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La Convivencia - Lesson Three: ETA
Learning Intention: To consider the impact of terrorism on the co-existence of cultures and the call for independence for Basque Country and Catalonia.
-To identify key information about terrorist group ETA
-To complete a reading exercise matching up sentence halves according to information in text.
-To complete a listening exercise about the pro’s and contra’s of independence for Catalonia.
Included:
Full Ppt with answers
Accompanying Student Notes
Extension Work
Do it Now exercise
Recall Plenary
L2 - La Convivencia: Los Ingleses en Espana
Learning Intention: To consider the co-existence of English and Spanish nationals in Spain.
Success Criteria
To recall knowledge on drunken tourism.
To consider the advantages and disadvantages of tourism in Spain.
To predict, clarify and summarise a text before completing a comprehension exercise.
Included:
Full Ppt with answers
Accompanying Student Notes
Extension Work
Do it Now exercise
Recall Plenary
La Convivencia - Lesson One
Learning Intention: To take an introductory look at the A2 topic of co-existence of cultures.
Success Criteria
To be able to analyse basic statistics about cultural diversity in Mexico.
To identify the thee correct phrases from a listening text.
To be able to predict, question, clarify and summarise a reading text before completing a comprehension exercise.
Included:
Full Ppt with answers
Accompanying Student Notes
Extension Work
Do it Now exercise
Recall Plenary
Audio sound file
EUROPEAN DAY OF LANGUAGES ASSEMBLY
European Day of Languages Assembly / Session - READY TO PICK UP AND GO.
40 slides Interactive PPT:
Intro about EDOL and why language learning is important
Poll to conduct with students
English, Dutch, Danish, Greek, Tagalog, Mandarin Fascinating fact plus student activity
German Fascinating fact plus student activity
Arabic influence on Spanish language plus arabic words in Spanish (click on the words to hear the prounciation)
Fascinating facts about other languages (audio for Taa clicking language and Silbo Gomero whistle language included in bundle)
EDOL celebrity quiz (videos of them speaking other languages included)
Interhouse Competition included
2 x Extension tasks
INCLUDED:
1 x 40 side ppt
1 x PRINTOUT SCRIPT for the assembly/session (also included on slides)
ALL audio clips included
ALL video clips included
Outro Youtube Video
YOU DON’T NEED TO BE A LINGUIST TO DELIVER THIS PPT, ALL FOREIGN AUDIOS INCLUDED
Bundle
INFLUENCIA DE LOS ÍDOLOS MÓDULOS
Sequenced module covering some of the most iconic hispanic celebrities and their influences on the world. Also incorporates elements of regional identity (lightly touches upon Seville and Islamic Andalusia, which will lead nicely into module 5: regional identity and/or module 6: cultural heritage)
Lesson 1: INTRO
Lesson 2: DASOUL AND ANTONIO JOSÉ
Lesson 3: LOS DEL RÍO
Lesson 4: ANDRES SUAREZ AND SEVILLE
Lesson 5: INDIRECT OBJECT PRONOUNS AND SHAKIRA
Lesson 6: ENRIQUE IGLESIAS
Lesson 7: LA OREJA DE VAN GOGH
Lesson 8: DAVID BISBAL
Lesson 9: SHAKIRA AND PIES DESCALZOS
A-Level INFLUENCIA DE LOS ÍDOLOS - LESSON 9: SHAKIRA PIES DESCALZOS
Lesson 9
Learning Intention: To learn about education in Colombia and Shakira’s ‘Barefoot Foundation’ (Fundación Pies Descalzos).
Success Criteria
-To learn about the country of Colombia, and Shakira as an artist.
-To study a text about the Barefoot Foundation.
-To identify important details from a series of videos about the Barefoot Foundation and Shakira’s work.
Included:
Full interactive Ppt with answers to all exercises incorporated into the resource.
Complete handout for the students to follow the class
DO IT NOW and Plenary Re-call exercises
Separate Reflection Plenary slide
mp4 video resources
A-Level INFLUENCIA DE LOS ÍDOLOS - LESSON 8: DAVID BISBAL & ISLAMIC ANDALUSIA
Lesson 8
Learning Intention: To learn about David Bisbal and Islamic Andalusia.
Success Criteria
-To able to pick out key facts about David Bisbal from both written and aural Spanish.
