Solar energy

Hello everyone,

To yell your head off

Hi there,

Here is another useful idiom that you can easily find or use:

See you!

Roles in Literature Circles

In this chart, there is a summary with the main roles within the literary circles:

Funny rhymes!

Morning!

Here you have a poster with a lot of funny rhymes. If you read the whole sentence you'll notice how it rhymes!

Maybe you can choose one and learn it by heart!

From a seed to a flower!

Hi everyone,

Here you have the process that undergo seeds in order to become flowers:

Hope you like it!

Where are they?

Hello!

This is a video for you:

Bye!

Peppa and the garden

Hi there,

Here you have a Peppa Pig episode for the weekend! In this one, Peppa plants some flowers just as we did yesterday in the Science class. It was fun, wasn't it?

See you on Monday!

The blue bluebird blinks!

Hi everyone,

Here you have the link to the tongue twister that you decided to learn by heart.

http://learnenglishkids.britishcouncil.org/es/tongue-twisters/blue-bluebird-0

Hope you have fun learning it! See you on Monday.

Song: Five little monkeys!

Hello,

This is one of our favourite nursery rhymes!

Bye!

CLIL Diary - Presentation

The following link shows the final presentation for the online course about CLIL:

http://prezi.com/-in9lbyf2rnk/?utm_campaign=share&utm_medium=copy

Vertebrates in our world!

Subject: NATURAL SCIENCE Teacher: VICENTE LEÓN

Title of the Unit: Vertebrates in our world! Level: 3rd Level Primary Education

1. Learning outcomes

a. Recognise and classify vertebrates: mammals, birds, reptiles, fish and amphibians.

b. Identify and describe the characteristics related to vital functions which make it possible to classify vertebrate animals.

c. Classify animals based on their characteristics. 

d. Use keys and guides to identify animals.

e. Observe animals directly or indirectly, using suitable instruments and audiovisual and technological resources.

f. Find information on the characteristics of animals and how they live.

2. Subject Content

- Direct and indirect observation of animals using suitable instruments and audiovisual and technological resources.

- Vertebrate animals: nutrition, interaction and reproduction.

- Classifying vertebrates based on vital functions.

- Identifying animals using a guideline.

- Demonstrate an interest in observing and studying all living things.

- Introduction to scientific activity.

- Using different sources of information (direct, indirect).

- Individual and group work; interactive group work.

- Using information and communications technology.

3. Language Content / Communication: English Language

Vocabulary

Mammals (whale, cheetah, leopard, giraffe); reptiles (rattlesnake, python, turtle, chameleon); amphibians (frog, tadpole, salamander, newt); birds (penguin, goose, pheasant, seagull); fish (roach, carp, stint, salmon).

Vertebrates, invertebrates. 

Carnivore, herbivore, omnivore.

Oviparous, viviparous.

Gills, fins, skeleton, spinal backbone, scales, dry scaly skin, feathers, moist skin, wings, legs, shell, lungs, fur.

Nutrition, interaction, reproduction.

Structures

 (Penguin) is a (bird).

(Salmon) is an (oviparous) animal.

(Whale) is a (vertebrate) animal.

The differences between (amphibians) and (reptiles) are…

The similarities between (mammals) and (birds) are…

An (ostrich) has a (beak).

A (seahorse) hasn’t got (teeth).

Discourse type Oral and written texts related to vertebrate animals and their characteristics.

Language skills Listening, Speaking, Reading, Writing and Interaction.

4. Contextual (cultural) element

This template would be included in the Didactic Unit number 2 of the subject Natural Science.

Animals are related to children’s nearest environment and they are really interested in them. That is why the approach is focused on pupils’ as the main character of the teaching and learning process.

5. Cognitive (thinking) processes

Know and understand the different types of vertebrates.

Analyse the different similarities and differences when comparing two kind of animals.

Apply basic methods related to scientific activity.

Use different sources of information.

Planning projects.

Creation of final task.

6. (a) Task

Elaboration of the product “This is my zoo!” through recycled materials.

6. (b) Activities

1st Session:

Video/Story: Observe and analyse the characteristics of certain animals in order to identify and classify them.

https://drive.google.com/folderview?id=0B06gC-aXAlV1WlU1OXVQUTdGSVU&usp=sharing

Games: Describe and recognise the characteristics that define the different groups of vertebrates and give examples of each. 

http://es.padlet.com/vicente_ele/mpn3r3z4e028

http://sciencenetlinks.com/media/filer/2011/10/04/classification.swf

2nd Session:

Song: Classify vertebrates based on their vital functions. (Listening and later recording and uploading using SoundCloud).

https://www.youtube.com/watch?v=oWrA-pkDGJg

Mural: Recognise and describe the phases of metamorphosis in amphibians. 

