Safer Internet

Welcome to this virtual site which presents you an entertaining experience with one main objective: learning English through collaborative work.

'Safer Internet' presents you relevant contents related to Internet security. Within this project, you can practise the English language with Internet-related vocabulary and grammar aspects such as Present Simple and Past Simple basic sentences. Throughout the sections, you will also learn about some tips on how to recognize secure websites and how to search the web effectively.

PublicDomainPictures. Internet (CC0)

You and your classmates will learn in a meaningful way as you will have the chance to apply the language contents that you learn on authentic English practice opportunities called 'missions'. These missions will lead you to achieve the big final challenge: a presentation of a safety campaign based on a secure Internet use.

The Internet could be a very positive step towards education, organization and participation in a meaningful society.

Noam Chomsky

We encourage you to participate in this adventure and get the most of it!

Open Educational Resource by EDIA Project - Cedec.

English. Compulsory Secondary Education.

Author: María José Alcaina Fort.

Licensed under the Creative Commons Attribution Non-commercial License 4.0

Creado con eXeLearning (Ventana nueva)

About the project

Our project. General information

Before you get engaged in this online project, it is important that you know about what, when and how to do all the tasks required. To start with, you must know about the missions that you will be fulfilling.

Stokpic. Ordenador portátil (CC0)

Each section of the project presents some relevant language contents to you through website links related to grammar, key vocabulary and listening and reading comprehension activities. We recommend that you practise hard these contents because they will help you perform more easily the following missions:

A slide presentation on the functioning of the Internet.

A recording of a self-invented character.

A written text based on life before and after the Internet.

A board with tips to go online safely.

A poster based on secure websites.

All these missions will lead you to the accomplishment of a final challenge which is based on a flyer promoting a safer use of the Internet.

The tools that you are going to use to design and edit your work in the missions and the challenge are:

Cacoo, an online tool with which you will use to work on key vocabulary.

Canva, which will enable you to design and create your own charts.

StoryboardThat. You will use this online app to prepare the drafts for your presentations.

Google Slides or other computer programs such as OpenOffice or LibreOffice to create slide presentations.

Voki, a tool which will enable you to create a character and record your voice.

This project emphasizes collaborative work, which means that you will be working in pairs and small groups. However, do not forget that your teacher can help you whenever necessary on your way towards the big final challenge.

Notice that you will be performing several missions and we are sure that, by the end of this project, you will be proud of your great work, which you can prepare, publish or share with the help of the online tools and apps listed below.

To publish, you will use Weebly site. An email account is required to create your own site where you will be posting all your missions. Within this site, you will create a blog entitled 'Internet project', in which you will be including relevant information regarding your learning process.

To share your work with your classmates, you will use Pinterest, a digital board where you can publish your tasks and share them with your classmates.

Throughout the project, your teacher may award you with a badge from Open Badges in case of excellent performance.

Evaluation

Your progress on this project will be assessed according to the following criteria:

Teacher's evaluation: your teacher will use the assessment rubrics to evaluate your work on the missions and the final challenge. 

Rubric to assess a slide presentation'  (download in editable odt format, download in pdf).

Rubric for assessing your Voki recording(download in editable odt format, download in pdf).

Rubric for assessing informative/explanatory texts (download in editable odt format, download in pdf).

Rubric for assessing your board on Pinterest (download in editable odt format, download in pdf).

'Rubric for assessing your digital poster (download in editable odt format, download in pdf).

Rubric for assessing a digital site (download in editable odt format, download in pdf), where you will publish all your work of this and other projects.

Rubric for assessing the project (download in editable odt format, download in pdf) is the general rubric for the project.

Peer evaluation: you will assess other partners by creating your own assessment sheet with the items that you consider as appropriate or by using the assessment rubrics listed above.

You will self-evaluate the final outcome using the rubric for assessing the project. This rubric brings together the main criteria for assessing your missions and challenge.

Teacher's observation in class based on your degree of participation in the project and how well you perform all the missions.

As you can see, you will get entirely involved in this project by acquiring, creating and sharing contents as well as assessing both, your own and you classmates' work.

Let's get started!

You and your classmates can be considered as 'netizens'  as you probably use the Internet for several things in your daily life. Actually, you were born after it was invented!

Geralt. Web (CC0)

One of the purposes for using the Internet is to communicate with other people. Can you think of several ways in which people can communicate when they go online? Comment your ideas with a classmate.

Read the BBC Bitesize page and learn some relevant information. After reading, discuss with your classgroup the questions below about different ways of communicating using a digital device. 

Which way of online communication do you use the most?

Which one does not require Internet connection?

Is there any that you do not know how it works? Which one?

Now that you are aware of the different ways in which you can communicate through the Internet, let's learn about how it really works. Read the text 'How does the Internet work?' and  find it out.

Identify and comment with your classmate on key vocabulary about the Internet. In case that you do not know any key word, search it at the Wordmap site and you will be able to check on a map which is the equivalent word in your mother tongue. You just need to click on the zone/country where you are from.

Watch and listen carefully to the video How does the Internet really work? Can you recognize other Internet-related words?