-To be able to dissect a David Bisbal song and identify the origins of different Spanish demonyms.
-To be able to briefly outline some key facts about Islamic Spain.
Included:
Full interactive Ppt with answers to all exercises incorporated into the resource.
Complete handout for the students to follow the class
Extension work for stretch and challenge
DO IT NOW and Plenary Re-call exercises
Separate Reflection Plenary slide
mp3 resource
A-Level INFLUENCIA DE LOS ÍDOLOS - LESSON 7: LA OREJA DE VAN GOGH
Lesson 7
Learning Intention: To learn about Spanish band La Oreja de Van Gogh.
Success Criteria
-To be able to form opinions on which of the LOdVG songs you prefer.
-To be able to pick out key information regarding charity work LOdVG do & extend the campaign script using your own ideas.
-To be able to summarise an article about the charity campaign “Por ser Niña” that LOdVG collaborate with.
Included:
Full interactive Ppt with answers to all exercises incorporated into the resource.
Complete handout for the students to follow the class
DO IT NOW and Plenary Re-call exercises
Separate Reflection Plenary slide
mp4 video resources
A-Level INFLUENCIA DE LOS ÍDOLOS - LESSON 6: ENRIQUE IGLESIAS
Lesson 5
Learning Intention: To learn about Enrique Iglesias and study the 2nd Conditional ‘si’ phrases.
Success Criteria
-To re-call the conditional tense, imperfect tense and imperative mood from previous lessons in this module.
-To pick out key information in a text about Enrique Iglesias.
-To learn about the 2nd conditional and identify the 2nd conditional ‘si’ phrases in ‘Heroe’ by Enrique Iglesias
Included:
Full interactive Ppt with answers to all exercises incorporated into the resource.
Complete handout for the students to follow the class
DO IT NOW and Plenary Re-call exercises
Separate Reflection Plenary slide
A-Level INFLUENCIA DE LOS ÍDOLOS - LESSON 5: SHAKIRA AND INDIRECT OBJECT PRONOUNS
Lesson 5
Learning Intention: To revise direct and indirect object pronouns in Spanish.
Success Criteria
-To study the “personal a” and basic object pronouns and their function in the sentence.
-To study the redundant le and how it changes to se if followed by a direct object pronoun
-To study “te felicito” by Shakira with a focus on the use indirect and direct object pronouns in the song.
Included:
Full interactive Ppt with answers to all exercises incorporated into the resource.
Complete handout for the students to follow the class
DO IT NOW and Plenary Re-call exercises
Separate Reflection Plenary slide
A-Level INFLUENCIA DE LOS ÍDOLOS - LESSON 4: SEVILLA ANDRÉS SUÁREZ
Lesson 4
Learning Intention: To learn about the culture of Seville and study a song set in Seville.
Success Criteria
-To become informed about “saetas”
-To complete exam-style exercises based on the script of a video about Seville
-To study the song “Si llueve en Sevilla” by Andrés Suárez.
Included:
Full interactive Ppt with answers to all exercises incorporated into the resource.
Complete handout for the students to follow the class
Extension work for stretch and challenge
DO IT NOW and Plenary Re-call exercises
Separate Reflection Plenary slide
mp4 video resources
A-Level INFLUENCIA DE LOS ÍDOLOS - LESSON 3: LOS DEL RÍO
Lesson 3
Learning Intention: To learn about how Los del Río represent Sevilla with their music.
Success Criteria
-To become informed of the situational background of the song ‘Sevilla tiene un color especial’ by Los del Río and to study the lyrics.
-To be able to form the imperative tense in order to give positive and negative commands.
To be able to translate a paragraph into English about Los del Río and their song “Sevilla tiene un color especial”
Included:
Full interactive Ppt with answers to all exercises incorporated into the resource.
Complete handout for the students to follow the class
Extension work for stretch and challenge
DO IT NOW and Plenary Re-call exercises
Separate Reflection Plenary slide
mp4 video resource
mp3 audios
A-Level INFLUENCIA DE LOS ÍDOLOS - LESSON 2: DASOUL, ANTONIO JOSÉ
Lesson 2
Learning Intention: To take an introductory look at Hispanic celebrities and conditional sentences.
Success Criteria
-To be able to pick out key facts from a text about three celebrities.
-To be able to pick out different grammatical elements from the lyrics from a current, Hispanic pop song.
