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Activity to practise expressing habitual actions in the past, routines in the present, and future predictions.
Students are assigned a specific role to discuss the future of books vs e-books.
Elluminate screens to revise vocabulary relating to the weather. Clip art by Discovery School.
Whiteboard and png file of the new Elluminate interface to guide students on their first tutorial.
Get your students to find out more about each other, and report their findings in the past.
Using depuis/ça fait....que + présent, Using il y a + passé composé using relative pronouns qui/ que /où using words containing the sound [u] and [y]
discussing preferences, expressing opinions, using expressions of quantity
Using the passé composé Talking about months and seasons Asking questions Expressing intentions
Telling a story in the past. Using perfect and imperfect Using arguments for and against
Talking about the future Using different forms to talk about the future (including the present tense) Revising expressions of time
Expressing likes and dislikes Using ce qui.... ce que.... Finding arguments for and against
Practising perfect and imperfect Using verbs which take être in the perfect Asking questions
Exprssing what you may or may not do Talking about what is not allowed or is forbidden
practising pronominal verbs in the present using pronominal verbs in the perfect tense
Giving opinions, expressing regret Revising vocabulary Discussing topic Practising comparative
Giving opinions Discusssing advantages and disadvantages Revising vocabulary on topic
2 Elluminate Whiteboards to practice Elluminate's basic communication tools, first on-line tutorial
4 Whiteboards designed for the first Elluminate Tutorial, in German, to practise using the basic Elluminate communication tools
Students describe which parts of German speaking countries they know
Comparison of three cities: Tuebingen, Leipzig and Graz
Practising asking directions using a street map of Tuebingen
Interviewing a partner as to where and how they live
Talking about the nationalities of famous people who spoke German
Asking each other questions regarding daily schedules
asking about the Queen's daily routines, using sequencing vocabulary
Continuation from 2_1_3: report back from breakout rooms, students report on daily routine of the Queen, students also say what they would do differently.
Finding German job vocabulary in a grid: "Wordsearch"
Talking about one's own CV and reasons for personal decisions
Talking about the lives of some famous German-speaking people
Talking about one's own experiences of being a student at the OU
Participants are asked to identify German-speaking cities from photos from the course materials
Participants are asked to do a presentation on a German-speaking city (covered in course materials)
Participants talk about special dates like bank holidays, using a calendar, practising ordinal numbers
Similar to 4_1_1 but using own birthday dates this time. More Ordinal numbers.
Organising features from well-known German fairy tales
Participants organise typical narrative strands in fairy tales according to key words
Expand and develop vocabulary pertaining to fairy tales via typical fairy tales elements
Using beginnings of fairy tales, participants are invited to invent the story in small groups and to present the finished story in the plenary
Participants are asked to reflect upon post war events of 20th century Germany
Participants are asked to express their opinions on the German re-unification process, using standard phrases and expressions
Participants describe what they know about the unified Germany in the 21st century
Participants revise and extend the German vocabulary for European countries with a map of Europe
Participants are invited to talk about cultural differences and similarities in European countries, using own experiences.
Participants are encouraged to plan a "Day of Europe" in small groups and present the results.
Discussing aspects important for quality of life in a city
Participants discuss which aspects might improve the environment and thus, the quality of life
Students are given three different subtopics and have to give a presentation / discuss how to improve the quality of life in their town
Study skills to help studying En rumbo. Practising talking about routines in the present.
Practising questions and answers in the present tense. Finding out about each other
Using cardinal points, talking about where the main cities and provinces of Spain are in the map.
Describing daily routine, frequent actions, using expressions of time and frequency
Practising comparisons. Comparing the students’ own cultures with the cultures of Spanish-speaking countries.
Talking about time and routines. Comparing attitudes to time and punctuality in different cultures.
Thinking about study skills to help with studying En rumbo. Thinking about how to tackle the first TMA.
Describing a celebration. Interpreting an event from the Spanish-speaking world based on limited visual clues.
Practising giving opinions using the verb parecer. Practising gender and number agreements
Working on structures to express what people are doing, what they are about to do, and what they have just done
Developing perception skills. Working on vocabulary related to the environment. Giving advice and making suggestions.
Describing a process using se + 3rd person. Finding out about a Mexican craft: papel picado. Pronunciation of consonants and consonant clusters.
Giving advice, suggestions and recommendations. Expressing obligation and saying what is and what isn’t allowed. Becoming aware of cultural differences in social behaviour.
Giving advice, suggestions and recommendations. Expressing obligation and saying what is and what isn’t allowed. Becoming aware of cultural differences
Practising the negative imperative. Practising the pronunciation of diphthongs.
Practising the pronunciation of the soft and hard sounds of the letter ‘r’.
Talking about the biography of a famous person. Practising the preterite and imperfect tenses.
Practising the imperfect to describe the past. Practising pronunciation of endings in the imperfect.
Practising the imperfect to describe the past. Reading numbers above 100. Practising expressions of time to contrast past and present.
