Cork

Welcome to this awesome adventure that we are about to begin! In these projects, we are going to travel all around the world and we are going to visit some of the most important English-speaking cities and their most outstanding tourist landmarks. And of course, we are about to experience the really wonderful and funny experience of learning English in a collaborative way.

In this project, we are going to travel to Cork / Corcaigh (its name in gaelic), the second most important city of the Republic of Ireland, a country which belongs to the European Union. 

Tiagolarsen. GrandParadeCorkIrlanda (CC0)

At the end of this journey, you will have:

acquired vocabulary about the weather and the environment.

published your investigation about recycling.

learnt a lot of things about the city of Cork, the second biggest city of the Republic of Ireland.

Each session of this project is going to take place in a different and famous part of this picturesque city. In each location, there is a proposal of tasks and activities to deal with the official syllabus.

Licencia de Creative Commons
Open Educational Resources by EDIA Project by Cedec.
English. Compulsory Secondary Education.
Author: Leonardo Boix Tàpia.

Licensed under the Creative Commons Attribution Share Alike License 4.0

Creado con eXeLearning (Ventana nueva)

Blarney Castle

Welcome to Cork!

Let’s start knowing a little bit more about the city that we are going to visit in this project. Our first stop in Cork is going to be Blarney Castle, one of the most famous attractions in the whole city. It is just ten kilometres away from Cork city.

It is also home to the world famous Blarney Stone, which is said to give those who kiss it the Irish 'gift of the gab' which means the ability to speak in an easy and confident way that makes people want to listen to you and believe what you say. It was built more than six-hundred years ago and a lot of tourists from around the world visit it every year. 

Urban Hafner. Blarney Castle (CC BY-SA)

At the end of the session,you will have:

been introduced to Cork, the second most important city of the Republic of Ireland.

known all the outcomes you have to produce in this project.

started thinking about what to include in your investigation about recycling.

Watch the video Cork - Let the Magic begin and observe what are the differences in streets, shops, etc between Cork and your hometown.

Mark Long. CORK - Let the Magic Begin (Licencia estándar de YouTube)

After having watched the video, try to answer the following questions orally:

Do you know any other famous places in Cork? Do you know the name of any other Irish cities?

Have you ever been to Cork? And to any other European cities?

Do you remember any of the monuments you visited?

Any interesting or favourite landmarks?

Do you recommend visiting any of these cities? Why? Why not?

If you want to know more details about the second city of the Republic of Ireland, watch the video Flight over Cork City.

Raymond Fogarty. Flight over Cork city, Ireland (Licencia estándar de YouTube)

As you could see, this is a good resource to see places and hear sounds about the city we're going to work on along this project. Which has been more surprising to you? Is there anything that you already knew? Have you chosen your favourite place in Cork?

You can answer and summarize these three questions in a short monologue and you can share it with your classmate or with the rest of the class.

As you are going to see in a few moments, Blarney Castle will be the first place you should include on a Google Site map. Don't forget about it!

Outcomes to produce while in Cork.

At the end of this project, you will have produced the following outcomes:

StockSnap. Checklist (CC0)

Task: Each project has a complete different task, with different steps to complete it. In Cork, you have to carry out an investigation about recycling and spread it through Twitter. All the steps within this task will be identified thanks to their colour, orange.

Challenge: Along the different projects, there is a challenge which is common to all the projects, with a Google Site, where you have to search for certain information of the different English-speaking cities you are going to visit. The different activities are also going to be distributed in different steps and you are going to have some help to look for and select the information for the collaborative challenge. This is designed to be done in groups of 2/3 students. All the activities within this challenge will be identified thanks to their colour, green.

If you think you need more info about how to create a site, you can look for more details visiting the beginner's guide to creating a site. 

Learning Diary: You have to use a blog (wordpress, blogger, edublogs or others), as your learning diary. You will publish the different reflections on the activities you will find throughout the project, the videos of the conversations with your classmates, the reflections on the daily work, all the different tasks, the link to your Google Site challenge, and all the other activities that you will be discovering along the projects. All the activities within this task will be identified by their colour, blue.

If you need extra help on how to start a blog, please check some easy steps.

Twitter will be a tool you should use to spread and share your work. Along the project you will be required to publish on Twitter using one (or both) of these hashtags: #taskrecycling and #EDIAcork. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

If you are new in this network, take a look at the link for new users.

All your work along this unit will be evaluated according to the rubric 'Assessment rubric: Cork'. You can use it as a guide and a reference for your work: 

Your task: An investigation report about recycling.

Task Step 1: Think about what you have to do.

At the end of this project, you will have been able to publish your investigation report about recycling.

By doing so, you will be awarded an accomplishment badge by your teacher who will be able to create them with this website and that you will be able to upload to your personal Learning Diary.

But first, you have to think about what to include in your interview and brainstorm some answers to these questions:

What can you do to recycle? 

Which type of products can you recycle? Do you already recycle anything at home?

What kind of policies can local governments do to encourage citizens to recycle? 

Have you ever recycled a piece of furniture? Or an X-Ray photograph?

Gengiskanhg. Classified home trash for aid the recycle process. (CC BY-SA)

Have you already started thinking about what to include in your investigation about recycling? If you look at the photo above, you can think of at least fifteen different products you have at home that can be recycled: 1) glass bottles, 2) thin plastic, 3) thick plastic, 4) cardboard, 5) no classified, 6) cans, 7) paper, 8) polystyrene, 9) glass fragments, 10) batteries, 11) metals, 12) organics, 13) tetrapak, 14) fabric, 15) wc. Let's start getting acquainted with some vocabulary about recycling with Recycling Vocabulary. 

This could be a great moment to start with your work on Twitter. Make your first posts summarizing the project and introducing Blarney Castle using the hashtag: #EDIAcork. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Let's continue with our visit to Cork!

Creado con eXeLearning (Ventana nueva)

Kinsale

Let's go fishing!

Discovering County Cork, you get to one of the most famous places: Kinsale. Just half an hour away from Cork is the fishing and yachting town of Kinsale.

In the past, it was a fishing port, but nowadays, Kinsale is one of the most scenic resorts on Ireland's southwest coast. Visitors can find a lot of cafés and restaurants to suit every taste, and the scenery is quite simply breathtaking. It is also a famous golf destination. 

What about you? Would you like to go there on your summer holidays in the future?

Rafal Klisowski. Yacht port, Kinsale, Cork County, Ireland (CC BY)

At the end of the session, you will have:

learnt a lot of details about Kinsale.

learnt how to use the affirmative and negative forms of the present perfect tense.

started your collaborative Google Site in groups about the city of Cork.

