and their imagination:

1. Making up stories
Students have to invent a story which includes what can be seen in the pictures, all of them must be relevant to the story. Try this link to see the pictures:
http://www.flickr.com/photos/48536946@N02/

2. Do you know where you are?
Students have to guess in which city they could see what is shown in the pictures. They could also try to give more information about the building they're seeing, about its history or function, by surfing the Internet..Use this link:
http://picasaweb.google.es/mcovadonga46

WEB QUEST: Environmental problems

BORRADOR DE UNA WEBQUEST
ENVIRONMENTAL PROBLEMS









1. INTRODUCTION
Nowadays it is very important to make everybody aware of the serious problems our planet is facing, and also to get involved in any activity which means looking for solutions or doing our bit to improve the situation.
The aims of this WebQuest are:
· To find out as much as possible about the different environmental processes that are taking place
· To elaborate a booklet explaining and illustrating those processes, adding possible solutions and practical things we can do in our daily lives
· To share that information with the rest by carrying out oral presentations

2. TASK
In groups of four students (1º Bachillerato) they will have to gather information about these aspects:
Global warming, greenhouse effect, deforestation, water pollution, melting of ice caps, acid rain, floods and ozone layer
The information must include the definition of the different items given, causes and consequences and, most important, possible solutions.
You have to use the resources given and share what you find out. As there are eight items, every student could focus on two of them. When the data are completed, the group should design and develop a booklet, selecting images from the resources. And finally, they should prepare an oral exposition of their work.
3. PROCESS
The students will have 3 lessons to look for the information required. They can use the general resources given below:
· http://www.lenntech.com/environmental-problems.htm
· http://epa.gov/climatechange/kids/difference.html
· http://www.climatecrisis.net/takeaction
· http://www.timeforkids.com/TFK/specials/articles/0,6709,1113542,00.html
· http://www.geography.learnontheinternet.co.uk/topics/environment.html
· http://www.myclimatechange.net
· http://www.science.howstuffworks.com
· http://www.effectofglobalwarming.com/how-to-reduce-global-warming.html
· http://www.product.thinkfree.com/tfpress/AcidRain.ppt
· http://www.authorstream.com/presentation/hemafulara-66580-green-house-effect-entertainment-ppt-powerpoint/
· http://en.wikipedia.org/wiki/Kyoto-Protocol
· http://ec.europa.eu/environment/climat/kyoto.htm

They can also check these sites to watch some videos or find useful images:
· http://www.greenpeace.org/canada/en./photos-and-video
· http://www.youtube.com/watch?v=0XMn_Ry3z6M
· http://www.youtube.com/watch?v=OIxCcbsqnsE&feature=channel_page

After gathering all the information, the group will organize it to make a
booklet which will include all their findings, steps that have been taken
so far to minimize these environmental processes and things we,
ordinary people, can do to help. They will have two weeks to do it.
Finally, every student in the group will prepare an oral presentation to
explain their classmates what they have learnt on the topic. This part of
the project will be carried out as homework.

4. EVALUATION
The students will be evaluated this way:
Brilliant (3) Average (2) Poor (1)
Searching information No problem/ Some help needed / Problems
_______________________________________________________________
Use of resources Contrast & transformation/ Not many changes/ Copied
_______________________________________________________________
Individual work Completed/ Almost done/ Just started
_______________________________________________________________
Oral presentationCorrect grammar & vocab./ Some grammar mistakes/ Many mistakes
Booklet Very good design / Good design / Poor design
_______________________________________________________________
The maximum score should be 15 points


5. CONCLUSION
By doing this WebQuest our students will learn a lot of vocabulary on the topic, but they will learn many things about our environment as well. And what’s more, they may feel somehow responsible for the future of our planet and take a decision: to start doing something to improve it!