Christmas time with Genially

 Hi my pupils!

Today I would like to share with you an amazing resource created with the help of Genial.ly and also thanks to a great activity created by my virtual mate Sahman (Click here to visit the activity) that served me as inspiration. 

  Click here to see it in a large size

This activity is designed to be carried out by my students but, as we haven´t had much time to do it, I´ve decided to post the template that I will use to explain what they have to do in a cooperative way. The main goal of this project is to practice linguistic skills but also the integration of all linguistic skills such as listening, speaking and interacting, reading and writing. Thus, students will learn basic vocabulary related to Christmas in an unconscious and a funny way. As the other activity, the steps must be clear:

1. Choosing the topic: This time, the vocabulary is connected to Christmas. They have to work on the video presented in class.

2. Establishing groups: Groups will be distributed randomly 2 or 3 students. As always, my role as a teacher is to control the heterogeneity of these groups.

3.  Learning how to use Genially: First, I will show a template that I previously created in order to explain what they have to do and then, they have to create a quiz game with the vocabulary of the song. But first, they must do a draft that I have to check before presenting on Genially that they keep it in their Portfolios.

4. Timing: Considering they have different rhythms of work and paces of learning, I will take into account their abilities and their personal characteristics when looking at the timing. Therefore, I planned the following:

PRE-TASK	Session 1	Review vocabulary
	Session 2	ICT lesson
WHILE-TASK	Session 3	Working on the template
	Session 4	Working on the template
	Session 5	Working on the template
PRACTICE	Session 6	Presentation of the Final Task (Genially project)
POST-TASK	Session 7	Evaluation and vote for the best

5. Evaluating: The development of the Key Competences requires reinventing the evaluation in order to assess the use that students make of a learning situation. Thus, I will use as the main instrument of the final task a rubric of linguistic skills and Key Competences which allows me to carry out a direct observation of my learners ‘performances and to work on their linguistic competence.

It has five items (presentation, use of vocabulary and use of grammar, attitude towards the L2 and the principle of intelligibility) according to the different learning rhythms of work of my pupils. This instrument provides the competency profile of the area, so it´s a tool used to interpret and grade student’s work.

Finally, when pupils have finished their performances, they have to vote for the best. This is evaluation by peers where students evaluate their classmates with constructive feedbacks.