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LESSON
PLAN 2
KEY
STAGE 4
N
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nde
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both in
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up a pic
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oe
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gs. You ca
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them
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to
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on
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:
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eir
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le unde
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le to na nguage: Spanish
about tw
e fi
ss crite
d pe
using th
” anth
r.
RES SON P
El Nort
ill be ab they went.
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e starte
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XERCIS OCABthUeLA
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ui”
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ticular
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ow
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et), askT
their o
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eak Span Tourib
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udentslism:
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atch?v=y6 Give tabl
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th
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ip?
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ined
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is: “Exc
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ents will ha
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N PL A
L E S S O AG E 4
KE Y ST
T
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Festiv
WORKS
H
P
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ET
MAKIN
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FRIENDU
ED S CATION
PACK
LESSON
PLAN
LESSON
2
PLAN 2
KEY
KEY
STAGE
4
STAGE 4
ON
LESS 2
PLAN Y
KE E 4
STAG
MEMORY CARDS
Print out this sheet 10 times
Cut out cards, fold along the dashed line and glue
plain sides together
On the blank side stick an image and on another
card write a sentence that corresponds to that
image, see examples below
Make up enough packs for the class.
RDS
To play
glue
RY CA times
and
10 face down hed line
EMO
the cards
etout
MSpread
s she
the das
Bonjour
S
e
glu
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out thi
and
along
ther
CA
cards at a time, if they
up two
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line
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ds,
RY
ed
tim
er image correspond)
tha
t car
and
match
ge and then
ou(sentance
s to
MO sheet 10 the dash
togeth
her
Cut
an ima
pond
if not they ME
they
keep the pair
toes
sid
they get
ng
respair,
anot at
this
stickif nott cor
plain
side and partner
d on
th
ld alo
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tha
B has a go.They
nk
down
put them back
e an ds to
s, fo
Print
tence
the bla a senwhere
card gether
below
imag spon
saw certain
they
to remember
haveOn
ss. ones
out
to
write examples
ck an corre
the clalanguage.
Cut sides
cardrely on
the
and also
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e sti that
seerecognisingks
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ima with the most
The pupil
ugh cards wins.
ss.
bla senten s below
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am
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ay
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en ey
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ks up
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ima simple
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nce
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ir,
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partne
certain guage.
two age co they pa s a go.Th es
p theface/thumbs
ad th
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match to kee wn and they saw
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er A ance e pair partn w certa guag
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ly on
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bs
ple
ture
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: and
hum
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le - pic ry face/t
ples
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bored
someone yawning/lookingam
terrib
ture
th
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y fue and an ang
