Task 17: Glogster

Task 16: ESL Video

Task 15: Webquest

Ancient Egypt Webquest

Ready to become an expert in Ancient Egypt?

You are about to embark on an Egyptian adventure! 

Learn as much as you can about Ancient Egyptian daily life, Egyptian mummies, Egyptian Hieroglyphics and Egyptian Pyramids.

I’ll help you to do it through different activities and websites.

Good Luck, and get ready to go!

1. Daily life:

Let’s explore daily life in ancient Egypt , clothing, food, families, boys and girls, school, etc.

1.1. Meaning of Names in Ancient Egypt

Could you tell me the meaning of these names?

·         Neferet: __________________________________

·         User: _____________________________________

·         Nedjem: __________________________________

·         Ptahhotep: ________________________________

·         Tutankhamun: ______________________________

·         Hatshepsut: ________________________________

Use this link to help you.

Which of those names would you have and why? 

BONUS: If some of those names sound familiar to you, explain why and what you know about them.

1.2. What did the people of Ancient Egypt Dress Like?

Have a look at this webpage and explain:

If you were an ancient Egyptian what would you dress like?

Remember: The weather in Ancient Egypt was almost always very hot and dry! That's why most really young children went around completely naked! Don't forget to apply your make-up and jewelry to honor the gods. Yes, boys wore make-up and jewelry, too!

1.3. Food

Click here and answer:

• What did the people of Ancient Egypt eat?
• What would you eat if you were a rich ancient Egyptian? What if you were a poor one?

1.4. Games

What games did the Ancient Egyptians play? Discover it here

• How did boys and girls play? 
• If we compare it with nowadays, what differences can you see?

1.5. An Ancient Egyptian Social Pyramid

Oh, wait, there are some words missing. But I’m sure you already know about several people who lived in ancient Egypt . . . prove it!

______________________ is famous for the riches found in his tomb. Or ________________ , the ambitious queen who ruled Egypt, is known for her tragic death. These two people were _____________ - the most important and powerful people in Egyptian society.

Ancient Egyptians believed that the pharaoh was a _________________. The pharaoh communicated with the gods for the Egyptian people by performing special rituals and ceremonies in the __________________.

The population of ancient Egypt was divided into groups of people with different Jobs and responsibilities to society. These social classes were structured as a pyramid with six levels. Can you order them in the social pyramid?

-          Scribes

-          Pharaoh

-          Artisans

-          Slaves and servants

-          Officials, nobles and priests

-          Farmers

-          Soldiers

-          Merchants

Now go to this website and check.

2. Mummies: a journey to eternity

Do you want to live forever in eternal happiness? You know, eat the best food, have the perfect weather, have the perfect friends, and have lots of fun...

• How could you achieve it according to the Ancient Egyptians?
• What is a mummy?
• Why did the Ancient Egyptians make mummies?
• How  did the Ancient Egyptians make mummies?
• BONUS: What modern evidence leads you to a conclusion about the success or failure of the Ancient Egyptians at making mummies?

(Use the links below to answer the questions)

Why did the Egyptians make mummies?

Egyptian mummies

3. Hieroglyphics

3.1. Answer

• What are they? 
• Why were they used?

Help you with this link

3.2. The Rosetta Stone

• What is the Rosetta Stone?
• When was it discovered?
• What did it do?
• What is the importance of the Rosetta Stone?
• What was written on the Rosetta Stone?

Help you with this link

3.3. Now it’s time to write your name in hieroglyphics. 
Wait, you don’t know how to do it? Here’s  some help!:

And your name in hieroglyphics is..... _______________________

3.4. You have done very well at your studies as a scribe!

Now you must decode this secret message:

And the message is: ________________________

4. Pyramids

4.1. Read this story. Make sure to click "next" when you are finished reading each slide!

• What do pyramids look like?
• Where are they?
• Why were they built?
• Who built them?