Continue with your posts on Twitter (#taskrecycling and #EDIAcork). Have you ever visited a port? and a yacht port? Take a look at the following website and discover the town of Kinsale. Choose one of the things that you can do in Kinsale and send a tweet using the hashtags of this project.

You can also send them a tweet telling them that you have visited the town virtually: Official Kinsale Twitter. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Remember that Kinsale must be part of the route at your Google Sites map.

I have travelled abroad twice in my whole life.

You probably have never been to Kinsale. When we want to express experiences in our lives, things that we have done, etc. The present perfect is formed from the present tense of the verb have and the past participle of a verb. We use the present perfect tense for something we have done several times in the past and continue to do and for something that started in the past and continues in the present.

abobo. G E M (CC0)

In order to work on this verbal tense, you have to do some activities:

Present Perfect Affirmative

Present Perfect Negative

For more practice you can try with the resources of the englishpage.com: Exercise 1, Exercise 2,  Exercise 3. 

Challenge: English-speaking cities

Challenge Step 1: Open up a new Google Site and share it with your group

The challenge in this project is a Google site about English-speaking cities. In this challenge, we are going to work in groups of 2/3 people. The first step is to create the site using Google Sites.

The rubric to evaluate a google map will be used to evaluate your work. Remember that you have to evaluate it once you have finished creating the route with the ten stops of each city. 

You can have extra help watching the following video about registering and using Google Sites. One of the members of the groups is going to be the leader and is going to open up the site and share it with the rest of the members of the group. Thus, the other members will be able to edit the site as well.

Bradley Lands. Google Sites Tutorial for Education (CC BY)

After having created the site, check that the whole group can edit it and start designing a landing page with the title English -Speaking Cities.

In this first page, you have to describe what your group is going to create collaboratively: a website with information about 10 of the most important English - speaking cities in the world, one city per project. In this project, we are going to work with Cork.

If you have created the google site previously, using another project from this series, you only have to add a new page to your Google site.

As you have to work in groups of 2/3 people, you can also use the website lino to brainstorm your ideas, collect your links and reach an agreement on which digital materials you are going to use at your Google Site for Cork even though you are working at different locations.

It is now time to start working collaboratively with your group. Remember to always follow the steps. That way it will be easier for you to produce the final product of the challenge. Your teacher can always help you with your doubts.

Creado con eXeLearning (Ventana nueva)

Fota Wildlife Park

Let's go to Fota Wildlife Park!

We keep on visiting the wonderful city of Cork and we get to the Fota Wildlife Park, one of Ireland's must-see attractions. It opened in 1983, and it is just a 17-kilometre drive away from Cork City.

As much as possible, animals are free to roam and visitors can observe and interact with them in a natural environment. Unlike many safari parks, you can not drive through Fota. At this stage, you have to continue with your first entry at the site of the English-speaking cities.

Hywel Williams. A family of giraffes at Fota Wildlife Park (CC BY-SA)

At the end of the session, you will have:

read and answered some activities about recycling. 

started doing some research on your Google Site project.

opened your Learning Diary and started writing your first post of this project.

Fota Wildlife Park is a 75-acre park. Visit its official website and answer these questions in your learning diary: 

Tickets & Membership: How much do you have to pay for a student ticket? 

Conservation: Does Fota Wildlife Park work with any animal species in danger of extinction?

Animals and plants: Choose the animal or plant you like the most and send a tweet with the link to its information. 

Facilities: What can you buy at the Serengeti Gift Store?  

Remember that Fota Wildlife Park must be part of the route at your Google Sites map.

Continue with your posts on Twitter (#taskrecycling and #EDIAcork). Would you like to visit Fota Wildlife Park? Why? With whom? The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Time to recycle

As you have already seen, you can spend a whole day at Fota Wildlife Park. A lot of people visit it every day and they produce a huge quantity of waste that is separated and recycled by the park.  

Maybe you recycle, reduce and reuse at home. Perharps there is a plan at your school to promote recycling. Do you have a recycling plan in your classroom?

Read the text 'Time to recycle' and answer the proposed activities.

Romy2702. Baal gemaakt door Balenpers (CC BY-SA)

As a result of this activity, you have to create a glossary where you can add the basic vocabulary about what you can do to recycle. You have to upload this list to your personal blog. 

Then you can use this list to complete the investigation about recycling that you have to design in this task. In order to create the list you can use the some online tools:

Wordle

Tagxedo

When you finish, you can share your link through Twitter using the hashtags of this project: #taskrecycling and #EDIAcork. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Your challenge: Cork. Here we go!

Challenge Step 2: Getting to know what is required and starting with the research

At this stage, once you have set up your teams and created your Google Site, you have to continue with the second most important city of the Irish Republic entry for the English-speaking cities challenge. 

Apart from being the second city of the Republic of Ireland, Cork is also the main city of one of the four historic provinces of the island of Ireland: Munster. You can obtain more information about the Irish provinces, visiting the link Provinces of Ireland.

Flag of IrelandSKopp. Flag of Ireland (CC0)

And this is the specific flag of Munster:

Caomhan27. Flag of Munster (CC BY-SA)

The minimum requirements that your group has to fulfill in order to pass this challenge successfully include:

the map of the city from Google Maps with the route of the ten steps we have in our tour of the city.

one video about tourism in the city,

some text about what tourists can do in the city,

And two links to printable guides, leaflets, brochures, and so forth.

In order to complete the challenge, you are suggested to look up the some websites:

cork.ie

Wikitravel (Cork)

Google maps (Cork)

Discover Ireland - Cork

These are the suggested websites where you can obtain a lot of information for your challenge. But you can add some more in.

In order to produce the best possible design (and, of course, evaluation) of this challenge, you have to take into account the following rubric: 'Rubric for assessing the design of a digital site'.

Learning diary

Learning Diary. Step 1: Start your blog-portfolio and use it to reflect on the different activities you are working on.

One of the activities you have to do is a "Learning Diary".

Peter O'Shea. Writting tools (CC BY)

You can do it by opening a blog where you can explain in your first post different aspects of your research such as:

How you have divided the different tasks and the research you have done.

All the steps you have followed in your investigation.

The links you have visited in your challenge.

If you have already opened up a blog in another project, just add these reflections in another page. Remember that creativity is going to be really important in developing the project. 

This is a perfect moment for you to check your work. Press the button and answer the questions in your blog.

Remember to share the link of your learning diary through Twitter using the hashtag: #taskrecycling and #EDIAcork The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Feedback

Write the answers to these questions on your blog:

What have you learnt?

Which doubts or troubles should you solve?

How are you working with your mates?

Which must be your objectives for the next steps?

How is your group working?