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:
er
Espana
flag=
Unidos
Estados
Yo y mi amigo fuimos a los
ples e terriblean angr
nish
el Tow
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r
. Eiff
we
picture of friends in USA as the Spa
Exam pana y fuflag and
of e.g
el To
ture
. Eiff
ish
a Es
down
flag
a = Pic
with
of a family
No fui con mi familia = picture
Fui e Span
of e.g
rman
g
Franci
a
Ge
ture
a cross
as th
an fla
dre =
No fui
ss
= Pic
a cro
mi ma
Germ
ncia
down
and
and
con
e=
Fra
ge
nia
dr
m
a
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d
i
fu
a mu
an ima
Alema
ss
e an
mi ma
No
happy in Italy/Italian flag with happy
= Jap
Fui a faceture of
a cro
imag
con
rrido bored
a pic
and
=
pan
ania a mum
s
abu
g
and
Ja
ido
em
=
d
Yo y mi gato fuimos a Mexico = a person on, fue g/lookin
s=
s Un
a Al ture of
rido bore
a Jap yawnin
Fui
Estado
pic
Unido
abur oking
(cactus,
and a cat with something MexicanFui
da
a los
dos
fue
eone
/lo
h
os
an
ta
n,
wit
Es
som
fuim
po wning
sombrero, flag)
th
A
family
a Ja
a los
amigo s in US
ily wi
of a
Fui eone ya
nd
y mi
imos A
fam
ture
Yo having
a
fu
m
of frie
Fue muy bien en Inglaterra = someone
pic
US
e
of
so
igo
in
g
ilia =
pictur up
g
ture
lookin
a good time in England/smiley face/thumbs
mi am ends
kin
mi fam
= pic
eone e
loo
con
Yo y re of fri
ilia
som
with English flag
fac
No fui
tu
eone e
nte = happy
pic
mi fam
ss
som ppy fac
excele with
a cro
con
te =
fui
Fui a Barcelona, fue un desastre = signpost of lia y fue an flag
len with ha
n
person s,
No
a
ce
Ita
tali
=
g
ss
ex
ctu
o
perso s,
Barcelona and upset face
Fui a in Italy/I
fue lian fla
a cro
= a (cactu
Mexic xican (ca
lia y
ico
os a
n
Ita
happy
fuim ething Me
a Ita Italy/
Mex exica
o
i
a
g
Fu
os
gM
y in
mi gat h som
vin
having
Yo y
fuim ethin
wit
eone bs up
happ
ne ha up
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gato som
= som e/thum
meo thumbs
and
mi
th
rra
ro,
so
y
fac
late
t wi g)
bre
Yo
ra = face/
som
a ca
en Ing nd/smiley
fla
later iley
bien
and brero,
of
of
Ing
muy e in Engla
ost
npost
nd/sm
n en
Fue
som
= sig
bie Engla
signp
d tim
astre
e=
muy e in
a goo glish flag
En
un des
sastr
tim flag
Fue
de
fue
od
with
lona, set face
a go English
e un
Barce
up
a, fu t face
with
and
lon
Fui a
rce
upse
lona
a Ba a and
Barce
Fui
lon
Barce
CÓMO ESTÁS
WILLKOMM
EN
CIAO
11
Hello!
r!
jou
n
o
B
Hi!
Zdrahvd
z
-vuee-ty
eh!
Hej!
Ciao!
Konnich
iwa!
Marhaba
!
te!
Namas
¡Hola!
Hujam
bo!
Olá!
G'day!
INTRODUCTION
D
espite languages becoming
to celebrate the Guardian and British
compulsory in primary schools Academy’s language festival in October.
in 2013, overall numbers of
The plans, for key stages 3 to 5, are an
language students at GCSE,
hour long and are intended for use in
A-level and university have
a classroom setting. There is also an
been declining at an alarming rate. This
additional plan, for schools with a high
spells bad news for current and future
number of EAL students.
school leavers, for whom knowledge
From creating an orchestra out
of a foreign language could provide a
of Italian vocabulary to debating
competitive edge in
multiculturalism in Spanish,
the jobs market.
aspiring student polyglots
A report by the
across the country will have
The key is
to n o t
British Council
plenty to keep them busy.
only mak
e the
found that we
lessons en
are suffering
joy
b
ut to mak able,
from a growing
e
deficit in foreign
languages
relevant.
language skills
just at a time when
the global demand for
language skills is expanding.
Worse still, in the words of the report,
we are trapped in a “vicious circle of
monolingualism”.
≥INTRODUCTION
≥ LESSON PLAN 1: KEY
STAGE 3
≥ LESSON PLAN 2: KE
Y STAGE 4
≥ LESSON PLAN 3: KE
Y STAGE 5
≥ LESSON PLAN 5: SPE
CIFIC
ACTIVITY FOR SCHOOL
S WITH
HIGH # EAL STUDENT
≥ ACTIVITY 1:
TO FOLLOW
≥ ACTIVITY 2:
TO FOLLOW
Salut
revitalising interest
So how can language teachers get young
people engaged in languages again? For
pupils to successfully learn a language,
they need to have self-motivation and
they need to be engaged in what they are
learning.
That’s why we’ve put together
this pack of innovative lesson plans
joindre
lernen
benvenuto
2
Lesso
plan n
1
Key
stage
3
MAKING
FRIENDS
starter
≥ Give out worksheet 1 and ask what
do all the words have in common?
(Answer: Italy)
Who has eaten any of the things on this list?
Which two things on this list could you drive?
Where is Italy? Point it out on a map. Has
anyone visited?
Who can speak any Italian? Point out that
they all know at least seven Italian words
from the top list.
WORK
SHEET
1
KEY
STAGE
3
WORKSHEET
MAKING
FRIENDS
WHAT DO
ALL THESE
WORDS
HAVE IN
COMMON?