Practising expressions of time to contrast past and present. Using connectors to contrast and compare. Using the imperfect to describe the past.
Using the preterite and the imperfect to talk about the past, or one’s life in the past.
Practising the stress patterns of preterite and present verb forms.
Practising the intonation of questions and statements. Becoming aware of cultural differences in social behaviour.
Using the perfect tense to talk about what you have done. Using the adverbs ya and todavía. Using direct object pronouns in replies. Intonation pattern of exclamations.
Using the perfect tense to talk about what you have done. Using the adverbs ya and todavía.
Talking about the past, using the perfect and the preterite. Giving a mini-presentation.
Talking about past events. Practising the preterite and the imperfect tenses. Telling a legend. Reflecting on and identifying cultural elements shared by legends.
Talking about memorable dates. Using the preterite and the imperfect to talk about one’s life. Expressing dates.
Working on the use and meaning of connectors. Reflecting on what is acceptable or normal in different cultures.
Practising common structures for making requests in Spanish. Practising the pronunciation of /p/ and /t
Practising lo que to single something out. Practising el que/la que/los que/las que to select from a group.
Practising how to express hopes and wishes. Giving a short presentation. Finding out about the city of Valparaíso and the problems of some Latin-American cities.
Talking about likes and dislikes using the structure Me gusta que + subjunctive. Giving a short presentation. Thinking about holiday preferences in the students’ own country and in Spanish-speaking countries
Giving and justifying opinions. Giving a short presentation. Practising for the speaking ECA. Participating in a group discussion
An introductory online tutorial for Elluminate providing a chance for students and tutors to get to know each other.
This Resource contains the PowerPoint content for Tutorial 2, along with the Tutor Notes for Tutorial 2. This tutorial is the 2nd one on L185 EAP Online and provides the students with a chance to reflect on and review what they have learnt in Block 1, along with some time to practise some of the key academic skills found in Block 1.
Revising greetings, introducing oneself and others and other small talk.
Revising greetings and introductions. Talking about professions and work. Practising small talk.
Asking and giving personal information; more Elluminate features.
Using basic Elluminate features; greetings and introductions; asking and giving names.
Asking questions about someone’s holiday; talking about holidays in the past and future tense.
Asking and answering questions in the future tense; reporting findings in the 3rd person.
Asking and answering questions in the future tense; reporting findings in the 3rd person.
Using the short form of the future tense; reporting findings in the 3rd person.
Saying what you will be doing in the future; asking what someone will be doing in the future.
Using vocabulary for a range of different foods; reviewing the conditional tense; ordering from a menu.
Reading and discussing CVs; asking and answering questions using the conditional tense.
Asking questions about the weather in the past and future tense; making comparisons about the weather.
Practising comparative and superlative forms; using vocabulary for a range of equipment; comparing prices about goods.
Using vocabulary for a range of holiday places and activities; discussing holidays.
Activity to practise greetings at different times of the day, saying who you are and how you are feeling, and asking how someone is.
Activity to practise saying numbers and asking for telephone numbers (using chi, e & hi)
Asking people where they come from, saying where you and others come from, and practising the TM after o.
Asking what someone does for a living and where someone works, and responding to the above.
Formulating questions about personal details, giving basic personal information, reporting findings in the third person.
Reviewing language learned in Uned 1: greeting one another, asking and responding to questions about where you or other people live, asking and responding to questions about your job and other people's jobs.
Practising pronunciation, asking and saying where you are going, using vocabulary for a range of buildings and other locations in a town or village
Asking and talking about where you and others are going, giving affirmative and negative answers to these questions, using vocabulary for a range of buildings and other locations in a town or village
Asking and responding to questions about weather conditions, practising naming days of the week, speaking about the past using roedd
Practising vocabulary for a range of leisure activities, asking and answering the question dych chi’n hoffi …?, saying what you like or don’t like doing
Asking and answering questions about the number of children in a family, using numbers 1 to 4 with masculine and feminine nouns
Activity to speak about the family, and practise pronunciation (soft mutation, nasal mutation).
Activity to revise relationship vocabulary, and to ask and answer questions about the family.
Asking questions about personal and family details, giving personal and family details, and reporting findings in the 3rd person.
Asking and answering questions about a person’s daily routine, and practising the time using the TM after am.
Asking and answering questions in the past tense, and using vocabulary for a range of food and buildings.
Asking and answering questions in the past tense about travel arrangements, and giving affirmative and negative answers.
Making logical sentences in the past tense, reading the sentences aloud, saying what you did yesterday.
Asking and saying what you did yesterday/last night, asking questions in the 3rd person, answering questions in the past tense giving affirmative and negative answers.
Asking questions about past events, answering questions about past events which happened in a particular order.
Saying what must or has to be done and what mustn’t or doesn’t have to be done, using the Treiglad Meddal on the verb-noun after Rhaid i.
Recognising Welsh signs, practising using rhaid, using i with a range of personal pronouns.
Asking for directions, giving basic commands, using vocabulary for a range of buildings in a town.
