Dublin

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

Deadstar. Dublin Four Courts on the quays of the Liffey (CC BY-SA)

In this project, we are going to travel to Dublin / Baile Átha Cliath (its name in gaelic) the capital city of the Republic of Ireland, a country which belongs to the European Union. Each session of this project is going to take place in a different and famous part of this magnificent city. In each location, there is a proposal of tasks and activities to deal with the official syllabus.

At the end of this journey, you will have:

acquired vocabulary about the weather, animals and the environment.

designed a multimedia campaign to protect the environment and to be environmentally friendly.

learnt a lot of things about the city of Dublin, capital city of the Republic of Ireland.

Each session of this project is going to take place in a different and famous part of this wonderful 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)

Dublin Castle

Welcome to Dublin!

Let’s start knowing a little bit more about the city that we are going to visit in this project. Our first stop in Dublin is going to be Dublin Castle, one of the most visited landmarks in the whole city.

At the end of the session, you will have:

been introduced to Dublin, the capital 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 campaign in favour of protecting the environment.

J.-H. Janßen . The Dubhlinn Gardens with Norman Tower (CC BY-SA)

Watch the video Visit Dublin and try to write down at least 4 of the top 10 places to visit in Dublin.

Vidtur. Visit Dublin - Top 10 places to see in the city (Licencia estándar de YouTube)

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

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

Have you ever been to Dublin? And to any other European capital 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 capital of the Republic of Ireland, watch the video.

visitdublin. It's a Beautiful Day for Dublin (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 one has been more surprising to you? Is there anything that you already knew? Have you chosen your favourite place in Dublin?

You can answer and summarize these three questions in a short monologue and you can share it with your classmates or with the rest of the class through Twitter. You can also record the audio and upload it to your personal Learning Diary. The 'Rubric to assess a podcast' can help you do a great job with this task.

As you are going to see in a few moments, in each project, you have to design a route of the city with the ten stops it contains. Dublin Castle will be the first place you must include on a Google Site map. Don't forget about it!

Outcomes to produce while in Dublin

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

StockSnap. Checklist (Public Domain)

Task: Each project has a complete different task, with different steps to complete it. In Dublin, you have to produce a multimedia campaign about the environment and environmentally-friendly attitudes 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. The 'Rubric to assess the design of a digital site' will be used to evaluate your site.

If you need extra help with this topic, check how to manage a Google 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. These activities will be evaluated according to the 'Rubric to assess blog posts'.

If you need extra help with this topic, check how to start a blog. 

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: #taskcampaign and #EDIAdublin

If you are new in this network, check this link for new users.

After reading the instructions on how to use Twitter, use 'Rubric to assess tweets'  to produce accurate tweets within these projects.

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

Your task: A multimedia campaign

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

At the end of this project, you will have been able to publish a multimedia campaign about environmentally-friendly attitudes and how to protect the environment.

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

Stefan Flöper. Landscape, Glendalough, Ireland (CC BY-SA)

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

What can I do to protect the environment? 

Which type of attitudes can be environmentally friendly? Do you practise any of them?

What kind of policies can governments do to protect the environment? 

Have you ever planted a tree? Or cleaned the mountain?

Have you already started thinking about what to include in your campaign in favour of the environment? Here you can obtain more information and ideas to think about the content of your campaign. It has to include some positive attitudes to protect the environment and include some environmentally-friendly actions. Let's start getting acquainted with some vocabulary about helping the environment with '50 ways to help the planet'. 

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

Let's continue with our visit to Dublin!

Learning diary

Learning Diary. Step 1: Start your blog-portfolio and use it to answer the different questions of the different activities.

One of the activities you have to do is a "Learning Diary". You can do it by opening a blog. In this blog, you have to answer, explain and reflect on the different proposals you will get through in every project. In this first post, answer the previous questions about the environment and share the link of your post through Twitter using the hashtags of the project: #projectdublin and #taskcampaign.

Peter O'Shea. Writing Tools (CC BY)

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. 