Pizza
Ferrari
Balotelli
opera
ice cream
Fiat
spaghetti
Versace
Draw a circle around the Italian words in the table below,
put a question mark next to the ones you are not sure of
ciao
merci
piazza
bella
telewizja
amore
caballo
chiesa
tavola
szia
bruder
scuola
pisica
donna
église
manhã
maestro perfume
pappa
beau
≥ Give out the table of words
(worksheet 1) or put on the IWB.
Ask who can spot the Italian words. Draw a
circle around them – or use a question mark if
you’re not sure.
Now share the answers. How did you
know? How did you guess? Have a go at
pronouncing the words. The teacher can
then lead correct pronunciation repetition
supported by pictures. These words are
not key to the rest of the lesson, just an
introduction to Italian sounds.
LESSON PLAN 1
KEY STAGE 3
I
f an Italian boy or girl came and joined
our class, we would need to make
them welcome and make friends. How
do you make friends in English? (You
ask their name and things about them).
Let’s all say hello to each other
in Italian. The class wave and
say “ciao” around the room.
How good can you make your
accent? Italian people put a lot
of expression into their speech – can
you do the same?
The teacher gives their
name in Italian.
For example, “Mi
chiamo Mr Smith”.
Repeat “Mi chiamo” around
the room. What does it
mean? Point at students in
turn and get them to give their
name. Now say hello first.
Ciao
Topic:
Making friends
Duration: 60 minutes
Language: Italian
Objective:
To introduce yourself to
new people
Success criteria:
All students will be able
to say hello
and give their name.
Most students will be abl
e to ask
other people their nam
e and how
they are.
Some students will be abl
e to
conduc t introductions
as above and
respond to questions.
answer is: “What’s your name?”
Can you see any similarities in
the spellings? We have to look
for clues like that when we’re
learning languages.
People in Italy really like to
use lots of hand gestures
The
i
et
when they talk – make sure
children
m
Co ami?
you do too, to sound and
shake
i
ch
look like an Italian. They’re also
hands
really polite, why don’t you add
with those around
“Piacere” onto the end of your
them saying hello
conversation. What could
and giving their
that mean? The answer is,
names. (“Ciao, mi chiamo
“Nice to meet you.”
David”). Conversation should
re
Piace
be illustrated on the IWB as
support.
Display the sentence:
“Come ti chiami?”. Repeat
it as a chant, playing with
dynamics, accent and gestures.
If “Mi chiamo Mr Smith” is the answer,
and “Come ti chiami?” is the question,
what does “Come ti chiami?” mean? The
3
Lesso
plan n
1
Key
stage
3
MAKING
FRIENDS
conversation ordering exercise
≥ Give pupils a cut-up
cartoon strip.
(worksheet 2)
Ciao!
Mi chiamo
Luigi.
Come ti chiam
i?
Piacere
Maria.
Come stai?
igi.
Ciao Lu
mo
Mi chia
Maria.
Sto bene ,
E tu
grazie.
ai Luigi?
come st
Ask pupils to put the conversation
into the correct order and then
practise with their partner.
Volunteers can then perform their
conversations. Can they do it
without looking?
Sto
male.
ato*!
Che pecc i.
ig
Ciao Lu
Arrivederci
Maria.
≥ Draw faces on the board with the following captions:
“Sto bene” and “Sto male”.
Ask pupils to repeat, putting their thumbs up when saying “Sto bene” and
thumbs down when saying “Sto male”. The teacher then holds thumbs
up or down and the class calls out one phrase or the other. If anyone gets
it wrong, they’re out. You can elicit the meaning from the pictures. (“I’m
fine”, “I’m not well”).
Sto bene
Sto mal
Orchestra exercise
Final exercise
Divide the class into three groups and ask them to chant three Italian
words or phrases. Rhythm is important for this exercise, so do a
practice run first.
Ask students what the first word of the question “What’s your name” is in
Italian. The answer is “Come”. Then ask: "What do pigs live in?" The answer is,
of course, a sty.
Now put those words together and what does it sound like? The answer
is “Come stai”. This means “How are you?” Students should ask their partner
how they are. Can the partner answer?
Put the language on the board and in a handout. Ask for volunteers to have
a whole conversation.
The teacher should practise with one of the students first to remind and
support, gradually revealing the conversation on the board.
Group 1 chant: Mi chiamo
Group 2 chant: Sto bene
Group 3 chant: Ciao
Start the first group off quietly chanting, followed by group 2, then
group 3. Conduct the three different groups, raising your hand to signal
louder, and lowering your hand to mean quieter. Devise visual cues for
tempo. Swap the groups around twice more.