Sign in at cacoo.com and draw a chart entitled 'Internet words'. Include all the internet words and expressions that you have learnt and share your chart with your classmates using the online tool Pinterest. Remember to use images to illustrate your chart.

Sign in at weebly.com and create a site entitled 'Safer Internet'. Here, you will create a page with the name 'Internet vocabulary' where you will include a link to your chart.

If you want to extend your knowledge on Internet vocabulary, click on the activity links below.

Activity 1

Activity 2

Activity 3

Tip: you need to practise these key words and expressions as much as you can because you will be required to use them later.

Say it simply!

We would like that you and your classmates put into practice what you have learnt about the functioning of the Internet. Get together in groups of three students and prepare a presentation to explain to your classgroup about how the Internet works. 

StartupStockPhotos. Presentación (CC0)

In order to fulfill your mission successfully, follow these steps:

You are going to prepare a presentation using Google Slides, OpenOffice or LibreOffice. Google Slides is ideal to work collaboratively with other students from your group as you all will be able to edit whatever you want even if you are using your computer from home!

Distribute among the members in your group the information that you need to search and add to your presentation. If necessary, use the StoryboardThat tool to prepare a draft.

Each slide must contain a brief and concise text. Do not include too much information.

Include attractive images to illustrate your slides.

Use as many Internet-related words as possible.

On a fixed day, your teacher will tell you to show your slide presentation in front of your classmates and take turns to explain about how the Internet works.

You can read the criteria that your teacher will use to evaluate your work at the 'Rubric for assessing your slide presentation' (download in editable odt format, download in pdf).

After presenting your work, it is a good idea that you post it on your Weebly site. Concretely, include it in a new page that you will entitle 'My digital resources'. Besides, we invite you to share it with your classmates on Pinterest so that you can receive comments on the great work you have done. 

Learning diary

In this mission, you are going to start creating your Learning Diary (download in editable odt format, download in pdf). It will help you reflect on what you are learning and, most important, what the best way for learning is.

Peter O'Shea. Writing tools (CC BY)

In your Weebly website, you have the possibility to create a blog which you will entitle  'Internet project'.

After reading all the instructions related to your first mission, we encourage you to reflect and answer the questions below in your diary. Make a first post on your blog with the title 'About the project' and write your answers.

How could I sum up the sequence of contents I am going to deal with? What do I have to achieve to overcome the mission?

From my point of view, what aspects or tasks are the most important to be developed in this project? What do I expect to learn throughout this work project?

What difficulties may I face? What ideas come to my mind for developing the content sequence?

What doubts do I still have?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please, we strongly recommend you reflect and think about the development of your first mission:

Is it clear for me how to access and manage the site where I will be publishing all my work based on this and other projects?

Am I able to prepare a slide presentation on how the Internet works?

Do I know how to share my presentation with my classmates?

Creado con eXeLearning (Ventana nueva)

Internet world

Online Users

The Internet has changed our lives and provides us with the capacity of searching and acquiring all type of information, products or services in a simple and fast way. In this section, you will learn about users' main purposes when they go online.

At the end of this section, you will have...

revised and learnt vocabulary related to Internet uses and professional activities.

revised and learnt present simple tense.

expressed purpose with to + verb and for + verb-ing.

recorded and reported some information about a self-invented character.

The fact of being working on this project means that, right now, you are using the Internet to learn English. What other Internet uses can you think of?

Geralt. Teen (CC0)

Within this section of the project, your mission consists of creating a chart about Internet uses.

Follow these steps

Click on this image and think about your own purpose/-s when you get connected to the Internet. Then, with a classmate, comment on the Internet uses that both of you share.

Sign in at cacoo.com and create your own chart about Internet uses. Include three columns entitled 'My use', 'My partner's use' and 'Other users'. So far, you will only need to complete the two first columns with the information that you have read and received from your classmate. Watch the Slideshare presentation '10 Top uses for the Internet' and add new information to your chart.

What about the third column? You are going to complete it just after searching some information about other people's profiles and their purposes to get connected. For example, a businessperson or a tourist. What do you think they use the Internet for? With your classmate, think of three different professional profiles and complete your chart. You can have some extra help by watching the video Who uses the Internet and what for? and/or visiting the Merriam-Webster visual dictionary site.

After finishing your chart, please share the link on Pinterest with your classgroup so that they can help you implement its content with other professional internet uses. Remember to include images to illustrate your chart and to collaborate by completing other classmates' charts.

Apart from sharing your chart, it will be nice if you post it on your Weebly site, on the page that you have entitled 'Internet vocabulary'. Remember that this is the page where you will include all the key words and expressions related to the project topic.

Note: practise as much as possible this vocabulary about Internet uses because you will need to use it in your final challenge: a safety campaign concerning internet use.

Creating a Virtual Profile

As you know, people have different purposes to go online depending on their necessities and occupations. Watch the sentences below:

What does a tourist use the Internet for? You have several ways to answer this question:

A tourist uses the Internet to look for interesting destinations.

A tourist gets connected to the net for searching for  the cheapest flight.