Feedback

Some of the activities proposed in this project have to be answered in your Learning Diary: composition, audios, videos, etc.

Creado con eXeLearning (Ventana nueva)

Trinity College Dublin

Let's visit the University!

Discovering Dublin, you get to one of the most famous places in Dublin: Trinity College Dublin, founded in 1592 following the model of the English universities of Oxford and Cambridge. Among the graduates there are notable people such as Jonathan Swift, Oscar Wilde, Samuel Beckett (Nobel Prize of Literature) or Bram Stoker.

What about you? Would you like to study there in the future? After visiting the website, what is your opinion about the university? What can you study at the Trinity College? Send a tweet with the studies you would like to study at the Trinity College Dublin using the hashtags #EDIAdublin and #taskcampaign.

budge travel acommodation. Trinity college (CC BY-SA)

At the end of the session, you will have:

learnt a lot of details about Trinity College.

revised the use of comparatives and superlatives.

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

At the library of the Trinity College Dublin, you can visit the Book of Kells. To know a little bit more about this book, you can go to its official web, where you can do a virtual visit to a "must see" on the itinerary of any visitor to the city of Dublin.

Soerfm. Kells - Decorated initial (CC0)

Continue with your posts on Twitter (#taskcampaign and #EDIAdublin). Have you ever visited a library with a book from the 9th century? Take a look at the following website and discover the library and the book of Kells. Look at the prices, too. How much does your class have to pay in order to get into the exhibition? Discover all the details at the official Book of Kells visitor website.

You can also send them a tweet telling them that you have visited the exhibition virtually and sharing your impressions on it at the Official Trinity College Dublin Twitter.

After that, you have to record all the texts of your tweets and produce an audio file with all your contributions which will be shared through Twitter using the project hashtags (#taskcampaign and #EDIAdublin). The 'Rubric to assess a Tweet' can help you do a good job in this social network.

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

The book of Kells is the oldest book I have ever seen

The Book of Kells was written in the 9th century. It is probably the oldest book you have never heard of. Or maybe you have heard of another one which is older or more ancient. In Dublin, you can also come across the tallest sculpture in the world. It is called the Millenium Spire of Dublin.

Tony Webster. Jim Larkin Statue and the Spire of Dublin (CC BY)

When we want to compare two or more people or things we use comparative and superlative adjectives. If you need to revise this grammar structure, go to some web pages:

Comparative Adjectives (Exercise 1, Exercise 2, Exercise 3).

Superlative Adjectives (Exercise 1, Exercise 2 and game). 

Now, you can use these adjectives to compare some of the things you have already discovered in Dublin to the ones in your own town/city using comparative and superlative adjectives.

Write it in a post in your personal learning diary. The title of the post can be: 'Comparing Dublin and (name of your town/city)'.

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 video about registering and using Google Sites.

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

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.

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 Dublin.

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 linoit.com 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 Dublin 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)

Phoenix Park

Let's go to the park and the zoo!

We keep on visiting the wonderful city of Dublin. Now that you have visited some landmarks of the city, we get to one of the main green spaces in Dublin: Phoenix Park. At this stage, you have to continue with your first entry at the site of the English-speaking cities.

Superchilum. Phoenix Park Dublin (CC BY-SA)

At the end of the session, you will have:

read and answered some activities about animals in captivity. 

started doing some research on your Google Site project.

continued your Learning Diary and reflected on the activities you are doing in this project.

Phoenix Park is a 707 hectares park in the middle of the Dublin city, next to the river Liffey. It contains the following tourist attractions among others:

Dublin zoo: the most popular attraction in the city.

The Residence of the President of Ireland: it is the official residence of the Prime Minister ( Áras an Uachtaráin in Gaelic) and it was built in 1754.

Papal Cross: to commemorate the visit of Pope John Paul II on 29th September 1979.

The Wellington Monument: a 62 metres high obelisk to commemorate the victories of the Duke of Wellington.

Deerfield Residence: where the ambassador from the United States in the Republic of Ireland lives. 

