THE SESSION

the conclusion

the introduction

the body

Novel Escape Room de Francisco Javier Monje Cortés està subjecta a una llicència de Reconeixement-NoComercial-CompartirIgual 4.0 Internacional de Creative Commons Creat a partir d'una obra disponible a https://view.genial.ly/633721639a622200117d8309/interactive-content-novel-escape-room

t h es e s s i o n

to be found within one station in class

to be found within one station in class

to be found within one station in class

TEXTS suitablefor an advanced level

TEXTS suitablefor a basic level

LOWER-LEVEL TEXTS

the students are divided into their groups and watch/have a look at resources which they can choose and are varied. information about how the stories were made is elicited from them via a short presentation or drawing on the board. After the teacher modeled explaining a story. the ideas are written on the board by the teacher.

theintroduction

2ND: ORALLY, VIA A CANVA PRESENTATION WITH THE SAME TUTORIAL, OR AS A DIALOGUE, BASED ON THE SAMPLES OF THE RESOURCES.BY MEANS OF THE CANVA, THEY COULD RECORD THEIR VOICES TO MAKE THE STORY, OR THEY COULD SHOW PHOTOS OF THEIR CHARACTERS, THE SPACE AND THE TIME, TO THEN EXPLAIN OR REPRESENT THEIR STORY BESIDE THAT.

1ST: WRITING, VIA CANVA, WITH A 3-MINUTE TUTORIAL, OR ON A PAPER.

THE INFORMATION WOULD BE IN DIFFERENT FORMATS.ALSO, THE STUDENTS WOULD BE GIVEN THREE OPTIONS TO DEVELOP THEIR STORY:

IMPORTANT ASPECTS ABOUT THIS EXPLAINED PART OF THE CLASSARE THAT THE STUDENTS WOULD RECEIVE THEIR EXAMPLES ONLINE AND WITHIN THE SAME STATIONS TO BE ABLE TO CHECK THEM AT ANY TIME. SEE THE SECOND SLIDE FOR THOSE EXAMPLES. ALSO, THE STUDENTS WOULD RECEIVE SEVERAL RESOURCES TO CHECK PROBABLY NECESSARY GRAMMAR REMINDERS, WHEN NEEDED. E.G.:

The students would spend some time writing their storiescooperatively and taking notes about who did which part of the work. they would write/DRAFT two stories per every 2-3 mates, and they would revise their work and that of their mates every now and then for advice on structures or to give ideas from the resources that they read/watched/listened to during the introductory part of the lesson.

thebody

THE STUDENTS WOULDREPRESENT THE STORY IN FRONT OF THEIR MATES. AGAIN, AS AN AUDIO IF TOO SHY, OR ELSE VIA READING THEIR WRITINGS OR MAKING A DIALOGUE OR A PRESENTATION, WHILE ALSO USING ANY ELEMENTS that they could want. the dialogues could appeal to shy students because they would represent other people.

the conclusion