Before you start your mission, we recommend that you revise grammar structures containing the Present simple tense at Agenda web. Also, it is advisable that you revise and practise common expressions to express purpose at  the web page My english pages.

Geralt. Personales (CC0)

Your next mission in this project consists of creating some self-invented online characters. This mission will allow you to keep on practising vocabulary on Internet uses. Get together in groups of three and  create three avatars representing three different people's profiles.

Please, follow the instructions stated below.

Your teacher will put you in groups of three students.

Each group will create three avatars using the online tool Voki.

Before recording your voices, you need to prepare a draft with StoryboardThat.on each avatar's main activities. To do this, you  can do some Internet research to get information.

Focus your draft on the avatars' main internet uses, that is, what they normally use the Internet for.

When you finish, share your vokis on Pinterest following the instructions that you will find at the official Voki blog. Don't be shy and add comments on your classmates' avatars.

The criteria that your teacher will take into account to assess your performance in this mission are stated within the 'Rubric for assessing a voki recording' (download in editable odt format, download in pdf).

Your learning diary

As you did in the previous section, reflect on how you have performed this mission in your Learning Diary (download in editable odt format,download in pdf) .

Peter O'Shea. Writing tools (CC BY)

Create a new post on your blog with the title  'Internet world'  and answer the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you didn't understand?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please we strongly recommend you reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now.

Please, clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Now and Then

Life with no Internet

The Internet has not always existed. It was first used at the end of the sixties. Can you imagine what life was like before the great invention of the Internet? Within this part of the project, you will be able to compare certain aspects of life before and after the Internet.

At the end of this section, you will have:

revised vocabulary based on daily routines and places.

learnt about the names of some online apps and services.

revised the use and form of present and past simple verbs.

written down an article dealing with people's daily life before and after the Internet .

In order to start, please enter the site SEO for breakfast and watch the image about Life before the Internet. Read carefully all the information. 

PublicDomainPictures. Retrato (CC0)

With a partner, comment on the different internet services and agree with each other on what people use them for. Use the name of the Internet services below. For example, People buy all types of things on eBay.

Tip: use Google to search for information on the Internet services that you do not know.

eBay

YouTube

Doodle

Twitter

Facebook

Amazon

And what about the times before the Internet existed? Can you explain how and where people bought things or spent their free time? Have a look at the same image and, with your partner, write down sentences referring to past actions. For example, People used to buy all sort of things at the shopping centre. Click on the englishexercises webpage and revise names of places in a city.

Tip: practise the Past Simple tense by doing the activities at the agenda web site and revise the List of irregular verbs at the learnenglish.britishcouncil site.

Individual work

Before taking the next step, we recommend that you reinforce the use and form of the Present simple and Past Simple with an interactive activity at the Tolearnenglish site.

Sign in at canva.com and draw a chart with two columns entitled Before the Internet and Nowadays. Write down sentences in Present Simple and Past Simple based on the information that your partner and you have commented previously on the picture. 

You can have some more ideas for your chart if you read the comic stripes included in the Sodahead site.

Publish your chart on your Weebly site and share it on Pinterest with your classmates so that they help you complete your chart. Remember that you must try to implement your classmates' charts.

Work hard on the vocabulary and grammar structures presented in this section as they will be very useful for you when performing your next mission and the project final challenge.

The digital divide

Being connected to the Net makes possible that your friends from far away and you can communicate in real time. You can also search information by just googling it. These are just two examples of Internet uses that you have probably included in your chart above. But life was not always that way.

Take the elderly people for example. They did not play online games or chat with friends on Twitter. In that sense, their life when they were younger was very different from your life nowadays, isn't it?

Bykst. Medios de comunicación social (CC0)

You are about to start a mission consisting of writing a composition about the daily life of two people, a teenager and an elderly person who was born much earlier than the Internet came into existence.

Please, follow the guidelines below:

Your teacher will put you in groups of three students.

You will prepare a set of questions for both the teen and the old person.

These questions must be based on their daily routine. Remember that you need to extract information from the old person's life before the Internet, so you are required to use questions in the Past Simple tense.

The set of questions that is addressed to the teenager must be based on their current lifestyle. In this case, you must prepare questions in the Present Simple.

Create two boards on Pinterest, one entitled Life before the Internet and the other one, Life after the Internet.

Share the questions that you have prepared with other groups so that they can include the answers in the board playing the role of both, the teenager or the old person. Likewise, participate by answering other group's questions.

The information about the two fictional characters that your classmates and you have brainstormed and added to the boards will be the basis on which you will write a text about what life was like before and after the Internet.

We recommend that you revise this list of connectors as they will help you sound more fluent in English and will provide your text with a logical and clear structure. In order to reinforce what you know about transition words for expressing contrast, click on the video Write Well in English  and practise with some of them just before you start writing.  

You can read the criteria that your teacher will consider to evaluate your text at the 'Rubric for assessing informative/explanatory texts' (download in editable odt format, download in pdf).

When you get your text ready, publish it on a page of your Weebly site that you will entitle  'My writing guide'.