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

Continue with your posts on Twitter (#taskcampaign and #EDIAdublin). Would you like to visit any of the places at Phoenix Park? Which one? Why? The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Visit to Dublin zoo

As you have already seen, you can spend a whole day at Phoenix Park. Why don't you visit the zoo? Do you like animals? Do you think that it is ok to have animals in cages?

Take a look at the official website of Dublin zoo and to the animal guide of the zoo. Visit the sections about mammals, birds, reptiles, amphibians and invertebrates.

Maybe you like animals a lot or maybe you have a pet at home. But, is it ok to have all kind of animals in cities? Do you only have dogs and cats at home?

Read the following text and answer the proposed activities: Animals in the city. 

Justin Kinnear. The Humboldt Penguin compound inside Dublin Zoo. (CC0)

As a result of this activity, you have to create a glossary where you can add the basic vocabulary about animals. In pairs, your classmate can give you some feedback about your glossary and can suggest some improvements.  You have to upload your revised glossary to your Learning Diary. The title of the post has to be:"Basic vocabulary about animals".

Then you can use this list to complete the campaign of environmental protection that you have to design in this task. In order to create the list you can use the following online tools:

Wordle

Tagxedo

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

Your challenge: Dublin. 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 capital of the Irish Republic entry for the English-speaking cities challenge. 

Apart from being the capital city of the Republic of Ireland, Dublin is also the main city of one of the four historic provinces of the island of Ireland: Leinster. If you desire, you can obtain more information about the Irish provinces and about the Irish counties.

Flag of IrelandSKopp. Flag of Ireland (CC0)

And this is the specific flag of Leinster:

Caomhan27. Flag of Leinster (CC0)

You can obtain more details about the Irish counties that are in Leinster and information about this Irish province.

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 following websites:

Visit Dublin

Wikitravel (Dublin)

Google maps (Dublin)

Discover Ireland

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 of this challenge, you have to take into account the 'Rubric for assessing the design of a digital site'.

Learning diary

Learning Diary. Step 2: Continue your blog-portfolio and use it to reflect on the different activities you are working on.

You can publish another post explaining 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.

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

Peter O'Shea. Writing Tools (CC BY)

As a final work, you should include the list you have created previously.

Remember to share the link of your learning diary through Twitter using the hashtag: #taskcampaign and #EDIAdublin

Feedback

Write the answers to these questions on your blog:

What have I learnt?

Which doubts or troubles should I solve?

How am I working with my mates?

Which must be my objectives for the next steps?

How is my group working?

Creado con eXeLearning (Ventana nueva)

National Gallery of Ireland

Visit to the National Gallery of Ireland

The National Gallery of Ireland is located in the heart of Dublin and holds the National Collection of European and Irish fine art. It was founded in 1854. The admission is free.

Vue de la National Gallery of Ireland, à Dublin (CC BY-SA)

At the end of the session, you will have:

visited the National Gallery of Ireland virtually.

listened to two people talking about what a zoologist is.

learnt more vocabulary related to environment.

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: National Gallery of Ireland.

Once you have finished the visit, continue with your posts on Twitter (#taskcampaign and #EDIAdublin). The 'Rubric to assess a Tweet' can help you do a good job in this social network.

You can send a tweet to the museum telling them you have visited the museum virtually. Which is the most interesting painter of the gallery in your opinion? Which painting do you like the most? Send them a tweet: Official National Gallery of Ireland Twitter.

Remember that the National Gallery of Ireland must be part of the route at your Google Sites map.

Save our planet!

Listen carefully to Mike and Ana. He talks about his mother and why they had a lot of animals around the house. After listening, do the vocabulary and comprehension quizzes. You can do the activities of 'The zoologist'.

Leah Taukuke. 102/365 Huffing and puffing At Dublin Zoo... (CC BY)

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 like animals? Have you ever had a pet?

Have you ever visited a zoo? Do you find zoos interesting?

Do you think that zoos protect animals? What about endangered animal species?