Plenary Fill in a conversation cartoon strip with phrases from a box. Read
your teacher box before you are done for the lesson and tell them what it
means in English.
4
lesso
WORK n plan 1
SHEET
1
Key
stage
3
WORKSHEET
MAKING
FRIENDS
What do
all these
words
have in
common?
Pizza
Ferrari
Balotelli
opera
ice cream
Fiat
spaghetti
Versace
Draw a circle around the Italian words in the table below,
put a question mark next to the ones you are not sure of
ciao
merci
piazza
bella
telewizja
amore
caballo
chiesa
tavola
szia
bruder
scuola
pisica
donna
église
manhã
maestro perfume
pappa
beau
lesso
WORK n plan 1
SHEET
2
Key
stage
3
WORKSHEET
cato*!
Che pec i.
ig
Ciao Lu
igi.
Ciao Lu
mo
Mi chia
.
Maria
MAKING
FRIENDS
Cut out the cartoon strip
and put in the correct order
Practise the conversation
with your partner
Ciao!
Mi chiamo
Luigi.
Come ti chia
mi?
e
Sto ben u,
Et
.
grazie
i?
tai Luig
s
come
Arrivederci
Maria.
Sto
male.
Piacere
Maria.
Come stai?
How Italian can you sound?
Don’t forget that “ciao” can
mean hello and goodbye.
lesso
resou n plan 1
rce
worksheet
MAKING
FRIENDS
Key
stage
3
Cut out the cartoon strip
Fill in the blank speech
bubbles with conversation
Practise the conversation
with your partner
How Italian can you sound?
Don’t forget that "ciao” can
mean hello and goodbye.
Lesso
plan n
2
Key
stage
4
Going on
holiday
LESSON PLAN 2
KEY STAGE 4
Going on hol
Topic:
Duration: 60 minutes
Language: Spanish
T
Objective:
To talk about past holida
ys
Success criteria:
to name up to
All students will be able
they went.
if
say
and
nine countries
l be able to give
Mo st students wil
iday.
their opinion on their hol
e to say
Some students will be abl
and
nt
we
y
the
en
wh
where and
with whom.
≥ Give out a list of country names in
Spanish to students and ask them to
match to the names in English.
Then ask the following:
Who has been to any of these countries?
What languages do they speak?
Can you speak any of the languages?
When you go to another country, how do you
feel (or how would you imagine you would
feel) when people talk to you and you can’t
understand or be understood?
Create a list of words underneath in Spanish.
For example, countries, adjectives and family
members.
Students have to classify all the words under the
three headings. You can give a clue by asking
them to place a country name under “¿Dónde?”
(Where?). Adjectives can be placed under “¿Qué
tal?” and people under “Con quién?”
Fui a
Italia
Ask the class
how was this
person’s trip?
The answer
is: “Excellent”. So what
does “Fue” mean? The
answer is: “It was”.
Fue
excelen
te
Here’s a tip you can use to help
the class remember: “Fui” ends
with an “i” and means “I went”.
Write a list of six adjectives
on the board: excelente, bien,
super, mal, fatal, terrible.
RESOUR
CE
What are the languages spoken by G
the
Discuss tips and tricks for
OING ON
HOLIDA managing new vocabulary.
most people globally?
Y
Answer: Mandarin, Spanish, English, Hindi,
E
C
R
RESOU
ON
Arabic. Ask who in the class speaks
OINofGA
Gany
E
Y
these. Can you teach us any words?H(Open
OLID RESOURC G ON
Fui a
N
I
O
this up to those who speak any other
G LIDAY
Espana
O
H
y fue
language at home).
LES
LESSON
PLA SON
N2
PLAN 2
KEY
KEY
STAGE 4 STAG
E4
LESSON
PLAN 2
KEY
STAGE 4
CARDS
Print out
this shee
t 10 times
Cut out card
s, fold alon
g the dash
plain side
s together
ed line and
glue
On the blan
k side stick
an image
card write
and
a sentence
that correspo on another
image, see
examples
nds to that
below
Make up
enough pack
s for the class
.