Your learning diary

Did you manage to ask and answer questions in Present Simple and Past Simple? Are you proud of your writing task? Open again your Learning Diary (download in editable odt format, download in pdf)  on your site and write down your reflections on your work progress.

Peter O'Shea. Writing tools (CC BY)

Create a new post on your blog with the title  'Now and Then' and answer the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you didn't understand?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please we strongly recommend you reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now.

Please, clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Post smartly

Think before you post!

The world wide web, or just the web, offers a lot of great possibilities for commerce, media, culture, entertainment and communication, but sometimes, people can be in danger if they do not surf the web in a responsible way.

At the end of this section, you will have...

Reflected on what contents you can publish and share on social networks.

Revised and learnt vocabulary related to Internet dangers.

Revised and learnt modal verbs to express advice.

Created a list of tips on how to use the Internet safely.

Geralt. En Línea (CC0)

For a start, let us focus our attention on the social media. Enter the  Common sense media site and watch the animation. With a partner, discuss the questions below.

What contents can people publish on social networks?

Do you think that people are in danger if they publish these contents on Facebook or Twitter? Why / why not?

As you know, teenagers usually use Twitter or Facebook to communicate online with people. But using these and other networks can be sometimes dangerous. 

With your classgroup, brainstorm possible dangers of the Internet. Click on this image and comment with your classgroup on different Internet dangers. If you do not know the meaning of the words, use the Cambridge dictionary online. 

Which of the Internet dangers is directly related to sharing information on social networks?

Do you feel like enjoying yourself while learning other advisable things about using social networks? Click on the animated video Oversharing: think before you post  and listen to a rap song in which some tips are given. If you want to follow the lyrics open the 'Top ten things to think about' list.

When you want to give advice to somebody, you can use the modal verbs Should and Shouldn't. Learn about the use and form of these verbs on the video Should/modal verb and have some practice at the english exercises page. Practise hard these language contents because you are going to use them in the mission below and in the final challenge.

How to keep safe?

In this mission, you are going to work in groups of three. Your work consists of giving some tips about some Internet uses.

Geralt. Protección (CC0)

Follow the instructions below:

Your teacher will put you in groups of three people.

Each group has to choose three online uses. For example, posting videos, chatting with friends, etc.

Create a board on Pinterest and write several pieces of advice on Internet security in accordance with the online uses you have chosen.

Share your board with other class students and add ideas to other groups' boards.

Include images to illustrate your boards.

Copy the link to your board on your Weebly site, in the page entitled 'My digital resources'.

Read the criteria that your teacher will use to evaluate your work at the 'Rubric for assessing a board on Pinterest'  (download in editable odt format, download in pdf).

Learning diary

One last thing, but not the least. It is very important that you reflect on how you felt while you were learning the contents and creating and sharing your board.

Peter O'Shea. Writing tools (CC BY)

Create a new post on your blog with the title  'Post smartly' and answer the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you didn't understand?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please we strongly recommend you reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now.

Please, clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Search and find

'S' for security

Actions such as checking the weather or reading the news online do not take any risks regarding personal security. However, entering your private information to access your bank account website or to buy clothes online can be dangerous. People usually search for all kind of websites using search engines such as Google, Yahoo, Bing and Ask, among others. But, are all the websites secure?

At the end of this section, you will have...

listened to some information about secure websites.

practised modals of obligation and necessity.

carried out a webquest about secure and fake websites.

designed a digital poster on secure websites.

Click on the Secure Websites video and listen carefully to some important information. Then, with a partner, comment on how you can get to know whether a website is secure. But first, it is advisable that you check the meaning of words such as reliable, trust and fake.

Geralt. Búsqueda (CC0)

Before discussing with the classgroup on the video contents, we suggest that you watch the Engvid video and revise the use of verbs of necessity and obligation such as Have to and Need to. Practise these forms and Mustn't for prohibition at the grammarbank site.

Have you understood the use of these verbs? Can you produce sentences to talk about what a secure website has to be like?

Follow these steps:

In pairs, discuss about secure websites. Read the information on the BBC Bitesize webpage and the text on the document 'Evaluating digital content' and get some more ideas about how to evaluate positively a website . 

Create a chart using cacoo.com and type the headings A good website needs to have/be... ; You have to... and You mustn't... Complete the chart with your ideas. Then share it on Pinterest so that your classmates can include their comments and you can comment on theirs.

Post the link to your chart on the 'Internet vocabulary' section on your Weebly site. It will be very useful if you keep all the key vocabulary about the Internet because you will need it for carrying out your final challenge.

Your webquest

Your mission is focused on a guided webquest that you are going to carry out together with two other students.

First of all, read the instructions below to perform your webquest accurately:

Your teacher will put you in groups of three students. 

You need to have Internet connection to browse websites related to the following situations:

You want to buy some clothes on an online shop.

You want to know about what is going on in the world. In this case, you need to find a digital magazine or newspaper.

You need to check how much money you have in your bank account. Search for a bank website that you are familiar with.

You would like to book plane tickets for your next holidays on a travel website.