Do you think that animals should live in natural habitats only? 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 design a multimedia campaign about "environmentally friendly attitudes”, it will be necessary to start looking for the information that you will include in your campaign.

edar. Diary (CC0)

The following points could be very helpful for you to look for the right information:

Read about how to calculate your carbon footprint.

Now, you have to look for some interesting links where you can find information about the topic: types of possible environmentally friendly attitudes, institutional campaigns, ecologist 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 Twitter using the hashtag #taskcampaign and #EDIAdublin The 'Rubric to assess a Tweet' can help you do a good job in this social network.

You can organize the brainstorm ideas about “an environmentally friendly campaign” and start designing the campaign that you are going prepare to talk about what you did, what you bought and where you went.

You can also take a look at the eco-friendly tips in order to have more ideas and vocabulary for your campaign.

Learning diary

Learning Diary. Step 3: Uploading the video with the questions from "Save our planet"

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 #taskcampaign and #EDIAdublin 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)

Croke Park

A large sports stadium.

Croke Park sports stadium in Dublin, Ireland. The pitch is used for Gaelic football, hurling, and camogie, and has also been used in the past for association football and rugby. It has a capacity of 82,300 people, making it the fourth largest stadium in Europe.

Tolivero. Croke park all ireland (CC0)

At the end of the session, you will have:

visited Croke Park sports stadium.

known the difference in pronunciation between /e/ and //

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

Why don't you visit the official website of the Croke Park sports stadium?

What is your opinion about the variety of sports that are practised in this stadium?

Have you ever been to a huge stadium like this?

Now check the facilities section. Is it possible to obtain cash in the stadium? And to visit a museum?

How much would be a room at the The Croke Park Hotel for a couple next weekend? 

After the visit, continue with your posts on Twitter (#taskcampaign and #EDIAdublin). Do you like going to sports stadiums? Do you usually go to any of them? How often? Who do you go with? Share it through a tweet using the project hagshtags. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

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

I had a headache

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: /e/ - /æ/ 

/e/or /æ/.

Check the link minimal pair. to practise the difference between these two sounds.

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 website.

To be able to differentiate these two phonemes even better, watch this video:

Shaw English Online. /æ/ vs /e/ | Learn English Pronunciation Course #7 | Minimal Pairs Practice (Licencia estándar de YouTube)

Apart from this, you can record yourself practising these words in English. You have to pronounce them correctly and record a podcast with them. Another classmate can review what you have recorded and has to give you his/her opinion in order to improve it. If necessary, you can record it again with the improvement suggestions. 

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

To finish with this activity, share the link of the recording in your learning diary writing and introduction to what you have produced. 

Your Challenge: Dublin at the Google Site

Challenge Step 3: Organizing the Dublin 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 Dublin at your Google Site. Creativity in the distibution 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 4: 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,

Upload the post you have recorded and included and share it using the hashtags #taskcampaign and #EDIAdublin

Check your work answering the questions you will find below.

Peter O'Shea. Writing Tools (CC BY)

Remember to share the link of your learning diary through Twitter using the hashtag: #taskcampaign and #EDIAdublin

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)

Grafton Street

Let's go shopping!

Dublin is a wonderful city. One of the busiest streets in Dublin is Grafton Street. It goes from St. Stephen's green to Trinity College Dublin.

Cmccullough. Dublin, IE. Grafton Street. May 23, 2012 (CC BY-SA)

At the end of the session, you will have:

used a thinking routine about Grafton Street.

revised and practised quantifiers in English.

To start with, let’s begin with a thinking routine, about Grafton Street. Look at the picture of Grafton Street included in this section.

After viewing this picture of Grafton Street, answer the questions below:

What can you see?

How do you imagine the shops?

How many people can be walking along the street?

How many shops can the street contain?

Take a look at a website about Grafton Street  and watch the promotional video.

Then, answer the following questions:

What do you think about working in this street?

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 in the Thinking routine.