To pla
y
RDS
ORY CA
EM
MSpre
ad the card
es
s 10 tim
sheetout face down
and glue
out this
hed line
Part
Printner
A picks up along the das
two cards
match (sen
cards, fold
at a time,
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if they ther
erimag
and
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e correspo
s tog
on ano
get
DS
to keep
n side
ge and
nd) thenthat
the
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putplai
notima
them back k sidepair
stickifan
e
they pair,
onds to
ORY
es
d glu
if not they
corresp
blandown and
thatner
haveOn
part
ce
to the
ten
MEM is sheet 10 tim dashed line an
rememb
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sen
w has a go.They
write a er wheles
re they
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and also
cardrely
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out th
examp
along
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Print
s. ones
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s, fold
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packs fortarget language.
er
d on
mos
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t
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eno
s wins.
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to
age an ds to that
Make up
an im
sides
spon
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nk sid
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play
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be
down
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card see exam
if they
the cla
ead
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e,
s for
Fui a Espa Spr
cards at
imag
) then
pack
na y fue picks up two
respond
y
ough
A ble as the SpanPartnerterri
image cor y pair, if not the
up en
andre
= asnot
ish flag and tancepictu
Make
the
le
if simp
down
go.They
a
pair
match (senan angr
y
the
has
face
/thu
keep
tner B
parmbs
ones
down
ey
y get to
ay
pl
certain
face
down and
t
k
No fui a Fran the
e, if th
saw
To
y
ou
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s
a tim
them
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then
= Pictu
where the target languag
e card
rds at
re
ey
and a cros
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Eiffel Tow
ing
s
two ca e corresp ir, if not th
Spre
have to
er wins.
recognis
ks up
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pa
ey
s
rely on
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er A pic ce and im if not they s a go.Th
and also
most card
ania con
an
Partn
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es
with the
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and a pictu
the pa partner certain on
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= German
re of a mum
d
match t to keep
flag
w
an
age.
ge
down ere they sa rget langu
they
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back
ta
wh
e
n, fue abur
r
em
th
rido
.
put th remembe gnising
someone
wins
co
yawning/loo = Japan image and
to
ple
s:
on re ost cards
have
kingam
= as sim
o rely
d
em
Ex boreple
Yo y mi amig
- picture
s
and als with th
terrible
/thumb
o fuimos
pil
a los Esta
ana y fue
picture of
angry face
dos
The pu
friends in
and an
Fui a Esp
Unidflag
USA
nish os =
as the Spa
No fui con
mi familia
Tower
el
simple
n
Eiff
=
pictudow
a cross
of e.g.
re of a fami
re = as umbs
:
= Picture
ly with
- pictu
ples
e/th
Francia
rrible
No fui a
Exam
Fui a Italia
gry fac
fue te
flag
y fue exce
ss
an an
na y
lente = som
= German
and a cro
g and
happy in
Espa
eone look con mi madre
Italy/Italian
Fui a
ish fla
wer
ia
flag with
el To
maning
e Span
Ale
Eiff
th
a
happ
.
m
Fui
as
y face
mu
Yo y mi gato
of e.g
and
ure of a
fuimos a
ture
an image
down
Mexico = and a pict
and a cat
= Pic
a person
rrido = Jap
with som
ncia
flag
fue abu
ed
ething Mex
i a Fra
rman
sombrero,
king bor
a Japon,
icanFui
No fu
flag)
(cac
e = Ge
tus,e yawning/loo
cross
dos =
madr
and a
ados Uni
n mi
someon
Fue muy
d
ia co
a los Est
bien en Ingla
os
an
age an
go fuim
Alem
a mum
terra = som
a good time
y mi ami
Fui a
pan im
re of
Yo havi
eone
in England/
nds in USA
pictu
o = Ja
ily with
with Engl
smiley face
urrid
red
urengof frie
and a
of a fam
pict
ish flag
/thu
mbs up
fue ab oking bo
picture
s=
=
n,
ilia
po
Ja
mi fam
s Unido
ing/lo
Fui a Barc
Fui a
yawn
No fui con
elona, fue
Estado
ne
los
king
eo
a
un
loo
desastre
e
Barcelon
som
imos
= signpost
a and upse
a cross
someon
th
A
igo fu
of
t face
elente =
ily wi
face
mi am ends in US
a fam
a y fue exc flag with happy
Yo y
fri
re of
Fui a Itali
/Italian
re of
pictu
=
tu
Italy
son
in
pic
ilia
per
g
happy
xico = a
mi fam
tus,
lookin
os a Me
i con
eone
xican (cac
gato fuim
No fu
= som y face
Yo y mi
ething Me
pp
lente
with som
cross
ha
ce
a
cat
a
ex
th
and
g wi
y fue
e having
ro, flag)
rson
lian fla
Italia
sombre
= someon mbs up
= a pe ctus,
ly/Ita
Fui a
Inglaterra
exico
(ca
y in Ita
face/thu
y bien en
happ
os a M Mexican
/smiley
im
Fue mu
land
fu
g
Eng
to
hin
time in
mi ga th somet
a good
ving
Yo y
t of
ne ha up
lish flag
cat wi g)
signpos
with Eng
bs
and a
astre =
someo
ero, fla
erra = face/thum
fue un des
sombr
celona,
y
Inglat
n en
Fui a Bar
/smile
upset face
uy bie
gland
na and
of
Barcelo
Fue m ime in En
post
Survey exercise
≥ You are conducting a survey for the
National Tourism Council about where
young people go on holiday.