You need to find information for an academic essay on social sciences or any other subject.

You want to get in contact with new epals.

You have to take some screenshots of the parts of the websites that prove to be secure. Save the screenshots as images into your computer.

Geralt. WWW (CC0)

The objective of this mission is that you visit and evaluate several websites or webpages regarding their degree of security and confidence. Please, consider the questions below:

Do you have to enter personal details to access the website? 

In case that you have to register, is the website secure? Why/ why not?

What kind of information do you have to enter?

Did you find easily the information that you wanted?

Do you think that the information that is shown on the website is reliable? Why/why not? Who wrote the information?

With your group, put the webpages that you have visited in order, from more secure or reliable to less secure. Compare your order with another group's list of websites.  Are the website types that you have found in the same order as the ones from the other group?

Sign in at canva.com and design a digital poster showing what a good website has to look like. Remember to include some of the screenshots that you have taken and sentences starting like this: A secure website needs to be/have; A reliable webpage has to...; You mustn't...

Share your poster and comment on your classmates' posters on Pinterest. Also, post it on your Weebly site, on the page entitled 'My digital resources'.

Your teacher will evaluate your work according to the criteria stated in the 'Rubric for assessing a digital poster' (download in editable odt format, download in pdf).

Learning diary

We hope you finished your mission successfully. Reflect on how you performed it and write down your reflections and thoughts about your learning process in yourLearning Diary (download in editable odt format,download in pdf). This will help you become aware of what you have achieved or what you need to reinforce.

Peter O'Shea. Writing tools (CC BY)

Create a new post on your blog with the title  'Search and find' and answer the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you didn't understand?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please, we strongly recommend you reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now.

Please, clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Safety campaign

Promoting security

You have come to the last stage of this entertaining adventure about the Internet in which you are going to face a final challenge that will let you show yourself what you have learnt all along the project.

At the end of this section, you will have:

gathered and revised all the contents that you have learnt.

designed a flyer promoting a safer use of the Internet.

promoted your work on the web and social networks.

Bykst. Internet (CC0)

As you did in the other missions of the project, you are going  to carry out the final challenge consisting of a campaign based on Internet security with other students. Remember that you and your classmates  can learn a lot by working collaboratively.

Your challenge

Before you start up creating your flyer, we suggest that you revise all the work that you have done so far: take a look at key vocabulary and the grammar structures you have practised, revisit the pages that you found interesting in the previous sections  and, if  necessary, watch the videos again.

Are you ready now for facing the final challenge? Please, read carefully the instructions below.

Geralt. Ordenador portátil (CC0)

Your teacher will gather you in groups of three students.

All of you are now experts and want to promote a safe Internet use in your school community with a flyer.

Create and design the flyer using the online tool canva.com or any other digital tool. 

Write a brief, clear and concise text which must deal with these contents:

>Inform about the benefits of using the Internet nowadays and refer to what life was like before its invention.

Mention possible dangers when people go online. 

Refer to the characteristics of secure websites.

Give advice to Internet users on how to avoid dangerous situations when they go online.

Upload and include some attractive images in your flyer.

Use key vocabulary and the grammar structures that you have practised throughout the project.

After finishing your flyer, share it with you classmates on Pinterest. At the same time, you should comment on other groups' flyers. Copy your flyer url link to your Weebly site, on the page entitled 'My digital resources'.

Promoting your work

You have made a great effort to complete all the missions and the challenge within this project. At this final stage of the project, we encourage you to show it to as many people as possible. The promotion of your project is a very important part of your work. Otherwise, what is the point in doing such a hard work if nobody knows about it?

OpenClipartVectors. Proyecto (CC0)

In order to make this possible, we present you three different activities you must / could develop:

Why don't you show all your work to your family, friends and classmates? In groups, you will prepare and develop a complete presentation of your work. The final result can be developed in the classroom or/and recorded as a video that will be uploaded on a channel.

We want you to promote it by using the social network Pinterest. Here, you can create a board where you must include all the links to the outcomes that you have completed. Remember to insert images to illustrate each mission. You will find out the number of people that pin your tasks, which means they like them a lot.

Another promotional activity can be done by using your own school web page. Your teacher will create a page entitled 'English Portfolio - 2nd Year CSE'  in your school website and will include the links to your classmates and your own Weebly site. This would be not only a good way of promoting your work within your school community, but also a way of reaching a higher number of people interested in learning English through collaborative projects.

Any other ideas? Can you imagine other ways of promoting your work?

Learning diary - Project assessment

Your participation in this project will be completely finished after you evaluate your own experience all along your learning process. 

Peter O'Shea. Writing tools (CC BY)

Please, enter the documents below and answer the questions.

Classroom experience assessment (download in editable odt format, download in pdf) 

Reflection on your project work (download in editable odt format, download in pdf) 

By answering the questions, you will become aware of all the work that you have been able to do easily and of the difficulties that you may have come across. Besides, from your evaluation, your teacher will find out which contents and aspects of the project were meaningful to your learning process and which ones need to be modified because they did not help you achieve the project objectives.