Creado con eXeLearning (Ventana nueva)

Crawford Art Gallery

Visit to the Crawford Art Gallery

Near the city centre, people who love art can visit this museum dedicated to the visual arts, both historic and contemporary. The gallery receives a lot of visitors, more than 200,000 visitors a year, and has got a variety of permanent exhibitions including 18th-century European and Irish sculpture.

It also has a collection of Greek and Roman sculptures. The collection has grown and now houses more than 2,500 items. A popular café for visitors is on the ground floor.

Digital_Eye. Digital Eye-2012-Crawford Art Gallery (CC BY-SA)

At the end of the session, you will have:

visited the Crawford Art Gallery in Cork virtually.

listened to a person talking about saving energy.

learnt more vocabulary related to recycling, reducing and reusing.

Why don't you visit its official website? Take a look at the official link of the gallery and visit its sections, specially the online collection. 

Once you have finished the visit, continue with your posts on Twitter (#taskrecycling and #EDIAcork).

You can send a tweet to the Art Gallery telling them you have visited it virtually. Which is the most interesting painter of the gallery in your opinion? Take a look at the online collection. Which painting or sculpture do you like the most? Send them a tweet: Official Crawford Art Gallery of Cork Twitter. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Remember that the Crawford Art Gallery must be part of the route at your Google Sites map.

Reduce: save energy!

Listen carefully to Tim and Jeff. Tim talks about three things he is doing to save energy and help the environment. After listening, do the vocabulary and comprehension quizzes. You can do the activities included in Saving energy.

Cornfreak. Light bull (CC0)

After having done the listening activities, you have to answer the following questions orally and record your questions and answers in pairs in order to upload the result to your learning diary after having answered them:

Do you usually recycle? What do you usually recycle at home?

Have you ever visited a recycling plant? 

Do you think that recycling is necessary nowadays? What about hybrid cars? Do you know anybody who has got one?

Do you think that solar energy can be the energy of the future? Why? Why not?

Record your questions and answers in pairs and produce a video clip with your conversation. You can use the web WeVideo to record them. Your teacher can help you in all this process. After having recorded them, you have to project them in the classroom and your classmates have to assess it using the 'Rubric to assess a video assignment in the classroom'.

Your task: Let's continue the research!

Task Step 2: Starting with the research for your campaign.

As the task for this project is to investigate about "recycling”, it will be necessary to start looking for the information that you will include in your file. 

Urbancamo. Investigation (CC BY-SA)

Read about how to start recycling at home. Try to find some useful ideas. Then continue searching information.

Now, you have to look for some interesting links where you can find information about this topic: reducing, reusing and recycling, institutional campaigns, recycling websites, etc. Your teacher can help you select the most interesting ones.

You have to share what you have found with the rest of the class through different means. For example, you can use a Twitter hashtag,( #taskrecycling or #EDIAcork could be some options).

You can organize the brainstorm ideas about “reduce, reuse and recycle” and start designing the investigation file about these topics. 

You can also take a look at the green tips in order to have more ideas and vocabulary for your investigation file.

Learning diary

Learning Diary. Step 2: Uploading the video with the questions from "Reduce: Save Energy!"

In this step, you have to upload the video file you have recorded in pairs.

Peter O'Shea. Writing tools (CC BY)

This is a perfect moment for you to check your work. Press the button and answer the questions in your personal blog.

Don't forget to share the entry with the video through Twitter using the hashtags #taskrecycling and #EDIAcork The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Feedback

Write the answers to the following questions on your learning diary.

What have you learnt?

Which doubts or troubles should you solve?

How are you working with your mates?

Which must be your objectives for the next steps?

When working in pairs or groups, how are you working in pairs? How is your group working?

Creado con eXeLearning (Ventana nueva)

Fitzgerald Park

I love jogging in parks!

Fitzgerald Park is an oasis on the outskirts of Cork city.

It still has the original pavilion and fountain. In the gardens here, visitors will find Cork Public Museum, a cafe, sculptures, a skate park, and a pond. Picturesque Daly's Bridge, built in 1926 and known locally as the "Shaky Bridge," connects to Sundays Well Road.

Andrew Bowden. Fountain in Fitzgerald Park (CC BY-SA)

At the end of the session, you will have:

visited Fitzgerald Park in Cork.

known the difference in pronunciation between /α:/ and /Λ/

drawn the route of different landmarks at the Cork google map.

After checking Fitzerald park's official web page, answer the questions. You can do it orally working in groups with your mates.

What is your opinion about this park? Would you like to visit it?

Do you have a park near your house? Do you usually go there?

Can you play any sport in that park? Which one/s? 

Are there a lot of trees in the parks in your town? And in the streets?

After the visit, continue with your posts on Twitter (#taskrecycling and #EDIAcork). Do you like going to parks? Do you usually play any sport? How often? Who do you go with?

Share it through a tweet using the project hashtags. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Remember that Fitzgerald park must be part of the route at your Google Sites map.

My father and mother went to Cork last year

Phonetics is really important in English in order to pronounce words correctly. In this project, we are going to take a look at how to pronounce correctly the following phonemes: /α:/ - /Λ/ 

    /α:/ or /Λ/    

Visit the sheep or ship web page. to practise the difference between these two sounds. 

If you need further practise about the phoneme /Λ/, watch this video:

English Language Club. The /ʌ/ Sound (Licencia estándar de YouTube)

These phonemes are part of the phonetic chart that is used to describe the sounds of many languages. They have been established by the International Phonetic Association (IPA). For more information about the IPA and their work visit: IPA's official web page.

Apart from this, you can record yourselves practising these words in English. You have to pronounce them correctly, record a podcast with them and share it in your blog.

In order to do this exercise as adequately as possible, you can take a look at the 'Rubric to assess a podcast'.

Your Challenge: Cork at the Google Site

Challenge Step 3: Organizing the Cork entry at your Google Site 

At this step, you have to start organizing all the information you have gathered in order to add an entry at the site that we had previously opened.

Each group ( 2 / 3 people) has to organize the information you have searched about Cork at your Google Site. Creativity in the distribution of the contents is very important. 

At this step, you have to include the following information at your Google Sites: the map of the city from Google maps with the route of the ten steps we have in our tour of the city. 

You have extra information on how to do this route visiting the How to..? section at the didactic guidelines page.

Learning diary

Learning Diary. Step 3: Posting the result of your research in your blog

It's time to continue with your Learning Diary. Remember it helps you reflect on what you are learning and most important: what the best way for learning is. In this step, you have to post the links and other resources that you have found in your research, at your "Learning Diary" and answer the questions that you have below.

Peter O'Shea. Writting tools (CC BY)

Remember to share the link of your learning diary through Twitter using the hashtags: #taskrecycling and #EDIAcork

Feedback

Answer the following questions at your blog:

Have you found a lot of / only a few resources?