-To translate a paragraph into English about a participant on “La Voz” and to use key vocab to form 0 and 1 conditional sentences.
Included:
Full interactive Ppt with answers to all exercises incorporated into the resource.
Complete handout for the students to follow the class
DO IT NOW and Plenary Re-call exercises
Separate Reflection Plenary slide
video resource(s)
A-Level INFLUENCIA DE LOS ÍDOLOS - LESSON 1: INTRO
Lesson 1
Learning Intention: To take an introductory look at Hispanic celebrities and conditional sentences.
Success Criteria
-To be able to translate a paragraph about celebrities in the Hispanic world into English.
-To be able to relay key information about ten Hispanic celebrities and the positive and negative influences they can have.
To be able to form sentences using the zero and first conditional in Spanish to describe the positive or negative result of celebrities’ actions.
Included:
Full interactive Ppt with answers to all exercises incorporated into the resource.
Complete handout for the students to follow the class
Extension work for stretch and challenge
DO IT NOW and Plenary Re-call exercises
Separate Reflection Plenary slide
video resource(s)
ROLE PLAY: EN LA ESTACIÓN DE TRENES
Interactive resource that comes with accompanying handout for ease of delivery.
Learning Intention: To practice a roleplay in a train station.
Success Criteria
To learn some basic key train station vocabulary.
To practise transcription and reading aloud
To practise train station dialogues and pick out key details from extension text.
Extra foci:
Extracting information from a Spanish train ticket
Train station signs
Reading information off the departures and arrivals boards.
Extension work included for stretch and challenge.
Audio files built into Powerpoint - choose between normal speed or slow speed!
Easily more work included than needed for a 1 hour class.
ROLE PLAY: EN EL HOTEL
Interactive resource that comes with accompanying handout for ease of delivery.
Learning Intention: To practice a roleplay in a hotel.
Success Criteria
To learn some basic key hotel vocabulary.
To practise transcription and reading aloud
To practise hotel vocab with extension text.
Extra foci:
¿A qué hora es… (el check-out, el minidisco, el espectáculo de flamenco, el desayuno/…) speaking activity with time.
What do the hotel notices mean? Team-work activity.
Programación de actividades en el hotel: comprehension exercise
Extension work included for stretch and challenge.
Audio files built into Powerpoint - choose between normal speed or slow speed!
Easily more work included than needed for a 1 hour class.
ROLE PLAY: EN LA TIENDA
Interactive resource that comes with accompanying handout for ease of delivery.
Learning Intention: To practice a roleplay in a shop.
Success Criteria
To learn some basic key shop vocabulary.
To practise transcription and reading aloud
To practise shop dialogues and pick out key details from extension text.
Extra foci:
-Asking for where the changing rooms are (a la izquierda de / a la derecha de / al lado de / al fondo)
In the souvenir shop
Extension work included for stretch and challenge.
Audio files built into Powerpoint - choose between normal speed or slow speed!
Easily more work included than needed for a 1 hour class.
ROLE PLAY: CAFETERIA
Interactive resource that comes with accompanying handout for ease of delivery.
Learning Intention: To practice a roleplay in a café.
Success Criteria
To learn some basic key café vocabulary.
To practise transcription and reading aloud
To practise café dialogues and pick out key details from extension text.
Extra foci:
Dónde vs donde + where you woul like to sit (over by the window, over by the counter, over by the patio…)
Cafe menu item spot
Extension work included for stretch and challenge.
Audio files built into Powerpoint - choose between normal speed or slow speed!
Easily more work included than needed for a 1 hour class.
ROLE PLAY: EN EL RESTAURANTE PARTE 2
Interactive resource that comes with accompanying handout for ease of delivery.
Learning Intention: To practice a roleplay in a restaurant.
Success Criteria
To learn some basic key restaurant vocabulary.
To construct dialogues based on structured models, focusing on disjunctive pronouns to extend discourse
To invent a dialogue in Spanish for a role-play in a restaurant.
Lesson 2 of 2
ROLEPLAY: EN EL RESTAURANTE PARTE 1
Interactive resource that comes with accompanying handout for ease of delivery.
Learning Intention: To practice a roleplay in a restaurant.
Success Criteria
To learn some basic key restaurant vocabulary.
To study a text about a trip to a restaurant
To practise restaurant dialogues and complete an exam-style question.
Lesson 1 of 2