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

Continue with your posts on Twitter (#taskcampaign and #EDIAdublin). Have you ever visited a shopping street? Which one/s? If you have the time, you can watch the atmosphere you can find in this street:

ConnollyCove. Grafton Street | Dublin | Dublin City | Ireland | Shopping in Dublin | Things to Do in Dublin (Licencia estándar de YouTube)

You can also follow this street on Twitter.

Let's talk about quantity!

We use quantifiers when we want to give someone information about the number of something: How much..? or How many..? 

Ave Maria Mõistlik. Dublin.and.river.Liffey (CC BY-SA)

You can take a look at some links in order to learn how to express quantity in English: 

Both / both of / neither / neither of / either / either of

too and (not) enough

Try to do the activities in pairs. Your teacher can help you with all the exercises. 

Once you finish, you have to write a text  in your learning diary about how do you think that life from people who perform on the street, street musicians and dancers and other types of people who work on these popular streets can be. The title of this post has to be "People who work on the street".

In order to produce the best possible composition use the 'Rubric to assess informative or explanatory texts'.

Your Task: First version of your multimedia campaign

Task Step 3: First version of your multimedia campaign

In this step of your task, it is time to start preparing the multimedia campaign.

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: Dublin at the Google Site

Challenge Step 4: Organizing the Dublin 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 Dublin at your Google Site. Creativity in the distibution of the contents is very important. 

At this step, you have to include at your Google Site the following information: 1 video about tourism in Dublin.

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

Learning diary

Learning diary Step 5: Revise all the steps of your task and challenge so far.

You are in the middle of the Dublin 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 composed your first version of your campaign?

Are you working collaboratively?

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

Creado con eXeLearning (Ventana nueva)

Abbey Theatre

Irish dancing at the theatre

We continue with our amazing trip to the magnificent city of Dublin. Your next stop now is at the Abbey Theatre. 

The Abbey Theatre is also known as the National Theatre of Ireland. It was opened in 1904 and since July 1966, the Abbey has been located at 26 Lower Abbey Street, Dublin 1 because the original building was burnt in 1951. 

Discovering Dublin is becoming a truly unforgettable experience!

bjaglin. Façade of the Abbey Theatre, by night (CC BY)

At the end of the session, you will have:

read about the Abbey Theatre and watched an Irish Dancing show.

organized information about Dublin at the Google site.

read and talked about the weather forecast. 

Why don't you take a look at what is on right now? Visit the official website of the Abbey Theatre. Which show would you choose? How much would you have to pay for one ticket?

Before attending the show you have chosen, you have to know that some traditional Irish dancing shows are sometimes scheduled in Irish theatres. One of the best world-known companies is Riverdance. At the videos section, you can take a look at this wonderful traditional Irish dancing which is always accompanied by traditional Irish music. Why don't you try to find some examples (on Youtube, Vimeo...) of the irish traditional music?. Here you have an example:

3276aj. Riverdance the final performance (Licencia estándar de YouTube)

Remember that the Abbey Theatre must be part of the route at your Google Site map.

Continue with your posts on Twitter (#taskcampaign and #EDIAdublin). Write a tweet telling The Abbey Theatre which show you would like to book. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

What's the weather like?

In this project, the task consists of a multimedia campaign with measures and tips to protect the environment. 

But sometimes, you can be also interested in the weather in your own town or city.

Giuseppe Milo. At sunset - Dublin, Ireland - Color street photography (CC BY)

Check out these exercises for help with words related to the weather and complete the tasks to practise and improve your vocabulary.

Once you finish reading and doing the activities, you have to prepare your oral contribution to this topic. You have to prepare a short paragraph where you talk about one of the following topics:

Are you interested in the weather forecast? Which media do you normally watch / listen to?

Can you, with a map, talk about the weather forecast of your town /city for the following days?

Which is your favourite season, spring, summer, autumn or winter? Why? 

If it rains and you cannot go out, what are your favourite indoor activities?

In order to prepare your oral paragraph, your reference will be the 'Rubric to assess informative/explanatory texts'.

You have to record your contribution and upload it to your Learning Diary. The title has to be: 'Talking about the weather'.