Have all of them been useful for your research?

Have you found more / fewer resources than in other projects?

Have you found many useless links?

Has it been difficult to select the information you were looking for? Has anybody helped you select the most interesting information? Who has helped you?

Answer these questions at your Learning Diary.

Creado con eXeLearning (Ventana nueva)

Saint Patrick Street

Let's go for a walk!

Cork is a wonderful town and it is also very quiet. But it has a really busy street with plenty of shops and people walking by. This street is Saint Patrick Street.

You can also visit The English Market and many fine shops including the department store Brown Thomas. The citizens of Cork love shopping in this street but also, particularly with good weather, like chatting and spending time together. 

Christian1965~commonswiki. Cork (CC0)

At the end of the session, you will have:

used a thinking routine about Saint Patrick Street.

revised and practised present perfect tense with "just".

To start with, let’s begin with a thinking routine, about Saint Patrick Street. Look at the picture of this street included on this part.

After viewing this picture of Saint Patrick Street in Cork, answer the questions below:

What can you see?

How do you imagine the shops?

Can you see a lot of people on the street?

How many shops can there be in Saint Patrick Street?

You can also take a look at the Trip Advisor Website with the review of this street. 

Then, answer the following questions:

What do you think about how working in this street must be?

Have you ever visited a shopping street?

What does it make you wonder?

You have to answer these questions in your personal blog. 

You can have more information about this thinking routine consulting the resource Thinking routine.

Remember that Saint Patrick Street must be part of the route at your Google Sites map.

Continue with your posts on Twitter (#taskrecycling and #EDIAcork). Have you ever visited a shopping street? Which one/s? Is there any shopping street in your town? The 'Rubric to assess a Tweet' can help you do a good job in this social network.

I have just bought a souvenir from Cork!

We use "just" with present perfect tense to express a recently completed action.  These could be some examples:

The cat has just caught a mouse.

Your cousins have just arrived.

She has just finished her homework

You can take a look at the web page grammaring.com in order to learn how to use present perfect with "just" in English.

Assorti. Halla na Cathrach i gCorcaigh (CC BY-SA)

If you need further examples, watch an explanatory video about present perfect with "just".

To Fluency. Present Perfect with Just: Advanced Use of the Present Perfect Simple (Licencia estándar de YouTube)

Your teacher can help you with all the doubts. 

Once you finish, you have to write in your learning diary a short text using some sentences with the present perfect tense and "just".

Your Task: First version of your report

 Task Step 3: First version of your investigation report about recycling.

In this step of your task, it is time to start preparing the investigation report about recycling.

As you have to do this task individually, you can share your draft with another classmate and he or she can give you some suggestions in order to improve your final product. Then, you have to give some feedback to another classmate.

Your challenge: Cork at the Google Site

Challenge Step 4: Organizing the Cork entry at your Google Site 

At this step, you have to keep on organizing all the information you have gathered in order to complete the entry.

Each group ( 2 / 3 people) has to organize the information you have searched about Cork at your Google Site. Creativity in the distribution of the contents is very important. 

At this step, you have to include at your Google Site one video about tourism in Cork.

If you find more than one representative video, you can also include it in your Google Site.

Learning diary

Learning diary Step 4: Revise all the steps of your task and challenge so far.

You are in the middle of the Cork project. It is time now to revise all the steps you have done so far in both the task and the challenge.

Peter O'Shea. Writing tools (CC BY)

Click on the "Show Feedback" button and answer these questions in your learning diary.

Feedback

Challenge

How is your site going?

Are you following all the steps?

Have you had any difficulties? How have you solved them?

Task

Have you got the first version of your investigation file?

Are you having any trouble in finding enough resources?

Now, you can share the draft version of your investigation in your learning diary.

Creado con eXeLearning (Ventana nueva)

Blackrock Castle Observatory

Let's explore the Universe!

We continue with our amazing trip to the magnificent town of Cork. Your next stop now is at Blackrock Castle Observatory where you will be able to discover how many fantastic things you can explore in a place like this.  

This castle was restored in 1828 and it is owned by Cork County Council and it has got an impressive observatory and a visitor center. It is next to the shores of the River Lee. It is surrounded by very beautiful landscape. The observatory offers fun and educational things to do for children, families, school groups, and science fans. 

Discovering Cork and County Cork is becoming a truly unforgettable experience!

Lajmmoore. Blackrock Castle (CC BY-SA)

At the end of the session, you will have:

read about the Blackrock Castle Observatory.

organized information about Cork at the Google site.

Read about how to recycle in your classroom. Why don't you take a look at what is on right now? Visit the official website of Blackrock Castle Observatory. Which show would you choose? How much would you have to pay for one ticket?

Remember that Blackrock Castle Observatory must be part of the route at your Google Sites map.

Continue with your posts on Twitter (#taskrecycling and #EDIAcork). Write a tweet telling @blackrockcastle which section of their website do you like the most. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

What about recycling in your classroom?

In this project, the task consists of an investigation about recycling. You have to compose a report on what you have discovered about recycling. 

PxHere. No title (CC0)

So, maybe you want to start your own classroom recycling program or the tips to 24 ways to make your classroom ecofriendly. Thus, you can include some ideas in your report and improve the vocabulary about this topic.

Your task: sharing sources

Task.  Step 4: Improve your investigation sharing the links you have visited with your classmates.  

It is a perfect moment to share the links you have visited with other classmates in order to improve the resources you can add to your investigation report. 

Your challenge: Cork at the Google Site

Challenge. Step 5: Organizing the Cork entry at your Google Site

At this step, you have to finish the Cork entry at the Google Site.

Each group ( 2 / 3 people) has to organize the information you have searched about Cork at your Google Site. Creativity in the distribution of the contents is very important. The requirements to finish the entry are:

some text about what to do in the city,

and two links to printable guides, leaflets, brochures.

If you and your group consider that you can add more details to these requirements,you can freely add them to your site.

Learning Diary

Learning Diary. Step 5: Posting the link to your group's Google Site about the Cork Challenge. 

At this step, you have to write a post at your blog where you share the link of your challenge about Cork.

Peter O'Shea. Writing tools (CC BY)

You also have to include a summary of which aspects you have changed, which you have kept and why.

Feedback

You can also share the link of the site and the link of the post in your personal diary through Twitter using the hashtag #EDIAcork

Creado con eXeLearning (Ventana nueva)

The English market

Let's buy some fresh products at the market!

Today we are going to visit one really traditional place in the heart of Cork City. This food market has been open since 1788. It's one of the world's oldest municipal markets.