3rd Session:

Research/ Web Quest: Describe how vertebrates carry out the three vital functions: nutrition, interaction and reproduction.

http://www.educaplay.com/es/recursoseducativos/1662402/match.htm

ICT: Use of the blog of the classroom for keeping a working diary in one of the entries (learning and self-assessment). 

4th Session:

Cooperative ICT: Cooperate as part of a group in the activity about interactive group work (comments about the final task: repair phase) through Padlet. 

http://www.sheppardsoftware.com/content/animals/kidscorner/games/animalclassgame.htm

Reinforcement activity: Elaboration of a picture dictionary.

Extension activity: Elaboration of a presentation where three groups of vertebrate animals are compared and contrasted. 

7. Methodology

Organization and class distribution / timing

Session distribution (45 minutes per lesson): Section A: Initial routine (warm up, planning of the task or presentation) 8 minutes; Section B: Development (execution phase, production phase) 22 minutes; Final routine (evaluation phase, repair phase, self-evaluation phase) 15 minutes.

Classroom distribution: Tables arranged in 5 groups of 4 forming a U shape in the centre of the classroom (in order to favour the interactive group work methodology).

Resources / Materials: Blog of the English area, webpages about different vertebrate animals, worksheets, teacher’s laptop, interactive whiteboard.

Key Competences

- Linguistic communication (Objective b)

- Mathematical competence and basic competence in science and technology (Objectives a, b, c, d, e, f)

- Competence in learning to learn (Objectives d, e)

- Sense of initiative and entrepreneurial spirit (Objective f)

- Digital competence (Objective f)

- Competence in Science and Technology (all the objectives).

8. Evaluation (criteria and instruments)

Evaluation Criteria 1. Identify and classify animals based on scientific criteria related to their morphology.

Standards 

1.1. Observe, identify and recognise basic characteristics and classify vertebrate animals.

1.2. Observe living things directly and with suitable instruments or using audiovisual and technological resources. Gather information and use it to identify and classify animals.

(Competence in learning to learn)

Evaluation Criteria 2. Learn about scientific criteria related to vital functions, including diet and type of reproduction. Use them to classify living things.

Standards 

2.1. Learn about the nutrition, interaction and reproduction functions of vertebrate animals and use them for classification.

Evaluation Criteria 3. Recognise a species with the help of keys and simple examples.

Standards

3.1.Use keys and guides to classify animals.

(Competence in learning to learn)

Evaluation Criteria 4. Demonstrate an interest in observing and studying invertebrates.

Standards

4.1. Demonstrate an interest in observing and studying living things.

4.2. Demonstrate the habit of caring for and respecting animals.

Evaluation Criteria 5. Obtain significant information about previously defined events and phenomena.

Standards

5.1.Consult and use written documents, images and charts. Look for, select and organise specific, relevant information.

(Sense of initiative and entrepreneurial spirit, Digital competence)

Evaluation Criteria 6. Communicate results in writing, presenting them with visual aids.

Standards

6.1. Use the vocabulary corresponding to each type of content appropriately.

6.2. Prepare explanatory texts to communicate research results and submit work in paper format that is organised and neat.

(Linguistic communication)

Evaluation Criteria 7. Work cooperatively and use materials appropriately.

Standards

7.1. Use strategies to complete assignments individually and with a group.

(Competence in learning to learn, Sense of initiative and entrepreneurial spirit)

Evaluation Criteria 8. Use the computer to reinforce and conduct a self-assessment of the content covered in this unit.

Standards

8.1. Use the computer to develop Natural Science knowledge.

(Digital competence)

Instruments: Direct observation through the whole unit and gathering of data in the teacher’s file of Excel. 

Correction of the activities, final task and final tests and the assignment to the corresponding percentage in the final evaluation.

Dialogic Literary Circles

 Hi everyone,

The following picture is really helpful when dealing with literature circles.

December is here!

Working with words

Morning to you all,

In the following chart you can see some words which pronunciation is exactly the same. They are homophones. It's really useful!

Pet Competition

Hi everyone,

At the weekend it's time to relax and chill out, however we should not forget English! In the following video you can watch and listen to a Peppa Pig Episode about pets, hope you like it!