You can continue with your posts on Twitter (#taskcampaign and #EDIAdublin). Tweet the link of the your learning diary where you have uploaded your oral answer to one of the previous questions. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Your task: multimedia campaign to protect the environment

Task.  Step 4: Improve your campaign 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 campaign. 

Your challenge: Dublin at the Google Site

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

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

Each group ( 2 / 3 people) has to organize the information you have searched about Dublin at your Google Site. Creativity in the distibution 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 6: Posting the link to your group's Google Site about the Dublin Challenge. 

At this step, you have to write a new post including:

a summary of the oral explanation yoy have made about the weather.

the link of your challenge about Dublin.

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 #EDIAdublin

Creado con eXeLearning (Ventana nueva)

Irish Film Institute

Let's watch a classical film at the cinema!

Today we are going to visit one really traditional place in Dublin: The Irish Film Institute (formerly the Irish Film Centre), also known as the IFI, is both an arthouse cinema and a national body that supports Irish Film heritage. The IFI presents film festivals, retrospectives and curated seasons, along with independent, Irish and foreign language films overlooked by commercial multiplexes at its cinemas in the Temple Bar quarter of Dublin. It maintains an archive of Irish films and provides education in film culture. 

Irish Film Institute, Eustace Street, Dublin (CC0)

At the end of the session, you will have:

read and answered some questions about the Irish Film Institute.

learnt the use of quantifiers a little/a few / a lot of with countable and uncountable nouns.

designed the final version of your campaign.

Would you like to know more about the Irish Film Institute? Do you usually go to the cinema? How often do you go to the cinema? 

Click on the Irish Film Institute Official Website and try to find out the information (Read the questions and answer them):

What can you buy at the IFI shop? (To find out, visit the "Shop" section).

What time does the cafe-bar open? Do they serve the Sunday Brunch? (To find out, visit the "Cafe-Bar" section).

How much do you have to pay to become an IFI member? How much if you have a concession? (To find out, visit the "Membership" section).

You have to answer these questions in your learning diary.

Remember to include this place at your Google Sites map.

Continue with your posts on Twitter (#campaign and #EDIAdublin). Choose some of the shops you would like to visit at the Market and tweet their names. 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.

We have got a little time left in Dublin

We use quantifiers quite a lot in English. We can use a few, a little, a lot and lots of to mean "not very much", "not very many" and "plenty of". The one you choose depends on whether the noun is countable or uncountable.

Jenna Saint Martin Photo. 80 women cheering and wearing many different colors (CC BY-SA)

Let's read some more information about the use of countable and uncountable nouns. 

And in order to learn more about quantifiers, do the following activity: few, little and lots of.

You can design a digital poster to explain the difference between both types of nouns and quantifiers. In order to design a good digital poster, you have to take into account the 'Rubric to assess a digital poster'.

Your task : The final version of your campaign

Task Step 5: Designing the final version of your campaign.

After having visited this cultural place at the heart of Dublin, it is now time to design the final version of your campaign 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 campaign.

Learning diary

Learning Diary. Step 7: 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. Writing Tools (CC BY)

In addition, you have to post the links and other resources that you have found in your research, at your "Learning Diary".

You can also share the link of the post of your learning diary through Twitter using the hashtag #taskcampaign The 'Rubric to assess a Tweet' can help you do a good job in this social network.

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)

Kilmainham Gaol

Old Dublin jail!

Kilmainham Gaol was a prison in Dublin. Nowadays it is a museum. It was built in 1796 and some of the leaders of the Easter Rising against the British were imprisoned there in 1916.

Superchilum. Kilmainham Gaol Dublin (CC BY-SA)

At the end of the session, you will have:

visited Kilmainham Gaol. 

had fun singing one of the most famous songs by the Irish band "U2".

shared your multimedia campaign through different means.

At the official Kilmainham Gaol website, you can obtain some information about all the different activities you can do nowadays at the Gaol.

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

Which Luas line do you have to take and which is the nearest stop to Kilmainham Gaol? Is it the red or the green line?

