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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

Ice breaker, introductions,using prepositions with names of countries

Revising how to form the perfect and using à + definite article

Telling a story in the past. Using perfect and imperfect Using arguments for and against

Practising the imperfect Practising asking questions

Talking about the future Using different forms to talk about the future (including the present tense) Revising expressions of time

Practising si, oui, non Practising intonation

Practising the position of adjectives Revising past tenses

Expressing likes and dislikes Using ce qui.... ce que.... Finding arguments for and against

Practising en + present participle

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 Practising debating skills

Expressing opinions

Giving opinions Using the comparative

Giving opinions, expressing regret Revising vocabulary Discussing topic Practising comparative

Practising the use of tout Revising vocabulary

Practising using y and en

Giving opinions Discusssing advantages and disadvantages Revising vocabulary on topic

Practising the future tense

Practising the conditional

Giving opinions Practising emphatic pronouns Revising vocabulary on topic

Practising ilfaut / il faut que + subjunctive

Giving opinions. Practising for ECA02. Debating

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

Introducing others, countries one has visited, etc.

Quiz concerning the Auftakt course materials

Description of features of typical German houses

Overview of the German articles in the accusative

Comparison of three cities: Tuebingen, Leipzig and Graz

German phrases to ask for directions

Asking for locations using the dative case

Asking for shops, etc.

Practising asking directions using a street map of Tuebingen

Talking about means of transport

Icebreaker about how people live

Talking about preferences for different types of houses

practising the comparative in German

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"

Using the German past tense with "als"

Talking about one's own CV and reasons for personal decisions

Talking about Curriculum Vitae, using the past tense

Talking about the lives of some famous German-speaking people

Asking about leisure time activities

Talking about experiences with evening classes

Asking about learning schedules

Participants are asked to evaluate the course materials

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

Participants practise issuing invitations to parties, etc.

Similar to 4_1_1 but using own birthday dates this time. More Ordinal numbers.

Talking about German Christmas traditions

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

Identifying historic events in recent German history

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

Describing people

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.

Talking about time and routines. Reaching a consensus.

Thinking about study skills to help with studying En rumbo. Thinking about how to tackle the first TMA.

Making suggestions and reacting to them

Expressing future plans. Giving a mini-presentation.

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.

Practising structures for describing processes, such as se + 3rd person.

Practising structures for giving advice including the imperative.

Practising structures for giving advice, including the imperative.

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 letters g, j, ll and y.

Practising the pronunciation of the soft and hard sounds of the letter ‘r’.

Practising the formation of the preterite and the imperfect.

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.

Using the preterite and the imperfect to talk about one’s life.

Using the preterite to talk about memorable dates 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.

Describing objects in the present tense.

Using the perfect tense to talk about what you have done.

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.

Using the preterite and the imperfect for narration in the past.

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 the intonation patterns of enumerations.

Practising the sound of the letter ‘r’ and the linking of words (synalepha).

Practising common structures for making requests in Spanish. Practising the pronunciation of /p/ and /t

Practising the structure ¡Que + subjunctive! to express good wishes.

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 possibility and probability using the subjunctive.

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. Participating in a group discussion.

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.

An Overview of all available WBs for L193.

Practising greetings and getting to know each other.

Revision of Elluminate basics and practising classroom language.

Practising introducing oneself and others.

Practising the alphabet and numbers 0-9 in names and telephone numbers

Making hotel reservations and practising pronunciation.

Making travel arrangements.

Practising pronunciation of "ei" and "ie".

Revising greetings, introducing oneself and others and other small talk.

Revising greetings and introductions. Talking about professions and work. Practising small talk.

Practising introducing others. Using possessive pronouns.

Using communication strategies.

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.

Giving someone advice; suggesting what someone ought to do.

Asking questions about what you would do, and saying what you would do.

Using vocabulary for a range of different foods; reviewing the conditional tense; ordering from a menu.

Asking and talking about weight, colour and dimensions.

Asking and answering questions about distances.

Reading and discussing CVs; asking and answering questions using the conditional tense.

Giving advice 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 comparatives and superlatives when describing people and places.

Using vocabulary for a range of holiday places and activities; discussing holidays.

Activity to practise pronunciation and do a soundcheck.

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.

Revision using Pam? questions

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

Asking what people have or don’t have

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 saying the time.

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.