What's your favourite pet of all?

Diario CLIL 3

Esta ha sido la secuenciación total de mi Unidad Didáctica AICLE basada en los animales vertebrados:

1. Learning outcomes

 / Evaluation criteria a. Recognise and classify vertebrates: mammals, birds, reptiles, fish and amphibians.

 b. Identify and describe the characteristics related to vital functions which make it possible to classify vertebrate animals.

 c. Classify animals based on their characteristics. 

 d. Use keys and guides to identify animals.

 e. Observe animals directly or indirectly, using suitable instruments and audiovisual and technological resources.

f. Find information on the characteristics of animals and how they live.

2. Subject Content - Direct and indirect observation of animals using suitable instruments and audiovisual and technological resources.

- Vertebrate animals: nutrition, interaction and reproduction.

- Classifying vertebrates based on vital functions.

- Identifying animals using a guideline.

- Demonstrate an interest in observing and studying all living things.

- Introduction to scientific activity.

- Using different sources of information (direct, indirect).

- Individual and group work; interactive group work.

- Using information and communications technology.

3. Language Content / Communication: English Language

Vocabulary

  Mammals (whale, cheetah, leopard, giraffe); reptiles (rattlesnake, python, turtle, chameleon); amphibians (frog, tadpole, salamander, newt); birds (penguin, goose, pheasant, seagull); fish (roach, carp, stint, salmon).

Vertebrates, invertebrates. 

Carnivore, herbivore, omnivore.

Oviparous, viviparous.

Gills, fins, skeleton, spinal backbone, scales, dry scaly skin, feathers, moist skin, wings, legs, shell, lungs, fur.

Nutrition, interaction, reproduction.

Structures

  (Penguin) is a (bird).

(Salmon) is an (oviparous) animal.

(Whale) is a (vertebrate) animal.

The differences between (amphibians) and (reptiles) are…

The similarities between (mammals) and (birds) are…

An (ostrich) has a (beak).

A (seahorse) hasn’t got (teeth).

Discourse type Oral and written texts related to vertebrate animals and their characteristics.

Language skills Listening, Speaking, Reading, Writing and Interaction.

4. Contextual (cultural) element This template would be included in the Didactic Unit number 2 of the subject Natural Science.

Animals are related to children’s nearest environment and they are really interested in them. That is why the approach is focused on pupils’ as the main character of the teaching and learning process.

5. Cognitive (thinking) processes Know and understand the different types of vertebrates.

Analyse the different similarities and differences when comparing two kind of animals.

Apply basic methods related to scientific activity.

Use different sources of information.

Planning projects.

Creation of final task.

6. (a) Task(s) Elaboration of the product “This is my zoo!” through recycled materials.

6. (b) Activities Games: Describe and recognise the characteristics that define the different groups of vertebrates and give examples of each. 

Video/Story: Observe and analyse the characteristics of certain animals in order to identify and classify them. Created with StoryJumper.

Song: Classify vertebrates based on their vital functions. (Listening and later recording and uploading using SoundCloud).

Research/ Web Quest: Describe how vertebrates carry out the three vital functions: nutrition, interaction and reproduction. 

Mural: Recognise and describe the phases of metamorphosis in amphibians. 

ICT: Use of the blog of the classroom for keeping a working diary in one of the entries (learning and self-assessment). 

Cooperative ICT: Cooperate as part of a group in the activity about interactive group work (comments about the final task: repair phase) through Padlet. 

Reinforcement activity: Elaboration of a picture dictionary (with Class Tools).

Extension activity: Elaboration of a presentation (with Blurbb) where three groups of vertebrate animals are compared and contrasted. 

7. Methodology

Organization and class distribution / timing

Session distribution (45 minutes): Section A: Initial routine (warm up, planning of the task or presentation) 8 minutes; Section B: Development (execution phase, production phase) 22 minutes; Final routine (evaluation phase, repair phase, self-evaluation phase) 15 minutes.

Classroom distribution: Tables arranged in 5 groups of 4 forming a U shape in the centre of the classroom (in order to favour the interactive group work methodology).

Resources / Materials

Blog of the English area, webpages about different vertebrate animals, worksheets, teacher’s laptop, interactive whiteboard,  

Key Competences - Linguistic communication (Objective b)

- Mathematical competence and basic competence in science and technology (Objectives a, b, c, d, e, f)

- Competence in learning to learn (Objectives d, e)

- Sense of initiative and entrepreneurial spirit (Objective f)

- Digital competence (Objective f)

- Competence in Science and Technology (all the objectives).