What is the average length of a visit?

How much does an adult have to pay in order to get into Kilmainham Gaol?

What facilities can you find within Kilmainham Gaol?

Some very famous films were shot at this place:

In the name of the Father

Michael Collins.

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

Continue with your posts on Twitter (#taskcampaign and #EDIAdublin). You have to send a tweet with what part of Kilmainham Gaol you liked the most. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

I have already found what I was looking for in Dublin!

You have been visiting Dublin, capital city of the Republic of Ireland. One of the most important bands from Dublin is U2. U2 are an Irish rock band from Dublin. The group was formed in 1976 and it consists of Bono (vocals and guitar), The Edge (guitar, keyboards, and vocals), Adam Clayton (bass guitar), and Larry Mullen, Jr. (drums and percussion). Their lyrics focus on personal themes and sociopolitical concerns.

Learn some details about this U2's song: I still haven't found what I'm looking for'.

Would you like to play it and know its lyrics?. Choose the level of difficulty and have a good time: 'U2 - I still haven't found what I'm looking for'

Mystic Plug Records II. U2 -- I Still Haven 't Found What I'm Looking For [[ Official Live Video ]] HD

If you want to know further details about this mythical rock band, just take a look at their official website. 

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

Why don't you send them a tweet telling them you have been singing one of their songs? Their Twitter handle is: @U2

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

Continue with your posts on Twitter (#taskcampaign and #EDIAdublin). This is an open post about U2": you can recommend a song (explaining why), suggest some other webs about them, talk about any other irish groups, and so forth. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

Enjoy with this legendary band!

End of Task: Multimedia campaign to protect the environment

Task Step 6: Disseminating your multimedia campaign.

We have reached the end of this task. Now, we must share all we have done and specially our campaign to many different people and institutions.

First, it is time to make both parents and other teachers & students know about our campaign. Organize a public presentation of your campaign. 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 abour the work you have done.

Abdullah Bin Sahl. Waving Flags (CC BY)

In addition, a really amazing campaign like this would be perfect to be shared with people who work in institutions related with the natural environment. Scientists, members of non-governmental organizations, public administrators... How could you make it possible to make them know about your campaign and proposals? Share your ideas about this and look for a possible way to spread your work. An awesome campaign needs an amazing dissemination!

Remember that you have to share the campaign through Twitter using the hashtags of the project.

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

Learning diary

Learning Diary. Step 8: Upload your multimedia campaign links.

At this moment, you have to publish the links of your multimedia campaign 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 campaign links together and publish them to any of the following publishing websites:

Symbaloo

Listly

The links must be included on your personal blog. Make a new post explaining the meaning and objectives of your campaing and offering all the links and other informations.

Feedback

You can also share it through Twitter using the following hashtag: #EDIAdublin & #taskcampaign

Creado con eXeLearning (Ventana nueva)

St. Patrick's Cathedral

Arriving at the end of our journey!

Our journey to the city of Dublin finishes at Saint Patrick's Cathedral. It is also known as The National Cathedral and Collegiate Church of Saint Patrick, Dublin, or in the Irish language as Ard Eaglais Naomh Pádraig. Founded in 1191, it is the largest church in Ireland and one of Dublin's two Churches of Ireland cathedrals. It has a 43-metre (140 feet) spire.

Thpohl. StPatricksCathedralDublin (CC0)

At the end of the session, you will have:

visited St. Patrick's Cathedral in Dublin.

listened to a conversation about the city of Dublin.

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

If you visit its official website, you will have the chance of learning about the history of the Cathedral with this timeline.

Saint Patrick is also the patron saint of Ireland and the celebration is on March, 17th. You can obtain more details about the festival in Dublin at the Saint Patrick Festival website.

Miguel Méndez. St. Patrick's Festival, Dublin (CC BY)

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

Continue with your posts on Twitter (#taskcampaign and #EDIAdublin). Have you chosen which your favourite part of the festival or the parade is? Send a tweet with the name and the hashtag. The 'Rubric to assess a Tweet' can help you do a good job in this social network.

