This is a quiz with many rounds and varieties of questions including: *True or False - Celebrities born in Italy *Pet translations *English TV in Italy *Italian Football Teams plus many other questions about the history, culture, geography and other contextual, interesting facts about Italian. The quiz takes on bell model, starting with easier questions moving on to more challenging questions before finishing with easier ones again so that all students are able to participate and maintain interest until the end. Many questions have additional information attached to explain and provide further reference points. Some questions are asked in English with English answers, some are asked in Italian with English answers and some asked in Italian with Italian answers. This would be ideal as an introduction to Italian, as a starter for a lesson or for a fun lesson at the end of term. Any and all feedback, positive or developmental is greatly appreciated.

This is a quiz with many rounds and varieties of questions including: *True or False - Inventions from China *Food *Movie titles translated from Chinese *Trivia plus many other questions about the history, culture, geography and other contextual, interesting facts about China. The quiz starts with multiple choice questions before moving on to more challenging questions that tend to be more fun based than informative. This is so that all students are able to participate and maintain interest until the end. Many questions have additional information attached to explain and provide further reference points. This would be ideal as an introduction to China, as a starter for a lesson or for a fun lesson at the end of term or form activity. Any and all feedback, positive or developmental is greatly appreciated.

This is a quiz with may rounds and varieties of questions including: *True or False - Celebrities born in France *Pet translations *English TV in France *Paris *French Football Teams plus many other questions about the history, geography and other contextual, interesting facts about France. The quiz takes on bell model, starting with easier questions moving on to more challenging questions before finishing with easier ones again so that all students are able to participate and maintain interest until the end. Many questions have additional information attached to explain and provide further reference points. Some questions are asked in English with English answers, some are asked in French with English answers and some asked in French with French answers. This would be ideal as an introduction to French, as a starter for a lesson or for a fun lesson at the end of term. Any and all feedback, positive or developmental is greatly appreciated.

This is a quiz with may rounds and varieties of questions including: *True or False - Celebrities born in Germany *Pet translations *English TV in Germany *German Football Teams plus many other questions about the history, culture, geography and other contextual, interesting facts about Germany. The quiz takes on bell model, starting with easier questions moving on to more challenging questions before finishing with easier ones again so that all students are able to participate and maintain interest until the end. Many questions have additional information attached to explain and provide further reference points. Some questions are asked in English with English answers, some are asked in German with English answers and some asked in German with German answers. This would be ideal as an introduction to German , as a starter for a lesson or for a fun lesson at the end of term. Any and all feedback, positive or developmental is greatly appreciated.

This is a quiz with may rounds and varieties of questions including: *True or False - Celebrities born in Spain *Pet translations *English TV in Spain *Spanish Football Teams plus many other questions about the history, culture, geography and other contextual, interesting facts about France. The quiz takes on a bell model, starting with easier questions moving on to more challenging questions before finishing with easier ones again so that all students are able to participate and maintain interest until the end. Many questions have additional information attached to explain and provide further reference points. Some questions are asked in English with English answers, some are asked in Spanish with English answers and some asked in Spanish with Spanish answers. This would be ideal as an introduction to Spanish, as a starter for a lesson or for a fun lesson at the end of term. Any and all feedback, positive or developmental is greatly appreciated.

This is a topic that I would advise be completed over a two lesson period rather than rushed and squeezed into one. In my experience, most of my GCSE classes believe that sport ISN'T sexist because they see top sportswomen representing their country and people like Karren Brady and Delia Smith being influential figures at football clubs. This lesson seeks to redress those beliefs and enable students to apply a more balanced and thorough view. The lesson begins with a Do Now task where the answer is that all the activities are competed by only one gender. The main part of the lesson are a number of tasks to be completed. These can be done on an individual level or in groups. The activities are as follows: Select and retrieve. Students read one of the two articles and select passages of interest and relevance. Spot the difference. Students look at the differences between the genders in two different sports. Mystery Guest. Students name the sportspeople and attempt to explain whether they found it more difficult to name one gender over the other. Gender Equality. To add some balance there are examples of women being treated "equally" in sport, but is it fair? What’s your opinion? Some statements about sports issues that may or not be deemed sexist. Students should formulate an opinion based upon them and be able to explain their thought processes. Why the difference? A number of sports are listed with examples of the differences between them when it comes to gender participation with some questions to answer. Once students have collated some information from their sheets they get into groups with students who have had different sheets and share their info. It's important that they make notes so that they have a broad view of sport as opposed to just their info. sheet. Using these notes, students should then pick out their best points and complete the "writing to argue," worksheet. This should be the tool that enables students to write an essay using their knowledge to support their opinion. This can be done as a homework task if required. Any feedback, positive or developmental, is greatly appreciated.