8. Evaluation (criteria and instruments) Evaluation Criteria 1. Identify and classify animals based on scientific criteria related to their morphology.

Standards 

1.1. Observe, identify and recognise basic characteristics and classify vertebrate animals.

1.2. Observe living things directly and with suitable instruments or using audiovisual and technological resources. Gather information and use it to identify and classify animals.

(Competence in learning to learn)

Evaluation Criteria 2. Learn about scientific criteria related to vital functions, including diet and type of reproduction. Use them to classify living things.

Standards 

2.1. Learn about the nutrition, interaction and reproduction functions of vertebrate animals and use them for classification.

Evaluation Criteria 3. Recognise a species with the help of keys and simple examples.

Standards

3.1.Use keys and guides to classify animals.

(Competence in learning to learn)

Evaluation Criteria 4. Demonstrate an interest in observing and studying invertebrates.

Standards

4.1. Demonstrate an interest in observing and studying living things.

4.2. Demonstrate the habit of caring for and respecting animals.

Evaluation Criteria 5. Obtain significant information about previously defined events and phenomena.

Standards

5.1.Consult and use written documents, images and charts. Look for, select and organise specific, relevant information.

(Sense of initiative and entrepreneurial spirit, Digital competence)

Evaluation Criteria 6. Communicate results in writing, presenting them with visual aids.

Standards

6.1. Use the vocabulary corresponding to each type of content appropriately.

6.2. Prepare explanatory texts to communicate research results and submit work in paper format that is organised and neat.

(Linguistic communication)

Evaluation Criteria 7. Work cooperatively and use materials appropriately.

Standards

7.1. Use strategies to complete assignments individually and with a group.

(Competence in learning to learn, Sense of initiative and entrepreneurial spirit)

Evaluation Criteria 8. Use the computer to reinforce and conduct a self-assessment of the content covered in this unit.

Standards

8.1. Use the computer to develop Natural Science knowledge.

(Digital competence)

Instruments: Direct observation through the whole unit and gathering of data in the teacher’s file of Excel. 

Correction of the activities, final task and final tests and the assignment to the corresponding percentage in the final evaluation.

Los objetivos fueron diseñados a partir de los que ya me había propuesto trabajar en el tercer curso de Natural Science. Las actividades que creé con EducaPlay y Word favorecen las etapas de andamiaje para fomentar la zona de desarrollo próximo.

Animals

Hi,

I've found the following chart and I really think it is really useful in order to see all the animals we have studied in one look.

And there are some funny online games where you can practise and check your knowledge about them. Have fun learning!

GAME

EASY QUIZ

HARD QUIZ

Do Pelicans fly?

In class we came across one doubt: Do pelicans fly?

So, in order to solve our doubt we looked it up on the Internet and this is what we found:

It's an amazing video. It's really beautiful.

Reptiles

Hello,

Here you can watch a video about reptiles. Hope you find it useful!

See you in class.

Diario CLIL 3

Esta es la parte dos de la actividad,

En el siguiente link está mi symbaloo: http://www.symbaloo.com/mix/myclil1

En él aparecen todas las webs que utilizo a la hora de programar las clases CLIL. Hay bastantes sobre materiales, que son tremendamente útiles a la hora de buscar flashcards, storycards, dibujos... El resto son sobre vídeos educativos disponibles en youtube y algunas páginas web amigas que también disponen de material CLIL.

Diario CLIL 2

La actividad del British Council que elegí trata sobre "healthy eating" ya que, por los contenidos y la temporalización, me sirve para llevarlo a la práctica en clase.

La propuesta es trabajar la pirámide nutricional y por lo tanto, la comida saludable. El trabajo con la lengua inglesa recae en los nombres de los diversos alimentos que se pueden clasificar. La tarea supone la elaboración final de una pirámide a la que hay que asignar etiquetas para su clasificación.

La metodología CLIL está presente, ya que se parte del conocimiento previo de los alumnos a través de un brainstorming (lo que sería la fase de planning según el Marco Común Europeo) y está enfocado a una tarea final (Action Oriented Approach). El hecho de ser una actividad más o menos "plástica" permite que la tarea se pueda adaptar a las necesidades de los alumnos/as ya que permite diferentes grados de ejecución.