The city of Dublin

Once we have visited all the main landmarks in Dublin, let's listen to one of its inhabitants talking about Dublin as an international city: Marion talks about Ireland's most famous city.  

Miguel Mendez. St Patrick's parade 2013 (CC BY)

Listen to the conversation and answer the questions to check what you have understood. After having completed this project about Dublin, you have to do an oral contribution giving some good reasons to visit Dublin. As usual, record it and upload it to your personal Learning Diary.

In order to prepare this oral activity, you have to take a look at the following rubric to try to do it as well as you can. Your teacher can help you with your sentences. 'Rubric to assess an oral presentation'.

Your challenge: Dublin at the Google Site

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

falco. door (CC0)

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

Learning diary

Learning Diary. Step 9: Posting your Dublin Site and every audio / video outcome that you have produced.

Remember to post the Dublin sites and the audio /videos you have recorded to your personal Learning Diary. That way, 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 #EDIAdublin & #taskcampaign

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 in the project?

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

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

Have you found all the activities proposed in the project 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 an accomplishment 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

"Dublin" 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 "Dublin" 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.

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 y las emociones; describir situaciones presentes; expresar la opinión; expresar argumentaciones sencillas; reformular y resumir.

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 la expresión de la entidad y sus propiedades, cantidad y cualidad, la afirmación, la negación y la interrogación, relaciones lógicas habituales.

Léxico de uso común y de interés para el alumnado relativo a  lugares y entornos, ocio y tiempo libre, salud y actividad física, vida cotidiana, clima y 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.

Dublin Castle
Trinity College Dublin
Phoenix Park
National Gallery of Ireland
Croke Park
Grafton Street
Abbey Theatre
Irish Film Institute
Kilmainham Gaol
St. Patrick´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

Dublin Castle

To know all the outcomes of this project.

To be introduced to Dublin, the capital city of the Republic of Ireland.

To start thinking about what to include in their campaign in favour of protecting the environment.

1 session

Trinity College Dublin

To learn a lot of details about Trinity College.

To revise the use of comparatives and superlatives.

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

2 sessions

Phoenix Park

To read and answer some activities about animals in captivity. 

To start doing some research on their Google Site project.

To continue their Learning Diary and reflect on the activities they are doing in this project.

2 sessions

National gallery of Ireland

To visit the National Gallery of Ireland virtually.

To listen to two people talking about what a zoologist is.

To learn  more vocabulary related to environment.

3 sessions

Croke Park

To visit Croke Park sports stadium.

To know the difference in pronunciation between /e/ and /æ/

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

2 sessions

Grafton Streeet

To use a thinking routine about Grafton Street.

To revise and practise quantifiers in English.

2 sessions

Abbey Theatre

To read about the Abbey Theatre and watch an Irish Dancing show.

To organize information about Dublin at the Google site.

To read and talk about the weather forecast. 

3 sessions 

Irish Film institute

To read and answer some questions about the Irish Film Institute.

To learn the use of quantifiers a little/a few / a lot of with countable and uncountable nouns.

To design the final version of their campaign.

3 sessions

Kilmainham Gaol

To visit Kilmainham Gaol. 

To have fun singing one of the most famous songs by the Irish band "U2".

To share their multimedia campaign through different means.

 2 sessions 

St. Patrick´s Cathedral

To visit St. Patrick's Cathedral in Dublin.

To listen to a conversation about the city of Dublin.

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 informative or explanatory texts

Rubric to assess an oral presentation

Rubric to assess a digital poster

Rubric to assess the project, Dublin

rubric to assess blog posts

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 learning process. It is also useful for the teacher to control the student´s  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 unit.

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

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- Credits and download -

Title | Dublin | 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: Dublin" from Cedec's  EDIA project.

Creado con eXeLearning (Ventana nueva)

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Licensed under the Creative Commons Attribution Share Alike License 4.0

Creado con eXeLearning (Ventana nueva)