≥ Now, discuss the importance
of learning languages:
MEMORY
≥ Show the questions, “¿Adónde
fuiste?”, “¿Qué tal fue?” and “Con
quién fuiste?”
Ask students to practise this
using their list of countries
from the starter.
So “Fui” means
“I went”. Now
write sentences
using that
phrase on the board: “Fui a
Italia. Fue excelente.”
starter
terrible
Memory game
Categories exercise
ake these two key words: “Fui”
and “Fue”. They are both in
the past tense. The teacher
puts up a picture of themselves
superimposed into a recognisable scene.
For example, Paris. Say,“Fui a Francia”.
What does that mean? The answer is:
“I went to France”.
iday
Make up a pack of memory cards (see resource sheet for templates and instructions). Give out the
pack of cards to paired up students. Place them face down and spread them out over their desks.
Half of the cards have words with corresponding images. Make as many pairs as possible. The
partner with the most pairs wins.
!
Give tables given out to the students. Ask as
many people as possible where they went,
how it was and who they went with. Ask the
students to then report back to the teacher.
Explain to the class that the Spanish word
“Fue” also has another meaning. Ask them what
“David fue a Francia” means? Does it mean
David was France? The answer is: “David went
to France”.
Using this new vocabulary, ask the students
to give details about how their surveyed
classmates found the holiday. Which is the
most popular holiday destination in the class?
Which is the least popular? Ask everyone to
listen carefully and take notes.
Write a postcard
Dictionaries are allowed for this task. Challenge
students to add new countries and adjectives to
their vocabulary by writing a postcard. Provide
examples on the board and distribute templates
to write on. Instruct pupils to 'post’ their card to
another class member. Now ask them to analyse
it and see if it has any mistakes
Plenary Ask a pupil to come to the board and
summarise the key findings of the lesson to the
rest of the class, followed by class discussion
to rectify any points if needed. Now, redirect
discussion towards the value of languages.
8
resource
Going on
holiday
Memory cards
Print out this sheet 10 times.
Cut out cards, fold along the dashed line and glue
plain sides together.
On the blank side stick an image and on another
card write a sentence that corresponds to that
image, see examples below.
Make up enough packs for the class.
To play
Spread the cards out face down
Partner A picks up two cards at a time, if they
match (sentance and image correspond) then
they get to keep the pair; if not, they put them
back down and partner B has a go.They have to
remember where they saw certain ones and also
rely on recognising the target language. The pupil
with the most cards wins.
Examples:
"Fui a Espana y fue terrible": a picture of the
Spanish flag and an angry face/thumbs down
"No fui a Francia": a picture of the Eiffel Tower
crossed through
"Fui a Alemania con mi madre": a picture of the
German flag and a mum
"Fui a Japon, fue aburrido": a picture of the
Japanese flag and someone yawning/bored
"Yo y mi amigo fuimos a los Estados Unidos": a
picture of friends in USA
"No fui con mi familia" : a picture of a family
group crossed through
"Fui a Italia y fue excelente": a picture of the
Italian flag with happy face
"Yo y mi gato fuimos a Mexico": a picture of
a person and a cat with something Mexican
(cactus, sombrero, flag)
"Fue muy bien en Inglaterra": a picture of
someone having a good time in England/smiley face/thumbs up with the Union Jack
"Fui a Barcelona, fue un desastre": a picture
of a signpost reaing "Barcelona" and an
upset face
Lesso
plan n
2
Key
stage
4
resource
Going on
holiday
postcard templates
Lesso
plan n
2
Key
stage
4
Lesso
plan n
3
Key
stage
5
integration
LESSON PLAN 3
KEY STAGE 5
Integration
Topic:
minutes
60
n:
atio
Dur
ish
Span
Language:
Objective:
To talk about integration and
multiculturalism
Outcomes:
n
All students will recognise and begi
the
to
ed
relat
ry
bula
voca
to use key
topic.