Las actividades se presentan de forma progresiva. Cada actividad lleva hacia una final task. Creo que es una propuesta muy completa que incluye perfectamente contenido de Science, English y Arts and Crafts.

El link es el siguiente: http://www.teachingenglish.org.uk/article/clil-pshe-healthy-eating

Sugerencia de posibles variaciones

Se podría ampliar las posibilidades a la hora de elaborar la pirámide nutricional. En la clase de Arts and Crafts se podrían elaborar dibujos e incluso la pirámide que después podría completarse a través de un juego del tipo "all my beans".

Otra variación podría ser la elaboración de una pirámide nutricional propia de cada alumno para observar si distan mucho de cómo deberían ser y de qué manera podrían completarlas.

Incluso se podría realizar con plastilina en tres grupos llevando a cabo la metodología de los grupos interactivos.

November is here!

Diario CLIL

Aprovecho mi ya existente blog para la tarea sobre mi diario CLIL. Tengo muchas ganas de poder recibir finalmente una formación sólida que me permita ayudar a mis alumnos (y a mí mismo) en todo el proceso de la metodología CLIL.

En el siguiente enlace podéis ver la presentación para el curso: 

http://www.powtoon.com/show/cU32kwKnBta/teacher-intro/#/

Basic titles

Hello everyone!

In the following chart you can see the different ways of addressing  people in English:

See you in class.

Unit 1 Online game!

Hi there,

Here you have an online game about unit 1:

Webpage 1

Have fun!

Surprise is also online!

Hi there,

Click on the image to access to the webpage resources your English book provides!

Types of animals by food

Morning everyone,

I've found another video with a lot of different animals classified according to the type of food they eat.

Remember, we can find: OMNIVORES (they eat everything), CARNIVORES (they eat other animals) and HERBIVORES (they only eat plants).

Hope you find it useful for you!

October is here!

Vertebrates and Invertebrates

Hi there!

This is a video about the vertebrates and invertebrates animals.

Hope you find it useful!

The vital functions

Hi there,

In the following video there is an explanation about the three vital functions.

Hope you like it!

What do animals eat?

Hello everyone,

Here you have the video we watched in class about nutrition:

You can watch it again at home in order to reinforce the main concepts.

Hope you find it useful!

September is here

We're back! Are you ready for another exciting year?

Global environments

Hi there,

Here you have some videos related to the different places we studied in class.

Deserts

Volcanoes 

Glaciers

Hope you find them useful and fun!

Good manners

Hello everyone,

Here you have a video about all the cross cultural elements that you need to bare in mind when using the English language. They are really important if you don't want to be rude!

Feel free to post what you think about them. Are they similar to the ones we use in Spain?

Betty Botter (Tongue Twister)

Hi there,

Here you have the tongue twister you need to learn by heart. It's quite tricky!

Betty Botter bought some butter,

But, she said,

The butter's bitter;

If I put it in my batter

It will make my batter bitter.

But, a bit of better butter

Will make my batter better.

So, she bought a bit of butter

Better than her bitter butter,

And she put it in her batter

And the batter was not bitter.

So, it was better Betty Botter

Bought a bit of better butter.

 Are you good at tongue twisters?

Let's use the comparatives!

Hi,

Here you have an image you can use in order to put into practice the comparatives:

Feel free to post your comments about them.

Phonetics

Hello everyone,

Today we're going to deal with phonetics. As you know, all the following symbols represent a specific sound. The English language has more vowel sounds than the Spanish language, so we really need to listen to them and practise really hard in order to pronunce them correctly.

Here you can see a chart where they are represented with a picture to help you recognise all of them:

Besides, there is a great webpage where you can practise them on-line and even download some resources which I highly recomend to you.

Phonemic chart on-line

Robyn

Today we are going to work with the song "Dancing on my own" by Robyn:

Robin Miriam Carlsson (born 12 June 1979), better known by her stage name Robyn, is a Swedish recording artist.

And this is the song:

Hope you like it!

Phrasal verbs

What is a phrasal verb?

It's a combination of a verb + a particle (preposition or adverb) resulting in a new word.

Although they seem to be tricky for us, phrasal verbs are very common so we need them to understand and speak natural English. 

Here you have some mind maps with the most frequent ones:

Wh- questions

Here you have a sheet about the wh- questions. Hope you find it useful!

Click on the image to make it bigger.