You can discuss the questions with some classmates with whom you have shared the missions and challenge.

Finally, add your answers to 'Internet project', the learning diary that you have created in your site. Create a final post summarizing all these reflections. In this case, you will decide the title of this post.

Feedback

At this point, it could very useful for you to focus on these questions:

Did you have the same difficulties as your classmates in the accomplishment of the missions?

Which missions did you find the most difficult to carry out?

Has collaborative work been a positive experience to you? Why/ why not?

Do you prefer learning from textbooks or from online projects like this one?

Creado con eXeLearning (Ventana nueva)

- Didactic Guidelines -

Didactic proposal

Safer Internet is the second resource within the series of open educational resources entitled What a Digital World! aimed at EFL  students of the 2nd year of compulsory secondary education. However, as a teacher, you can  implement this material  on other levels, by adapting or modifying  its contents. 

Throughout its sections, students will  learn about some tips on how to recognize secure websites and how to search on the web effectively. With this resource and regarding the new education law, students will also learn and practice contents, procedures and attitudes related to the basic knowledge areas  of communication, multilingualism and intercultural values.

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Download this Didactic Guideline in editable format or in PDF.

By working on this resource, students will face some individual activities, but also some collaborative  tasks  and a final project in which they will use all their knowledge and will demonstrate how able they are to develop and consolidate some specific and key competences  in several  learning situations similar to those in which people may get involved in real life.

Safer Internet has been designed to achieve the following objectives:

to learn while working on a project.

to encourage collaborative work, since most assignments require information sharing and interaction with other students.

to foster students' self-learning process by using IT resources.

to reinforce students' communicative skills through activities of listening and reading comprehension, but above all, through tasks which they must produce their own oral and written messages.

The project includes several stages that students will need to go through to eventually do the final challenge based on the design of a flyer promoting Internet security. Within this learning resource, relevant language contents can be practised and a wide range of tasks  (named missions in this OER) is presented so that students get encouraged to practise and improve the linguistic skills required for their final output.

About the project is the first section of the project containing information about the channels that students will use to publish and share all their work as we think that they will be happy to showcase their outputs to both, familiy and classmates. From the wide range of websites and social networks available, we suggest that students have their own site at weebly.com, just like a portfolio, where they can post all their work and complete a Learning diary that will help them reflect on their own learning process.

Encourage students to design their site following a clear structure. Their site must contain at least these pages:

Homepage, the first and main page which must include a title, index, images and a description of the project.

My writing guide. This page will include all the student's writing tasks and tips for good writing.

Internet vocabulary . Students will include here links to the wordmaps and charts that they create using key vocabulary.

My digital resources.. On this page, students will publish the links to the digital material that they will have created in their tasks like their digital poster, slideshow or a voki recording.

On the other hand, students can use Pinterest to share their outcome with the people they like. Google drive apps will be also used for writing texts and preparing presentations collaborativelly. Besides, students can collect and add notes about vocabulary and grammar using online tools such as Cacoo and Canva.

The other parts of this resource are listed in the Learning Path section of this didactic guideline. In this section, we include the learning objectives  as well as the recommended timing for each stage of the project

Curricular Framework

Competencias clave

Competencia en comunicación lingüística (CCL) 

Competencia Plurilingüe (CP)

Competencia en conciencia y expresiones culturales (CEC) 

Competencia digital (CD) 

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

Competencia ciudadana (CC) 

Competencia emprendedora (CE)

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

Criterios de evaluación
1.1. Interpretar y analizar el sentido global y la información específica y explícita de textos orales, escritos y multimodales breves y sencillos sobre temas frecuentes y cotidianos, de relevancia personal y próximos a la experiencia del alumnado

1.2. Seleccionar, organizar y aplicar de forma guiada las estrategias y conocimientos más adecuados en situaciones comunicativas cotidianas para comprender el sentido general, la información esencial y los detalles más relevantes de los textos.

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 breves, sencillos, estructurados, comprensibles y adecuados a la situación comunicativa sobre asuntos cotidianos y frecuentes, de relevancia para el alumnado

2.2. Organizar y redactar textos breves y comprensibles con aceptable claridad, coherencia, cohesión y adecuación a la situación comunicativa propuesta, siguiendo pautas establecidas, a través de herramientas analógicas y digitales.

2.3. Seleccionar, organizar y aplicar de forma guiada conocimientos y estrategias para planificar, producir y revisar textos comprensibles, coherentes y adecuados a las intenciones comunicativas.

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 y participar en situaciones interactivas breves y sencillas sobre temas cotidianos, de relevancia personal y próximos a la experiencia del alumnado.

3.2. Seleccionar y utilizar, de forma guiada y en entornos próximos, estrategias elementales para saludar, despedirse y presentarse; expresar mensajes sencillos y breves; y formular y contestar preguntas básicas para la comunicación.

Competencia específica 4: Mediar en situaciones cotidianas entre distintas lenguas, usando estrategias y conocimientos sencillos orientados a explicar conceptos o simplificar mensajes, para transmitir información de manera eficaz, clara y responsable.