Most students will have written
definitions for the nouns learned
and have gained perspective on
different obstacles to integration and
multiculturalism.
d
Some students will have develope
the
on
gue
dialo
med
infor
wella
difficulties of integration using new
vocabulary and facts from texts.
Starter
≥ What does integration mean
to you?
≥ Who can give a definition of
multiculturalism?
≥ Develop class definitions agreed by
all for both terms.
Discussion
≥ What part do languages play in
integration and multiculturalism?
Would they be a help or a hindrance?
P
lay a scene from the film El Norte
about two Guatemalan siblings
building a new life in the US.
There is one particular scene,
where Enrique is offered a waiting job
by a man who doesn’t speak Spanish.
vocabulary Heading
Using the following vocabulary (also see
worksheet), ask the class to recognise and define
12 nouns related to the topic of integration and
multiculturalism:
Find the film on YouTube
Integración = integration
The scene runs from
1:16:45 to 1:19:00
Tolerancia = tolerance
Pacifismo = pacifism
Ask students to list the
obstacles faced by both parties
in the conversation. They must
think linguistically, culturally
and socially.
Can languages ever be
separated from their culture?
Get pupils to present
arguments for and against this
question.
Racismo = racism
Discriminación
Xenofobia = xenophobia
Convivencia = coexistence
Solidaridad = solidarity
Prejuicio
Asilo = asylum
discussing multiculturalism
Use the text (on the worksheet supplied)
“Angela Merkel: el multiculturalismo
es un ‘fracaso total'," which details
Merkel’s anti-multiculturalism stance:
Now ask the class to answer the
following questions:
Igualdad = equality
Segregación = segragation
Ask pupils to match each word to the correct
English definition. There are two too many, so
they should be careful.
En tu opinión, ¿cuál es la actitud de
Merkel en cuanto al multiculturalismo?
¿Qué opinas de lo que dice la canciller
“Cualquier persona que no hable alemán
inmediatamente no es bienvenido"?
¿Estás de acuerdo?
¿Por qué crees que los inmigrantes que
llegaron a Alemania durante los 60, no
han vuelto a su país de origen?
¿Qué se puede hacer para que los
alemanes no se sientan “invadida por
extranjeros"?
Plenary Initiate a quickfire
debate. Students can
pick their own stance on
multiculturalism or can be
given one from a selection produced by the
teacher. They must state their case in 10
seconds. Other class members decide to
agree or disagree. The person who has the
most people agree with them wins. (Reveal
that last point at the end to stop everyone
disagreeing with one another).
11
Lesso
plan n
3
worksheet
integration
Angela Merkel: el
multiculturalismo
es un "fracaso total"
L
a canciller de Alemania,
Angela Merkel, ha dicho
que los esfuerzos de su
país por construir una
sociedad multicultural habían
sido un “fracaso total". Dijo que la
idea del multiculturalismo como
la convivencia de personas con
diferentes raíces culturales no
estaba funcionando en Alemania.
Añadió que el islam ya era parte
del país, pero que los inmigrantes
musulmanes también tenían
que hacer un mayor esfuerzo
por integrarse, por ejemplo
aprendiendo a hablar alemán.
“Cualquier persona que no hable
alemán inmediatamente no es
bienvenido", indicó. La canciller
señaló que los inmigrantes deben
aprender alemán para poder
competir en el mercado laboral.
“A principios de los 60 Alemania
convocaba a los trabajadores
extranjeros para venir a trabajar y
ahora viven en el país. Nos hemos
engañado a nosotros mismos.
Dijimos: 'No se van a quedar, en
algún momento se irán'. Pero esto
no es así", agregó la canciller.