Some bread, fruit, and freshly caught seafood are just some of the specialities you can find at this place. Recently, the market gained worldwide fame when Queen Elizabeth II of Great Britain visited it on her first ever state visit to the Republic of Ireland in 2011.

Wordridden. _A_fantastic_food_market_in_Cork (CC BY)

At the end of the session, you will have:

read and answered some questions about the English Market using its website.

learnt the use of "ever" and "never" with present perfect.

designed the final version of your investigation report.

Would you like to know more about the English Market in Cork? Do you usually go to the market? Or do you prefer going to the supermarket? 

Click on the official website and try to find out the information on the English Market Official Website.

Read the following questions and answer them:

What did the Queen Elizabeth unveil when she visited the market? (To find out, visit the "Queen Elizabeth II's visit to the English Market" section).

Which are the busier trading hours that have to be avoided by tourists? (To find out, visit the "Information" section).

How much is  a voucher at the English market? (To find out, visit the "English market Gift vouchers" section).

What time does the market open? And when is it closed?  (To find out, visit the "FAQs" section).

You have to answer these questions in your learning diary.

Remember that The English Market must be a part of the route at your Google Site map. 

Continue with your posts on Twitter (#taskrecycling and #EDIAcork). Choose one of the dishes from the food & dishes section and send a tweet with the name and picture of the dish. You can also tweet the answer to the previous questions adding the link of your post. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

corkmarketman. English Market in Cork City (Licencia estándar de YouTube)

You can watch the promotional video of the English Market in Cork City.

Have you ever been abroad?

We use present perfect in English with "ever" (once in your lifetime) and "never" (at no time in my lifetime) when we talk about our own life experiences. 

PxHere. No title (CC0)

Remember how to use the present perfect tense with ever & never and do an exercise about it. Then, let's practise how to use the present perfect with ever/never.

You can compose a digital poster to explain how to use ever & never with present perfect and make up some examples of its use.

In order to compose a good digital poster, you have to take into account the following 'Rubric to assess a digital poster'.

Your task: The final version of your investigation report

Task Step 5: Designing the final version of your investigation report.

After having visited this historical market in St. Patrick's Street in Cork, it is now time to design the final version of your investigation report you have been working on. Remember that it will be published at your learning diary and shared through Twitter.

Wikivisual. Write Articles Step 3 Version 2.jpg (CC BY-SA)

Your teacher can help you with your doubts with the final details of your investigation report.

Learning diary

Learning Diary. Step 6: Summarising all the steps taken so far in order to design your campaign.

After having finished the conversation in your interview, you have to revise all the work you have done so far in order to summarize all the steps you have followed.

Peter O'Shea. Writting tools (CC BY)

You can also share the link of the post of your learning diary through Twitter using the hashtag #taskrecycling

Feedback

Number them.

Write them in chronological order.

Have you had any difficulties? 

If so, how have you overcome them?

Has anybody helped you solve them?

Creado con eXeLearning (Ventana nueva)

Cork City Gaol

Let's visit the Old Cork jail!

The historic City Gaol opened in 1824 and closed in 1923. Originally the prison housed both male and female prisoners who committed crimes within the city borders.

In 1878, the City Gaol became a women prison until the men who opposed the 1920 Anglo-Irish Treaty were imprisoned there in 1922-1923. The jail then deteriorated until it was restored and re-opened for tourists in 1993.

Richard Fensome. Gatehouse, Cork City Gaol, Cork City Now a tourist attraction (CC BY-SA)

At the end of the session, you will have:

visited Cork City Gaol. 

had fun singing one of the most famous songs by the Irish band "The Corrs"

shared your investigation report through different means.

Why don't you visit it virtually? Click on the Cork City Gaol web page and you will be able to do it easily.

At this website, you can obtain some information about all the different activities you can do at the Gaol. Before answering the questions, take a virtual tour of the Gaol.

Can you find the answers to the following questions at the website?

How much does a family ticket cost? (Check the Online Tickets section)

Is there a souvenir shop at the Gaol? (Check the Facilities section)

Who was the architect of Cork Gaol? (Check the Famous People section)

Remember that Cork City Gaol must be part of the route at your Google Sites map.

Continue with your posts on Twitter (#taskrecycling and #EDIAcork). Which section from the official Cork City Gaol is, in your opinion, the most impressive. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Visiting Cork has left me breathless!

You have been visiting Cork, second city of the Republic of Ireland. One of the most important bands from Ireland is The Corrs who are an Irish band that combine rock with traditional Celtic Irish folk themes within their music.

The group consists of the Corr siblings, Andrea (lead vocals, tin whistle); Sharon (violin, vocals); Caroline (drums, percussion, piano, bodhrán, vocals); and Jim (guitar, piano, keyboards, vocals). They are from Dundalk, Co. Louth, in Ireland.

Would you like to play it and know one of Corrs' songs and its lyrics?. Choose the level of difficulty and have a good time: "The Corrs - Breathless"

The Corrs. The Corrs - Breathless [Official Video] (Licencia estándar de YouTube)

Have you enjoyed this piece? You can keep learning more details about The Corrs in some different ways:

You can also get in touch with them through their official Facebook.

They also have an official Youtube channel with all their videoclips.

Enjoy with this Irish band music!

End of Task: sharing and spreading your report

Task Step 6: Disseminating your investigation report.

We have reached the end of this task. Now, you must share your investigation report to many different people and institutions.

First, it is time to make both parents and other teachers & students know about our investigation report. Organize a public presentation of your measures to improve recycling, reusing and saving energy. In class, you can arrange a general presentation, where you can invite other teachers and classmates or you can organize different actions to let anybody at your school know about the work you have done and the conclusions you have reached.

Abdullah Bin Sahl. Waving Flags (CC BY)

In addition, your conclusions and proposals from your interesting report would be perfect to be shared with people who work in institutions related with recycling and green industries. Members of non-governmental organizations, public administrators and local authorities can also be targets to spread your report conclusions and to make them more well-known. How could you make it possible to make them know about your investigation report and proposals? Can you send them an email or letter with your conclusions? Share your ideas about this and look for a possible way to spread your work. A brilliant report needs an amazing dissemination!

Remember that you have to share your investigation reports through Twitter using the project hashtags. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Have you enjoyed this experience a lot? So, we still have some more challenges to carry out along this series of projects.

Learning diary

Learning Diary. Step 7: Upload your investigation report links.

At this moment, you have to publish the links of your investigation reports to your personal learning diaries.

Peter O'Shea. Writing tools (CC BY)

Then, one of the members of the class or your teacher can put all your report links together and publish them to any of the following publishing websites:

Symbaloo

list.ly

Thus, you will be able to get instant access to all of them in just one site.