Revising language taught in Unedau 1-4, giving basic commands and instructions.
Asking and expressing opinion on well-known individuals, using various adjectives to describe people.
Using adjectives to describe a person, formulating questions using Ydy?, and giving affirmative and negative answers to Ydy?
Reviewing colour adjectives, formulating questions using Beth yw lliw? and answers using Mae e / hi’n and Treiglad Meddal.
Reviewing colour adjectives, formulating questions using Beth yw lliw? and Ydy?, and giving affirmative and negative answers to Ydy.
Asking for something, using Treiglad Meddal after Ga i?, and giving an affirmative or negative answer to Ga i?
Asking for something from a menu, asking what someone wants, saying what you want.
Revising numbers and use feminine nouns with money, asking and saying how much something costs.
Practising vocabulary for parts of the body, asking and talking about health matters, and reporting findings in the 3rd person.
Using vocabulary about a holiday, practising language learned in the course so far.
Describing a person’s appearance, asking questions about a person’s appearance.
Asking questions about someone’s home, describing one's home, using vocabulary for the home.
Saying what you can do and how often, asking what someone else can do and how often.
Asking questions about someone’s future plans, talking about future plans.
Asking questions about someone’s future holiday, talking about future holidays, planning a holiday together.
Reviewing and answering questions about personal details, and practising language learned in the course so far.
Giving affirmative and negative answers in various tenses, and practising language learned in the course so far.
Asking and saying what someone did in the past, telling a story in the past, putting events in order.
Asking and saying what someone has done, asking extra information such as where and when.
Asking someone’s opinion about people, and expressing an opinion using bod.
Asking for someone’s personal details, answering questions about personal details and reporting findings in the 3rd person.
Using the passive construction; discussing the news; using vocabulary for a range of news items; formulating questions about the news.
Asking for permission to do something; giving affirmative and negative answers to the question Ga i?
In this first tutorial students get to know each other and learn about some basic functionalities of their online tutorial environment (Elluminate).
This activity uses the same introductory whiteboard slides as L203Unit1Act1a (to familiarize students with Elluminate) but additionally includes some PowerPoints to trigger conversations about German-speaking countries. It is aimed at groups who have already met face-to-face and don't need another tutorial introducing themselves.
Getting to know other students in one´s tutorial group, and practising the preterite.
Activity to invite students to reflect on how they learn a language, while practising the past tenses.
Activity to practise defining and describing objects, concepts and abstract nouns in the context of education.
Activity to practise describing and defining objects, concepts and abstract nouns, having a look at Spanish students' blunders in their exam responses.
Activity to practise the past tense using key dates in Latin American history.
Activity to practise the preterite using key dates in the history of Catalonia.
Identifying the essential elements in a CV, and the requirements of a given vacancy.
Practising different structures to give advice, and expressing possibility and probability using the subjunctive.
Students take part in a role play while familiarising themselves with the administrative procedure of applying for a permit to stay in Spain.
Students practise expressing possibility, probability, certainty and doubt about their beliefs.
Activity to practise the passive se + 3rd person; learning about the religious festival, El Rocío.
Students practise using the subjunctive in structures to express their fears and expectations for the future.
Students prepare a short oral presentation with reference to a scientific project.
Students read a scientific text and identify the objectives and results of a scientific project.
Talking about percentages and change in statistics with reference to a literacy program in Latin America.
Expressing likes and dislikes using the subjunctive, and needs when talking about houses in a role-play.
Introducing a debate situation, the different roles of those taking part in a debate, turn-taking, interrupting others, etc.
Students prepare and conduct an opinion poll on environmental problems.
Practising "lo + adjective", talking about statistics, using expressions to indicate contrast and comparison with reference to Guinea Ecuatorial.
Making and responding to suggestions, using the formal and informal registers, practising structures and vocabulary used in negotiations.
Expressing preference using the subjunctive in the context of accommodation and houses.
In groups students prepare a brief presentation on three South American countries, and discuss their differences and similarities.
Activity to practise exchanging information, expressing opinions and revising the past tenses in the context of having or not having attended the Residential School in Santiago.
Activity to practise "es que..." to justify actions, "si + imperfect subjunctive", and expressing wishes and aspirations in relation to environmental problems.
Using indirect speech (present & past) while learning about the Sandinista Revolution.
Giving an oral presentation about economical and social problems in Latin America, and expressing hypothesis.
Get students to practise reported speech in the past, while they discuss who has not been telling the truth.
Doing a Web Tour in Elluminate and bringing students to visit the websites of different newspapers in Spanish.
Actividad para la primera tutoría en Elluminate. He puesto un enlace con un video sobre los objetivos de la actividad y con algunas sugerencias.
Do a Web Tour in Elluminate and bring students to visit Salamanca in Google Maps Street View.
Elluminate whiteboard to practise descriptions: ask a student to describe a character for the rest of the group to guess, or get the group to ask questions and find out the character. Clipart Discovery School.