Sus declaraciones llegan tras
algunas muestras de sentimientos
anti-inmigrante en el país. Aunque
dijo hace un par de semanas que
el islam era parte del país, otros
líderes políticos se mostraron en
desacuerdo. Una encuesta reciente
mostró que más del 30% de los
alemanes cree que Alemania fue
“invadida por extranjeros".
Los comentarios de la canciller
se produjeron una semana después
de una reunión de Merkel con el
primer ministro de Turquía. En
el encuentro ambos líderes se
comprometieron a hacer mayores
esfuerzos por garantizar la
integración de los 2,5 millones de
personas de origen turco que viven
en Alemania.
Key
stage
5
Read the article and answer
the following questions
En tu opinión, ¿cuál
es la actitud de
Merkel en cuanto al
multiculturalismo?
¿Qué opinas de lo
que dice la canciller
"Cualquier persona
que no hable alemán
inmediatamente no es
bienvenido"? ¿Estás de
acuerdo?
¿Por qué crees que
los inmigrantes que
llegaron a Alemania
durante los 60, no han vuelto
a su país de origen?
¿Qué se puede hacer
para que los alemanes
no se sientan "invadida
por extranjeros".
Lesso
plan n
3
worksheet
integration
Integración
Key
stage
5
Tolerancia
Write the correct
English definition
next to each word.
Pacifismo
There are two too
many, so be careful.
Racismo
Discriminación
Xenofobia
Convivencia
Solidaridad
Prejuicio
Asilo
Igualdad
Segregación
Lesso
plan n
4
A room of
language
teachers
I
n many schools across the UK,
teachers often have a classroom full
of linguists before they even begin
teaching another language. In this
project, students who speak another
language at home prepare and teach a
sample lesson in that language, helping
everybody appreciate the amount of
linguistic talent in the room.
Variations
In sixth-form groups, especially
languages, students could give
presentations on the best idioms and
proverbs from their language, literally
translated into English. An interesting
extra dimension to this activity might
be to think about whether students can
find equivalents for each of these in the
language they are studying.
LESSO
PLAN N
4
WORKSHEET
A ROOM OF
LANGUAGE
TEACHERS
POSSIBLE LIST OF EXPRESSIONS
English
Language Two
Hello
How are you?
Please
Thank you
Variables
The number of students who speak
another language will vary, depending
on the school demographic. This project
may, therefore, be given to a single
student to prepare for homework, or as a
whole class activity spanning a series of
lessons or an impact day.
Students with no extra languages
could collaborate with those that can
speak, learning the content before the
class happens or helping to design
the PowerPoint, before working as
pronunciation models with their group
leader when they present in front of the
other pupils.
What’s your name?
My name is …
How old are you?
LESSO
PLAN N
4
I am … years old WORKSHEET
A ROOM OF
LANGUAGE
TEACHERS
Where are you from?
I’m from …
PEER ASSESSMENT RUBRIC
Name and Language
Quality 1:
Engaging
/10
Quality 2:
Testing
/10
Quality 3:
Learn a lot
/10
Total Mark
/30
Outline
Evaluation
Give students a list of basic expressions
they could choose to teach their
classmates. Explain that the aim is that
students are able to say the words given
– in other words they shouldn’t worry
too much about spelling. Depending on
your circumstances, this could include
preparing PowerPoint presentations,
creating flashcards, or using miniwhiteboards. Students will likely use the
sorts of activities that they habitually
use in your class.
Before setting students off to begin
planning, have students co-opt a peerassessment rubric for evaluating their
classmates’ lessons. Ask each student
to write down three adjectives that
describe a good lesson – the three that
receive the most votes then become the
three qualities that students will grade
each other on. Have each student fill in
a grid like the rubric below, and then
collate the marks to determine whose
average score is the highest.
14
worksheet
A room of
language
teachers
possible list of expressions
English Language Two
Hello
How are you?
Please
Thank you
What’s your name?
My name is …
How old are you?
I am … years old
Where are you from?
I’m from …
Lesso
plan n
4
Lesso
plan n
4
worksheet
A room of
language
teachers
peer assessment rubric
Name and Language
Quality 1:
Engaging
/10
Quality 2:
Testing
/10
Quality 3:
Learn a lot
/10
Total Mark
/30