Feedback

You can also share it through Twitter using the following hashtag: #EDIAcork & #taskrecycling.

Creado con eXeLearning (Ventana nueva)

St. Fin Barre's Cathedral

Arriving at the end of our journey!

Our journey to the town of Cork finishes at Saint Fin Barre's Cathedral. A few minutes walk from St. Patrick's Street takes visitors to this Anglican Cathedral.

The structure was designed by William Burges and it was consecrated in 1870. It is situated on a site where Christian worship has been taking place since the 7th century.  

Debora Guidi. Saint Fin Barre's Cathedral (CC BY-SA)

At the end of the session, you will have:

visited Saint Fin Barre's Cathedral in Cork.

listened to a conversation about the city of Cork.

reflected on all the different tasks you have worked on at the Learning Diary.

If you visit its official website, you will be able to visit all the sections it contains and to learn about the history of the Cathedral.

Remember that Saint Fin Barre's Cathedral must be part of the route at your Google Sites map.

Continue with your posts on Twitter (#taskrecycling and #EDIAcork). Tweet which section of the webpage you find the most interesting and share the link. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

The city of Cork

Once we have visited all the main landmarks in Cork, let's listen to one of its inhabitants talking about Cork as the second biggest city in Ireland: Eucharia talks about her city in Ireland.  

Listen to the conversation and answer the questions to check what you have understood. After that you can also check it with the help of the transcript.

Your challenge: Cork at the Google Site

Challenge Step 6: List of all links and images you have used in your project.

To finish your Google Site project about Cork, add a new page where you and your group have to add the complete list of links that you have used throughout your research.

William Murphy. National Monument - Grand Parade Cork City (CC BY-SA)

You also have to add a complete gallery of all the images that you have used in your Google Site project about Cork.

Learning diary

Learning Diary. Step 8: Posting your Cork Site and every audio / video outcome that you have produced.

Remember to post the Cork sites and the audio /videos you have recorded to your personal Learning Diary. That way, at the end of all the projects, you are going to have a wonderful portfolio of all the materials you will have produced individually, in pairs and collaboratively in groups.

Peter O'Shea. Writing tools (CC BY)

Learning Diary. Final Step: Complete revision of the project 

At this moment, you have to reflect on all the different tasks you have gone through this project.

Remember to share all the links of your posts through Twitter using the hashtags #EDIAcork and #taskrecycling

Your teacher can put together all the tweets produced throughout this project through the following tools:

Tagboard

list.ly

And now, answer the questions you can find below, at the Learning Diary.

Feedback

Have you participated actively in all the activities proposed at the unit?

Have all the members of your group worked collaboratively at the Google Site?

Have you investigated and discovered about Belfast and all the different places in the city?

Have you found all the activities proposed at the unit interesting? Why / Why not?

Have you enjoyed doing them? Why / Why not?

Your teacher, if you have fulfilled all the tasks satisfactorily, will award you with a badge as a reward for such an astonishing job after having accomplished the first challenge of the course and that you will be able to publish at your Learning Diary.

Creado con eXeLearning (Ventana nueva)

- Didactic guidelines -

Didactic proposal

"Cork" is part of the "English Speaking cities" projects. These projects can be done either following a pre-established order or without following it. There are activities to do individually, in pairs or in groups of 2 / 3 people.

Teamwork is really important in these series of projects because they have to work collaboratively to produce the challenge of each of the projects. If you wish to read a little bit more about the importance of teaching your students teamwork, click on the following link: importance of teamwork.

Download this Didactic proposal in editable or pdf format.

Each unit is student-centred and has several centres of interest:

In each project, students have to accomplish a task, which is different in each project. There is a visit to an English-speaking city in every project and each session of work is designed to happen in a famous landmark of the city.

There is also a challenge, where they have to collaboratively design Google Sites with information about each of the cities they are visiting. They are expected to actively work with information and communication technologies. They have to complete a Google Site with certain information about the city that students have to search on the Internet.

Students also have to complete a learning diary, using a personal blog where they have to reflect on the different contents they are working on, they have to upload the different audios and videos they produce, the answer to the varied types of activities and they have to share the link to the Google Site of their project. 

Apart from this project-based approach, each unit is also focused on different vocabulary, grammar structures and text types. There are several tasks to work on the different skills: listening, writing, reading and speaking to satisfactorily achieve every goal from a linguistic point of view. Sometimes, it can be prepared in advance by students following the flipped classroom approach: students can watch some of the videos, listen to a recording, search some information at home and the tasks can be done in class with teachers and students discussing and solving questions.

To sum it up, they are going to work on all the contents of the syllabus of their level with a project-based learning orientation.

All the sections published in this guide for teachers are referred to the "Cork" project.

Curricular framework

Competencias clave

Competencia en comunicación lingüística (CCL) 

Competencia Plurilingüe (CP)

Competencia en conciencia y expresiones culturales (CCEC) 

Competencia digital (CD) 

Competencia personal, social y de aprender a aprender (CPSAA) 

Competencia ciudadana (CC) 

Competencias específicas y criterios de evaluación

Competencia específica 1: Comprender e interpretar el sentido general y los detalles más relevantes de textos expresados de forma clara y en la lengua estándar, buscando fuentes fiables y haciendo uso de estrategias como la inferencia de significados, para responder a necesidades comunicativas concretas.

Criterios de evaluación

1.1. Extraer y analizar el sentido global y las ideas principales, y seleccionar información pertinente de textos orales, escritos y multimodales sobre temas cotidianos, de relevancia personal o de interés público próximos a la experiencia del alumnado, expresados de forma clara y en la lengua estándar a través de diversos soportes.

1.2. Interpretar y valorar el contenido y los rasgos discursivos de textos progresivamente más complejos propios de los ámbitos de las relaciones interpersonales, de los medios de comunicación social y del aprendizaje, así como de textos literarios adecuados al nivel de madurez del alumnado.

1.3. Seleccionar, organizar y aplicar las estrategias y conocimientos más adecuados en cada situación comunicativa para comprender el sentido general, la información esencial y los detalles más relevantes de los textos; inferir significados e interpretar elementos no verbales; y buscar, seleccionar y gestionar información veraz.

Competencia específica 2: Producir textos originales, de extensión media, sencillos y con una organización clara, usando estrategias tales como la planificación, la compensación o la autorreparación, para expresar de forma creativa, adecuada y coherente mensajes relevantes y responder a propósitos comunicativos concretos.

Criterios de evaluación

2.1. Expresar oralmente textos sencillos, estructurados, comprensibles, coherentes y adecuados a la situación comunicativa sobre asuntos cotidianos, de relevancia personal o de interés público próximo a la experiencia del alumnado, con el fin de describir, narrar, argumentar e informar, en diferentes soportes, utilizando recursos verbales y no verbales, así como estrategias de planificación, control, compensación y cooperación.

