TASK 13: Kahoot.

TASK 12: create a YouTube video.

TASK 11: Google Forms and Flubaroo.

TASK 10: publish your materials in Issuu.

TASK 9: ESL video.

TASK 8: Webquest.

TASK 7: Google Slides.

TASK 6: HotPotatoes.

Tom's diner cloze

Gap-fill exercise

Fill in all the gaps, then press "Check" to check your answers. Use the "Hint" button to get a free letter if an answer is giving you trouble. You can also click on the "[?]" button to get a clue. Note that you will lose points if you ask for hints or clues!

I am in the morning at the diner on the corner
I am at the counter for the man to pour the coffee
And he it only halfway and before I even
He is looking out the window at somebody coming in
"It is always nice to see you," says the man behind the counter
To the woman who has come in she is shaking her umbrella
And I look the other way as they are kissing their hellos
And I'm not to see them and instead I pour the milk
I open up the paper there's a story of an actor
Who had died while he was drinking it was no one I had heard of
And I'm turning to the horoscope and looking for the funnies
When I'm feeling someone me and so I my head
There's a woman on the outside inside
Does she see me? no she does not really see me
'Cause she sees her own reflection
And I'm not to notice that she's her skirt
And while she's straightening her stockings her hair has gotten wet
Oh, this rain it will continue through the morning
As I'm to the bells of the cathedral
I am thinking of your voice and of the midnight picnic once upon a time before the rain began
And I my coffee and it's time to catch the train

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Tom's dinner cross

Crossword

Complete the crossword, then click on "Check" to check your answer. If you are stuck, you can click on "Hint" to get a free letter. Click on a number in the grid to see the clue or clues for that number.

1	2
					3				4
	5						6
7							8

Across: 1. The children are ________ they are cowboys. 5. The waitress tossed our food down on the ____________. 7. She __________ some milk into her coffee. 8. The earthquake was__________ the house.

Down: 2. The __________ of the sun on the water. 3. The police tried for weeks to _____________ the thief. 4. He __________ surrendered to their demands. 6. She ________ her head and look around.

TASK 5: create a webpage.

TASK 4: write a book with Tar Heel Reader.

TASK 3: create Voicethread.

TASK 2: create a Piclit.

TASK 1: legal framework of ICT in ESO.

The last decade new technologies have had a lot of presence in everyday life in our society so, the generation now is in the high school is technology-literate. They were born simultaneously with the boom of new technologies and both teenagers and new technologies have grown hand in hand. Any legal framework which expects to be successful in the matter of teaching a foreign language, as it is the English language, must consider the fact explained before and realise that new technologies can be an asset in the classrooms.

According to the legal framework proposed by the LOMCE, most of the linguistic activity is done by means of technologies, accepted legal framework as frequent support of oral and written texts so, the digital competence is a substantial part of the communicative competence. These technologies facilitate the self-study, self-evaluation and the oral and written interaction in virtual contexts.

The five block (Bloque 1: Comprensión de textos orales, Producción de textos orales: expresión e interacción, Bloque 3: Comprensión de textos escritos, Bloque 4: Producción de textos escritos: expresión e interacción y Bloque 5: Elementos transversales a la asignatura) which constitute this framework of English as a foreign language in ESO develop the audio-visual communication as a learning strategy. Digital resources are essential tools to initiate students into autonomous mechanisms to learn a foreign language adapted to levels and communicative skills. Moreover, the main role of these resources is as a transversal element in evaluative activities in oral situations.

As a conclusion, the legal framework of ICT in ESO raises awareness of the importance of integrating ICT skill in our teaching work. ICT plays a fundamental role in the practical side of the learning (communication) and in the autonomy of the learner.  On the one hand, it provides students an endless range of vocabulary and information by means of a lot of digital dictionaries. Besides, the legal framework sees blogs, specialised webs, wikis, etc as essential tools to search, select and organised information. On the other hand, students have the chance to be prosumers creating and editing digital content. Also, it encourages the use of ICT to collaborate with the rest of the group to plan the works, give ideas and understand other’s ideas to create a collective product.