Criterios de evaluación

4.1 Inferir y explicar textos, conceptos y comunicaciones breves y sencillas en situaciones en las que atender a la diversidad, mostrando respeto y empatía por interlocutores e interlocutoras y por las lenguas empleadas, e interés por participar en la solución de problemas de intercomprensión y de entendimiento en el entorno próximo, apoyándose en diversos recursos y soportes.

4.2. Aplicar, de forma guiada, estrategias que ayuden a crear puentes y faciliten la comprensión y producción de información y la comunicación, adecuadas a las intenciones comunicativas, usando recursos y apoyos físicos o digitales en función de las necesidades de cada momento.

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

5.2. Utilizar y diferenciar los conocimientos y estrategias 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. Identificar y registrar, siguiendo modelos, los progresos y dificultades de aprendizaje de la lengua extranjera, seleccionando de forma guiada las estrategias más eficaces para superar esas dificultades y progresar en el aprendizaje, realizando actividades de autoevaluación y coevaluación.

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 empática y respetuosa en situaciones interculturales construyendo vínculos entre las diferentes lenguas y culturas.

6.2. Aceptar y adecuarse a la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera, reconociéndola como fuente de enriquecimiento personal.

6.3 Aplicar, de forma guiada, estrategias para explicar 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. El error como instrumento de mejora y propuesta de reparación.

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

Conocimientos, destrezas y actitudes que permitan detectar y colaborar en actividades de mediación en situaciones cotidianas sencillas.

Funciones comunicativas básicas adecuadas al ámbito y al contexto comunicativo:  describir objetos, expresar finalidad, dar consejo, expresar obligación, describir situaciones en presente y en pasado, expresar la opinión.

Modelos contextuales y géneros discursivos básicos en la comprensión, producción y coproducción 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 básicas y significados asociados a dichas unidades tales el espacio y las relaciones espaciales, el tiempo y las relaciones temporales, la afirmación, la negación, la interrogación, relaciones lógicas básicas. Presente Simple, to+verbo en forma base, for+ verbo-ing; verbos en Pasado Simple; expresiones de tiempo en pasado.

Léxico de uso común y de interés para el alumnado relacionado con internet (usos y peligros), actividades profesionales, lugares, rutinas diarias, servicios online.

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

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

Convenciones y estrategias conversacionales básicas, en formato síncrono o asíncrono, para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, pedir y dar aclaraciones y explicaciones, reformular, comparar y contrastar, resumir, colaborar, debatir, etc.

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

Identificación de la autoría de las fuentes consultadas y los contenidos utilizados.

Herramientas analógicas y digitales básicas 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. Plurilingüismo

Estrategias y técnicas para responder eficazmente a una necesidad comunicativa básica y concreta de forma comprensible, a pesar de las limitaciones derivadas del nivel de competencia en la lengua extranjera y en las demás lenguas del repertorio lingüístico propio.

Estrategias básicas 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 básicas de autoevaluación y coevaluación, analógicas y digitales, individuales y cooperativas.

Léxico y expresiones de uso común para comprender enunciados sobre la comunicación, la lengua, el aprendizaje y las herramientas de comunicación y aprendizaje (metalenguaje).

Comparación básica 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 para el enriquecimiento personal.

Interés e iniciativa en la realización de intercambios comunicativos a través de diferentes medios con hablantes o estudiantes de la lengua extranjera.

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

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

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

| About the project | Internet World |  Now & Then | Post smartly | Search & Find | Safety Campaign
CCL |  | X | X | X | X |  X
CP | X | X | X | X |  |
STEM |  | X |  |  | X | X
CD | X | X | X | X | X | X
CPSAA | X | X | X | X | X |  X
CC |  | X |  | X | X |
CE | X | X |  | X | X |  X
CCEC |  | 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

Section | Objectives | Sessions
About the Project | Make students become familiar with the structure of the project and the tools they will use to perform, publish and self-assess the tasks and the final challenge. Learn about Internet words. Prepare and present a slide presentation on the functioning of the Internet. |  2 sessions

Internet World

Revise and learn vocabulary related to Internet uses and professional activities.

Revise and practice  the Present Simple tense.

Express purpose with to + verb and for + verb-ing.

Record and report some information about a self-invented character.

3 sessions

Now & Then

Revise vocabulary based on daily routines and places.

Learn about the names of some online apps and services.

Revise the use and form of Present and Past Simple verbs.

Write down an article dealing with people's daily life before and after the Internet.

 3 sessions

Post smartly

Reflect on what contents teenagers can publish and share on social networks.

Learn and practice vocabulary related to Internet dangers.

Learn and practice modal verbs to express advice.

Create a list of tips on how to use the Internet safely.

2 sessions

Search & Find

Listen to some information about secure websites.

Learn and practice modals of obligation and necessity.

Carry out a webquest about secure and fake websites.

Design a digital poster on secure websites.

 3 sessions

Safety Campaign | Gather and revise all the contents that students have learnt. Design a flyer promoting a safer use of the Internet. Promote students' work on the web and social networks. | 2 sessions

This resource can be approached from several didactic departments working in a collaborative way.