2.2. Redactar y difundir textos de extensión media con aceptable claridad, coherencia, cohesión, corrección y adecuación a la situación comunicativa propuesta, a la tipología textual y a las herramientas analógicas y digitales utilizadas sobre asuntos cotidianos, de relevancia personal o de interés público próximos a la experiencia del alumnado, respetando la propiedad intelectual y evitando el plagio.

2.3. Seleccionar, organizar y aplicar conocimientos y estrategias para planificar, producir, revisar y cooperar en la elaboración de textos coherentes, cohesionados y adecuados a las intenciones comunicativas, las características contextuales, los aspectos socioculturales y la tipología textual, usando los recursos físicos o digitales más adecuados en función de la tarea y de las necesidades del interlocutor o interlocutora potencial a quien se dirige el texto.

Competencia específica 3: Interactuar con otras personas con creciente autonomía, usando estrategias de cooperación y empleando recursos analógicos y digitales, para responder a propósitos comunicativos concretos en intercambios respetuosos con las normas de cortesía.

Criterios de evaluación

3.1. Planificar, participar y colaborar activamente, a través de diversos soportes, en situaciones interactivas sobre temas cotidianos, de relevancia personal o de interés público cercanos a la experiencia del alumnado, mostrando iniciativa, empatía y respeto por la cortesía lingüística y la etiqueta digital, así como por las diferentes necesidades, ideas, inquietudes, iniciativas y motivaciones de los interlocutores e interlocutoras.

3.2. Seleccionar, organizar y utilizar estrategias adecuadas para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, solicitar y formular aclaraciones y explicaciones, reformular, comparar y contrastar, resumir, colaborar, debatir, resolver problemas y gestionar situaciones comprometidas.

Competencia específica 5: Ampliar y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando de forma crítica sobre su funcionamiento y tomando conciencia de las estrategias y conocimientos propios, para mejorar la respuesta a necesidades comunicativas concretas.

Criterios de evaluación

5.1. Comparar y argumentar las semejanzas y diferencias entre distintas lenguas reflexionando de manera progresivamente autónoma sobre su funcionamiento.

5.2. Utilizar de forma creativa estrategias y conocimientos de mejora de la capacidad de comunicar y de aprender la lengua extranjera con apoyo de otros participantes y de soportes analógicos y digitales.

5.3. Registrar y analizar los progresos y dificultades de aprendizaje de la lengua extranjera seleccionando las estrategias más eficaces para superar esas dificultades y consolidar el aprendizaje, realizando actividades de planificación del propio aprendizaje, autoevaluación y coevaluación, como las propuestas en el Portfolio Europeo de las Lenguas (PEL) o en un diario de aprendizaje, haciendo esos progresos y dificultades explícitos y compartiéndolos

Competencia específica 6: Valorar críticamente y adecuarse a la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y compartiendo las semejanzas y las diferencias entre lenguas y culturas, para actuar de forma empática y respetuosa en situaciones interculturales.

Criterios de evaluación

6.1. Actuar de forma adecuada, empática y respetuosa en situaciones interculturales construyendo vínculos entre las diferentes lenguas y culturas, rechazando cualquier tipo de discriminación, prejuicio y estereotipo en contextos comunicativos cotidianos y proponiendo vías de solución a aquellos factores socioculturales que dificulten la comunicación.

6.2. Valorar críticamente en relación con los derechos humanos y adecuarse a la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera, favoreciendo el desarrollo de una cultura compartida y una ciudadanía comprometida con la sostenibilidad y los valores democráticos.

6.3. Aplicar estrategias para defender y apreciar la diversidad lingüística, cultural y artística atendiendo a valores ecosociales y democráticos y respetando los principios de justicia, equidad e igualdad.

Saberes básicos

A. Comunicación

Autoconfianza e iniciativa. El error como parte integrante del proceso de aprendizaje.

Estrategias de uso común para la planificación, ejecución, control y reparación de la comprensión, la producción y la coproducción de textos orales, escritos y multimodales.

Funciones comunicativas de uso común adecuadas al ámbito y al contexto comunicativo: describir lugares, fenómenos y acontecimientos; situar eventos en el tiempo; pedir e intercambiar información sobre cuestiones cotidianas; ofrecer sugerencias; expresar parcialmente el gusto o el interés; narrar acontecimientos pasados y describir situaciones presentes; expresar la opinión.

Modelos contextuales y géneros discursivos de uso común en la comprensión, producción y co-producción de textos orales, escritos y multimodales, breves y sencillos, literarios y no literarios: características y reconocimiento del contexto (participantes y situación), expectativas generadas por el contexto; organización y estructuración según el género y la función textual.

Unidades lingüísticas de uso común y significados asociados a dichas unidades tales como la afirmación y la negación.

Léxico de uso común y de interés para el alumnado relativo a identificación personal, relaciones interpersonales, lugares y entornos, ocio y tiempo libre, vida cotidiana, el clima y el entorno natural.

Patrones sonoros, acentuales, rítmicos y de entonación de uso común, y significados e intenciones comunicativas generales asociadas a dichos patrones.

Convenciones ortográficas de uso común y significados e intenciones comunicativas asociados a los formatos, patrones y elementos gráficos.

Recursos para el aprendizaje y estrategias de uso común de búsqueda y selección de información: diccionarios, libros de consulta, bibliotecas, recursos digitales e informáticos, etc.

Respeto de la propiedad intelectual y derechos de autor sobre las fuentes consultadas y contenidos utilizados.

Herramientas analógicas y digitales de uso común para la comprensión, producción y coproducción oral, escrita y multimodal; y plataformas virtuales de interacción, cooperación y colaboración educativa (aulas virtuales, videoconferencias, herramientas digitales colaborativas, etc.) para el aprendizaje, la comunicación y el desarrollo de proyectos con hablantes o estudiantes de la lengua extranjera.

B. Plurilinguismo

Estrategias de uso común para identificar, organizar, retener, recuperar y utilizar creativamente unidades lingüísticas (léxico, morfosintaxis, patrones sonoros, etc.) a partir de la comparación de las lenguas y variedades que conforman el repertorio lingüístico personal.

Estrategias y herramientas de uso común para la autoevaluación, la coevaluación y la autorreparación, analógicas y digitales, individuales y cooperativas.

Expresiones y léxico específico de uso común para intercambiar ideas sobre la comunicación, la lengua, el aprendizaje y las herramientas de comunicación y aprendizaje (metalenguaje).

Comparación entre lenguas a partir de elementos de la lengua extranjera y otras lenguas: origen y parentescos.