Countable and uncountable

Hello everyone,

Here you have a useful mindmap about the countable and uncountable. This seems tricky for us, the Spanish speakers but I'm sure you'll understand.

(Click on the image to make it bigger)

Prepositions of place

Hi everyone,

Here you have two useful pictures to help you study the prepositions. Hope you like them!

(As usual, click on them to make it bigger)

In the following explanation, you can find several examples of these prepositions, both in English and Spanish. You can even listen to them.

TO

"To" es la preposición de movimiento o dirección más común.

Significado: a, hacia, dirección a (siempre indica movimiento)
Uso: Se utiliza "to" para mostrar movimiento en una dirección específica.

• Ejemplos:
• Play
  I go to school by bus. (Voy a la escuela en autobús.)
• Play
  You walk to work every day. (Caminas al trabajo cada día.)
• Play
  They came to the wedding. (Vinieron a la boda.)
• Play
  Sofia flew to Canada. (Sofía voló a Canadá.)

ACROSS

Significado: al otro lado de; de un lado a otro
Uso: "Across" se utiliza para indicar movimiento hacia el lado opuesto.

• Ejemplos:
• Play
  The boat will take you across the river. (El barco te llevará al otro lado del río.)
• Play
  You must walk across the street at the crosswalk. (Tienes que cruzar la calle por el cruce peatonal.)

ALONG

Significado: a lo largo de

• Ejemplos:
• Play
  He's walking along the path. (Él está caminando a lo largo de la ruta.)
• Play
  The street runs along the seafront. (La calle corre a lo largo del paseo marítimo.)

AROUND

Significado: alrededor de

• Ejemplos:
• Play
  You must drive around the city center to reach the cinema. (Tienes que conducir alrededor del centro de la ciudad para llegar al cine.)
• Play
  Let's go for a walk around the park. (Vamos a pasear alrededor del parque.)

DOWN

Significado: abajo
Uso: "Down" indica movimiento de una posición superior a una posición inferior.

• Ejemplos:
• Play
  I prefer to ride my bike down the hill. (Prefiero ir en mi bicicleta colina abajo.)
• Play
  We are going down to Florida this summer. (Bajamos a Florida este verano.)

INTO

Significado: en, dentro de

• Ejemplos:
• Play
  Don't go into your sister's room! (¡No entres en la habitación de tu hermana!)
• Play
  We went into the shop on the corner. (Entramos en la tienda de la esquina.)

OFF

Significado: más distante, más lejano

• Ejemplos:
• Play
  Get your feet off the sofa! (¡Quita tus pies fuera del sofá!)
• Play
  We get off the train at the next stop. (Nos bajamos del tren en la siguiente parada.)

ONTO

Significado: en, sobre, por encima de, arriba de

• Ejemplos:
• Play
  We can get onto the bus here. (Podemos subir al autobús aquí.)
• Play
  The dog got onto the sofa. (El perro se puso en el sofá.)

OVER

Significado: sobre, encima de, arriba de

• Ejemplos:
• Play
  The cat jumped over the dog. (El gato saltó sobre el perro.)
• Play
  You must cross over the bridge. (Tienes que cruzar por el puente.)

PAST

Significado: por delante

• Ejemplos:
• Play
  Walk past the theater on the right and the bank is on the left. (Pasa por delante del teatro a la derecha y el banco está a la izquierda.)
• Play
  Go past Main Street and turn left at the next street. (Pasa por delante de la calle mayor y gira a la izquierda en la siguiente calle.)

THROUGH

Significado: a través de, por
Uso: "Through" se usa para mostrar movimiento dentro de un espacio cerrado.

• Ejemplos:
• Play
  You must turn on your lights when passing through the tunnel. (Tiene que encender las luces cuando pase a través del túnel.)
• Play
  She walks through the park on her way to work. (Ella anda por el parque de camino al trabajo.)

TOWARD(S)

Significado: hacia, con dirección a

• Ejemplos:
• Play
  Who is that woman running towards us? (¿Quién es esa mujer corriendo hacia nosotros?)
• Play
  Walk towards the sea and turn left at the first street. (Camina hacia el mar y gira a la izquierda en la primera calle.)

UP

Significado: hacia arriba
Uso: "Up" se utiliza para indicar movimiento de una posición inferior a una posición superior.

• Ejemplos:
• Play
  I don't like riding my bike up these hills. (No me gusta subir estas colinas en bici.)
• Play
  We climbed up the mountain this morning. (Subimos a la montaña esta mañana.)