4.2. Watch this video about Kufuh’s pyramid and answer the questions:

• What did the builders create inside the pyramid
• How high and long is the main gallery?
• Has Kufuh’s body been found? And his treasure chamber?
• What was the subterranean chamber for? Can we know it?
• What about the queen chamber? We know it wasn’t for Kufuh’s queen.
  Could you explain why?

5. Let’s play!

You have done very well!! Now play this game and build your own pyramid!

Looking for a new chanllenge? Not scared of snakes and scorpions? 

Explore an ancient Egyptian tomb here!

Task 14: Issuu

Here you can see my didactic unit about Ancien Egypt aimed at A2 level students (1º ESO).

Task 13: CLIL Template

Materia / Área: Ciencias Sociales. Geografía e Historia

Título de la Unidad: Ancient Egypt                            Curso  / Nivel: 1º ESO

           

Objetivos / Criterios de evaluación	- Identificar y localizar los procesos y acontecimientos relevantes   en la historia del Antiguo Egipto, como la influencia del marco   físico o sus creencias sobre la vida y el más allá. - Desarrollar actitudes de respeto hacia otras culturas y opiniones. - Adquirir y emplear el vocabulario específico del Antiguo   Egipto. - Realizar tareas en grupo y participar en debates con una actitud   constructiva, crítica y tolerante. - Comprender y expresarse de manera adecuada en inglés.
Contenido de área /materia	- La importancia del medio físico: El Nilo. - La estructura política: el poder del faraón. - La sociedad. - La muerte. - La escritura. - Las creencias. - La vida cotidiana
Contenido de Lengua / Comunicación	Vocabulario	Herodotus, Nile, Near East, Ancient Egypt, pharaoh,  priest, scribe, slave, crop, soil, flood, law,  conquer, ritual, god, goddess, polytheism,afterlife, pyramid, tomb, mummies, hyeroglyphics.
	Estructuras	Past Tense Regular and irregular verbs. Frequency adverbs.
	Destrezas	Reading: textos sobre Ancient Egypt Writing: actividades y preguntas Speaking: presentación oral y participación en debates
Metodología
Temporalización	Se ha estructurado la secuencia en tres sesiones: Warm up, Development y Final Task.
Competencias básicas	- Competencia lingüística (C1): Lectura de textos sobre el Antiguo   Egipto. Elaboración de composiciones simples. Competencia en el   conocimiento e interacción con el medio físico - Competencia social y ciudadana (C4): Desarrollo de habilidades   sociales para el trabajo en equipo. - Competencia en el tratamiento de la información (C5): Análisis de   fuentes diversas. - Competencia para aprender a aprender (C6): Desarrollo de estrategias para organizar e integrar los conocimientos adquiridos.
Evaluación	- Adquiere un vocabulario específico de la materia. - Adquiere vocabulario básico en lengua inglesa - Reconoce la importancia del medio físico en el desarrollo histórico. - Desarrolla destrezas para observar y analizar las obras de arte como   resultado de un determinado contexto histórico. - Desarrolla una actitud participativa para trabajar en equipo - Obtiene información de fuentes escritas, gráficas y visuales - Desarrolla estrategias para organizar y recuperar la información,   tales como esquemas conceptuales, listas de vocabulario en lengua   inglesa…

Task 12: Web page

Click here to see my personal webpage

Task 11: Hotpotatoes

Find your hotpotatoes exercises in the links below:

1. Tom's diner Cloze
2. Tom's diner Quiz
3. Tom's diner Match
4. Tom's diner Mix
5. Tom's diner Cross

Task 10: Picassa

This video would be an example for the students, since they will have to create their own video with Picassa, explaining one of the best experiences or travels of their lives.
It is easily adaptable to every level.

My Erasmus experience in Turku, Finland.

Task 9: Auto-executable PowerPoint

This auto-executable PowerPoint would be a follow-up activity to make students think about poverty in the world.

Click here to download my auto-executable PowerPoint!