Spanish Language The topic of this resource is the Internet and EFL students have the chance to learn and reflect on the  large amount of English words related to this topic which they also use in their own mother tongue. This way, they will be able to recognize more easily their meaning and they will become aware of how important the English language is on the worldwide web.

Ethics. Teachers from this department may contribute by instilling students some moral principles on what is right and what is wrong when surfing the web.

The Arts teacher can work collaborativelly with the English teacher when monitoring the students in the design of flyers promoting a secure use of the Internet.

Information and Communication Technology. The IT teacher can take part by helping students recognize what secure websites look like.

One way or another, all the didactic departments can take action on the contents of this resource, think them over and suggest other optional tasks that facilitate students the acquisition of the linguistic contents included and the development of the key and specific competences contemplated in the curriculum of the English subject.

Assessment

We highlight the formative character of the evaluation process within this resource. Along the project, teachers will be observing and monitoring the students' work and will use a system of rubrics to assess their performance in every task. These rubrics contain relevant criteria to  detect any difficulties  in the students'  competential development and, with the feedback that these tools provide, teachers can readjust contents and take action in one way or another to help students  perform their work successfully.

The evaluation process will also have both, a diagnostic nature and a summative nature.. All in all, the students' work will be assessed throughout the whole learning process. Find below some more information about the stages in the assessment process.

At the beginning of the resource

Diagnostic assessment. Teachers can ask some prompt questions to students so that they get some feedback and check students' previous knowledge about the topic they are about to study. Also, at this stage, teachers should inform students about the tools that will be used to assess their work, that is, rubrics, learning diary to assess students' own work and assessment sheets to evaluate their peers' work.

During the process

Teachers will assess their students' work by observation in class and they will use the rubrics listed below. These rubrics contain the relevant criteria to identify progress or difficulties in the students' leaning process.  Each rubric is  associated with a task in each section.

Rubric to assess a slide presentation

Rubric for assessing a Voki recording

Rubric for assessing informative/explanatory texts

Rubric for assessing a board on Pinterest

Rubric for assessing a digital poster

Rubric for assessing a digital site,  where students will publish all their work of this and other projects.

Apart from the rubrics, students will be able to self-assess their work by completing a learning diary  with which they can reflect on how well they are  doing.

Peer evaluation.  Throughout the project, students will be able to assess their classmates' work with an assessment sheet with the items that they consider as relevant. This assessing tool can enrich the learning process since students are required to take on a critical point of view and so they can contribute to improve their classmates' outputs.

At the end of the process

Summative evaluation. Considering that the final challenge of the project must gather all the contents that students have learnt and practiced, this OER  includes a final project rubric containing  the necessary items so that teachers check to what extent students are able to manage  the learning situation suggested in the last stage:  a campaign promoting a safer use of the Internet. 

Tips for teachers

As a teacher, you may feel free to use the entire resource or just the sections that best match your teaching demands and the real conditions of your class group. Notwithstanding, if you decide to use this resource in its totality, we recommend that you consider the guidelines below before your students start working on the contents.

Info about structure & contents

Each section features the learning objectives , the contents and the activities that students must do to eventually be able to perform a task. Make sure your students know about the nature of the different tasks and of the final challenge  they will be carrying out. You can devote one or two lessons to clarify the different stages throughout the resource and the tools and apps which students are required to use to produce and promote their work. 

Assessment info

Raise students' awareness about how and what you will consider to evaluate their work. Focus their attention on the rubrics of the different tasks and of the final challenge so that they get to know about the way their performance will be assessed.

Encourage students to use their learnig diary so that they can reflect on how well they are performing in their learning process.This learning diary may help students themselves  detect some learning difficulties that can be overcome with reinforcement activities facilitated by the teacher.

Within this resource, students can become teachers for a while and assess their classmates' outputs by designing and completing an assessment sheet with items that provide them with some feedback about their peers' performance. After completing this assessment sheet, you can have a class discussion with your students to analize the most common errors  and the main difficulties that your class group  has detected while analizing their peers' work.

Info about tools

Clearly, this resource fosters the use of digital devices and includes a wide range of apps to produce and share the students' outputs. However, in case that your students or school suffer from a digital divide , we encourage you to use this resource as a guide and  make students work in an analogic way by using cardboards instead of digital posters, notebooks, usable as learning diaries or your classroom notice board, which can be used to publish and share your pupils' work.

Creado con eXeLearning (Ventana nueva)

- Credits and download -

Title | Safer internet | What a digital world!
Coordination | Centro Nacional de Desarrollo Curricular en Sistemas no Propietarios (Cedec)
Authorship | María José Alcaina Fort
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 "Safer Internet from Cedec's  EDIA project.

Creado con eXeLearning (Ventana nueva)

- Resource feedback -

Ayúdanos a mejorar este recurso contestando al cuestionario de opinión sobre REA del proyecto EDIA. Muchas gracias por tu colaboración.

Licensed under the Creative Commons Attribution Non-commercial License 4.0

Creado con eXeLearning (Ventana nueva)