C. Interculturalidad

La lengua extranjera como medio de comunicación interpersonal e internacional, como fuente de información y como herramienta de participación social y de enriquecimiento personal.

Aspectos socioculturales y sociolingüísticos de uso común relativos a la vida cotidiana, las condiciones de vida y las relaciones interpersonales; convenciones sociales de uso común; lenguaje no verbal, cortesía lingüística y etiqueta digital; cultura, normas, actitudes, costumbres y valores propios de países donde se habla la lengua extranjera.

Estrategias de uso común para entender y apreciar la diversidad lingüística, cultural y artística, atendiendo a valores ecosociales y democráticos.

Estrategias de uso común de detección y actuación ante usos discriminatorios del lenguaje verbal y no verbal.

Blarney Castle
Kinsale
Fota Wildlife Park
Crawford Art Gallery
Fitzgerald Park
Saint Patrick Street
Blackrock Castle Observatory
The English Market
Cork City Gaol
St. Fin Barre´s Cathedral

CCL
X
X
X
X
X
X
X
X
X
X

CP
X
X
X
X
X
X
X
X
X
X

STEM

CD
X
X
X
X
X
X
X
X
X
X

CPSAA
X
X
X
X
X
X
X
X
X
X

CC
X
X
X
X
X
X
X
X
X
X

CE

CCEC
X
X
X
X
X
X
X
X
X
X

Competencia en comunicación lingüística (CCL), Competencia plurilingüe (CP), Competencia matemática, ciencia, tecnología, ingeniería (STEM), Competencia digital (CD), Competencia personal, social y de aprender a aprender (CPSAA), Competencia ciudadana(CC), Competencia emprendedora (CE), Competencia en conciencia y expresión culturales (CCEC)

Learning Path

Stages

Goals

Sessions

Blarney Castle

To know all the outcomes of this project.

To be introduced to Cork, the second most important city of the Republic of Ireland.

To start thinking about what to include in their investigation about recycling.

1 session

Kinsale

To learn a lot of details about Kinsale.

To learn how to use the affirmative and negative forms of the present perfect tense.

To start their collaborative Google Site in groups about the city of Cork.

2 sessions

Fota Wildlife Park

To read and answer some activities about recycling. 

To start doing some research on their Google Site project.

To open their Learning Diary and start writing their first post of this project.

2 sessions

Crawford Art Gallery

To visit the Crawford Art Gallery in Cork virtually.

To listen to a person talking about saving energy.

To learn more vocabulary related to recycling, reducing and reusing.

2 sessions

Fitzgerald Park

To visit Fitzgerald Park in Cork.

To know the difference in pronunciation between /α:/ and /Λ/

To draw the route of different landmarks at the Cork google map.

2 sessions

Saint Patrick Street

To use a thinking routine about Saint Patrick Street.

To revise and practise present perfect tense with "just".

2 sessions

Blackrock Castle Observatory

To read about the Blackrock Castle Observatory.

To organize information about Cork at the Google site.

2 sessions 

The English market

To read and answer some questions about the English Market using its website.

To learn the use of "ever" and "never" with present perfect.

To design the final version of their investigation report.

2 sessions

Cork City Gaol

To visit Cork City Gaol. 

To have fun singing one of the most famous songs by the Irish band "The Corrs".

To share their investigation report through different means.

 2 sessions 

 St. Fin Barre´s Cathedral

To visit Saint Fin Barre's Cathedral in Cork.

To listen to a conversation about the city of Cork.

To reflect on all the different tasks they have worked on at the Learning Diary

  2 sessions

Assessment

For the assessment different instruments will be used by teachers and students depending on the aim of the task and in different moments of the learning process:

Initial evaluation

Teachers will carry out different activities to activate student´s prior knowledge and foster motivation as well as showing the rubric for the evaluation of the whole project.

Formative assessment

The rubrics value the degree of achievement of the indicators that serve to demonstrate the adequate performance of each product. There is a main rubric that assesses the whole project and each task has its own rubric. The rubrics that have been designed to assess the different tasks are:

Rubric to assess a tweet

Rubric to assess a video assignment in the classroom

Rubric to assess a podcast

Rubric to assess a digital poster

Rubric to assess the project, Cork

Rubric to assess the design of a digital site

Peer evaluation will be carried out after different production tasks so as to provide feedback to improve the tasks.

The Learning diary is a self-assessment tool in which the student reflects on his achievements and difficulties during the learing process. It is also useful for the teacher to control the student´s learning process. 

The Portfolio is a self-assessment instrument in which the student keeps a record of his tasks and describes the creation process. 

Final assessment

The teacher will evaluate the challenge and the Google Site Project following the rubric.

The partners will carry out peer assessment on the Google Site Project work and grade about how their teamwork has worked. The students can generate the different criteria or items to be assessed.

Students will self-assess the final task using the rubric. 

There will be another assessment for all the in-between activities (oral activities, monologues, short texts, videos & audios) and all the activities that have to be done in the learning diary. They all can be assessed with the rubrics next to each activity.

The final assessment will also include a teacher's evaluation on how the students have been involved in the project or tackled the different activities.

Both teachers and students are suggested to use the available rubrics to assess both the process and the outcomes.

Extra Resources

There is a list of resources that both teachers and students can use in order to know more about how to use ICT for the different tasks in this project.

How to...?

Start a project at Google Sites

Open a blog at Blogger

Open a blog at Wordpress

Open a blog at Edublogs

10 ways to use your Edublog - Student Blogs

Use Lino.it

Use WeVideo.com

Use Twitter hashtags

Use Google Maps to plan a route in a city

Creado con eXeLearning (Ventana nueva)

- Credits and download -

Title | Cork | English Speaking Cities
Coordination | Centro Nacional de Desarrollo Curricular en Sistemas no Propietarios (Cedec)
Authorship | Leonardo Boix Tàpia 
License | Creative Commons BY-SA 4.0

This content was created with eXeLearning, your free and open source editor to create educational resources.

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Information on licensing and use

This open educational resource has got a CC BY-SA license and therefore it can be used, downloaded, modified and adapted, as long as the name of the creator is provided, and in case of being transformed and publishing a new version, it must be done under the same CC BY-SA license as the original.

The following text can be used to acknowledge authorship in case of modification of the resource:

This material is an adaptation of the original resource "English Speaking Cities: Cork" from Cedec's  EDIA project.

Creado con eXeLearning (Ventana nueva)

- Resource feedback -

Help us improve this resource and take the EDIA Project questionnaire on this OER. Thanks for contributing.

Licensed under the Creative Commons Attribution Share Alike License 4.0

Creado con eXeLearning (Ventana nueva)