Task 8: Pass the paper PowerPoint

This "Pass the paper" Powerpoint is ideal to work on vocabulary. It is a funny game very useful for teachers to know the amount of words the students know, as well as for students to refresh their vocabulary skills.
It is aimed at A2 level students. However it is easily adaptable to different levels.

Click here to download my "Pass the paper" PowerPoint!

Task 7: Listening Worksheet from ESL Short stories

Here we have a listening worksheet about St. Patrick's Day.

You can listen to the audio file here

Task 6: Animoto

This Animoto video would serve as an example for students before creating their own videos. It is easily adaptable to every level.

Enjoy!

Go to Animoto

Task 5: Tar Heel Reader

This book would serve as a model for A2-B1 level students before writing their own books with Tar Heel Reader. This is an activiy to practice past simple, so they would need to use past simple in their books. 

Click here to read it!

Task 4: VoiceThread

Voicethread gives you the opportunity to integrate pictures, text and your own voice in the development of a creative learning activity.

This image based speaking activity is aimed at B1 level students. They will have to record their voices answering my questions. The idea is make them practice their oral skills using different verb tenses, like present continuous, past perfect or future.



Full screen

Task 3: PicLit

An image based writing activity

"PicLits.com is a creative writing site that matches beautiful images with carefully selected keywords in order to inspire you. The object is to put the right words in the right place and the right order to capture the essence, story, and meaning of the picture."

This PicLit would serve as an example for students, before creating their own PicLits, choosing a picture and writing whatever comes to their minds.


See the full PicLit at PicLits.com

Task 2: Set of worksheets

This set of worksheets is aimed at A2 level students. It includes vocabulary, grammar, writing and a game. Everything related to hobbies and free time activities.

VOCABULARY: Hobbies and free time activities

Grammar: Like/Don't like/Love/Hate + -ing

Writing about my free time

Game

Instructions:

• Divide the class into pairs.
• Give each pair a set of cut up verb and free time activity cards.
• Each pair spreads out the two sets of cards face down making sure they are separate.
• The players take turns to turn over one verb card and one free time activity card.
• If the two cards match, the student keeps the cards and earns a point.
• If the two cards do not match, the student puts them back face down.
• Pairs play until all the collocations have been matched.
• The player with the highest number of points is the winner.

Task 1: Legal framework of ICT in ESO

We need to be aware of the importance of integrating ICT skills in our teaching work:

ICT Information and Communication Technologies

     Nowadays, we live in the midst of a technological revolution: we handle information and technology devices that we couldn’t imagine in the past. The way we live and work has totally changed and a series of new capacities and abilities have come out. Abilities needed to grow and integrate ourselves into the adult life, in a super-connected society and in a constant and increasing change. Everyday new electronic devices appear allowing us to create, store, process and transmit information in real time. We are used to control several devices at home or at work, creating a new situation really different to earlier times.

     For these reasons, we should not forget the importance of Information and Communication Technologies in Secondary Education. It is essential to educate our teenagers in the use of those tools facilitating their interaction with their environment and teaching them the etic and legal limits that this use imply. Information and Communication Technologies must be worked in every subject, allowing students to search, select and process information, as well as to elaborate and present their academic essays, investigations or projects.

     Students in Secondary Education are digital natives and, as a consequence, they are familiarized with the presentation and transference of information. The use of virtual interactive applications allows having practice experiences that, due to facilities reasons, would not be possible in other circumstances. On the other hand, it permits the access to a great quantity of information, which also implies the need to learn how to classify it, developing students’ critic spirit.

     At the end of Secondary Education, students must have acquired the abilities needed to use ICT in a proper way, as well as to adapt to its changes, in order to either incorporate themselves in the professional life or continue their education.

This is the legal document I have used as reference:

 Real Decreto 1105/2014, de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato

You can get this document here: https://www.boe.es/boe/dias/2015/01/03/pdfs/BOE-A-2015-37.pdf