The iPasen Translator

Objective: Students will read a formal school notification in Spanish, extract the essential information, and relay it in informal English to a classmate who does not speak Spanish. Time: 30–40 minutes Format: Individual writing

1. The Scenario (To present to the students)

Read the following situation: Your new classmate, Oliver, just moved here from Ireland. He is still learning Spanish, and his parents don't understand the messages the school sends through the iPasen app.

Today, the school sent an important notification about next week's schedule. Oliver is confused and has asked you what is going on. Your task is to read the official Spanish notice and send Oliver a quick email or WhatsApp message in English explaining what he needs to know.

2. The Input Text

Give this formal iPasen notice to the students:

Notificación de iPasen - Equipo Directivo Asunto: Taller Especial para 4º de ESO

Estimadas familias: Les informamos de que el próximo martes, 9 de junio, el alumnado de 4º de ESO verá alterado su horario habitual. Durante la tercera y cuarta hora (de 10:15 a 12:15), participarán en un taller práctico de CYR (Computación y Robótica) impartido por ponentes externos en el salón de actos.

Es estrictamente obligatorio que cada alumno acuda con su ordenador portátil o tableta con la batería completamente cargada, ya que no habrá enchufes disponibles para todos. La asistencia es obligatoria y la actividad está totalmente subvencionada por el centro (coste cero).

3. The Mediation Task

Instructions for the students: Write a message to Oliver in English (approx. 80–100 words). Remember, your goal is to mediate the information so he understands exactly what to do.

• DO NOT translate the text word-for-word. Summarize the key points naturally.

• DO use an informal, helpful tone suitable for a classmate.

• MUST INCLUDE: What the activity is, when and where it takes place, what he must bring, and how much it costs.

Festivals of the world

https://drive.google.com/file/d/1xM3xu22-aR3mpxtt-h3Z_l2D5cR9kW07/view?usp=sharing 

GROUP 1: "Brazil Carnival" by Lucía, Andrea, Carlota y Paula

GROUP 2: "Venice Carnival" by Raúl, Leñero and Salma

GROUP 3: "Chinese New Year" by Fernando, Aya, Conchi y Mayte

GROUP 4: "Songkran" by Álvaro, Nayara and Sara 

GROUP 5: "Mardy Gras" by Julia, Lola, Valeria y Ouiam

GROUP 6: Jorge, Adrián, Souleiman and Oriol

The Cultural Exchange

 

Activity 1: Written Mediation ()

The Scenario:

Your high school is hosting an exchange student from Ireland named Sean. He wants to join an after-school workshop, but the sign-up sheet and descriptions are only available in Spanish. Sean is very interested in creative arts but he is allergic to cats and has to be home by 6:30 PM.

The Source Material (Spanish):

Taller A: "Pintura al aire libre" – Lunes de 17:00 a 19:00 en el Parque Central. Traer pinceles.

Taller B: "Escultura en arcilla" – Miércoles de 16:30 a 18:00 en el Aula 4. El aula es compartida con la asociación felina (hay gatos presentes).

Taller C: "Fotografía Digital" – Jueves de 16:00 a 17:30 en la Biblioteca. No se requiere experiencia previa.

Your Task:

Write an email to Sean (80-100 words). Do not translate the whole text. Instead:

1. Explain which workshops fit his schedule and his allergy.
2. Summarize why the other options are not suitable for him.
3. Tell him what he needs to bring (if anything) for the suitable option.

The Food Truck Dilemma

 

Activity 1: Oral Mediation 

The Scenario:

You are at a local food festival with your English-speaking cousin, Sarah. She is a vegetarian and is very hungry. You are standing in front of a "Menu del Día" board written in Spanish.

The Source Material (Spanish):

MENÚ DEL DÍA - 12€

• Primeros: Gazpacho andaluz (vegano), Ensalada mixta con atún, o Sopa de picadillo (pollo y huevo).
• Segundos: Lentejas con chorizo, Paella de verduras, o Filete de ternera.
• Postre: Fruta del tiempo o Tarta de queso.
• Incluye pan y bebida.

Your Task (Roleplay):

In pairs, one student acts as Sarah and the other as the Mediator. The Mediator must:

1. Listen to Sarah's preference (she reminds you she doesn't eat meat or fish).
2. Look at the Spanish menu and explain in English only the options she can actually eat.
3. Briefly explain what "Gazpacho" is (paraphrasing) so she understands what she is ordering.
4. Tell her the price and what is included in the deal
   

APRIL FOOL'S DAY

 

Exercises on the video

How to communicate efficiently

. Video with questions: FOUR ESSENTIAL BODY LANGUAGE TIPS

HEALTH AND ILLNESSES

 - List of symtoms, illnesses and treatment: https://test-english.com/explanation/b1-b2-vocabulary-explanations/health-problems-and-injuries-b1-english-vocabulary/

- Flashcards: https://quizlet.com/es/824428853/health-problems-and-injuries-b21-vocabulary-flash-cards/?i=2k65i8&x=1jqt

- Exercises to learn illnesses: https://agendaweb.org/vocabulary/health-illness-exercises.html (basic)

https://www.eltbase.com/quiz/069_01.htm (intermediate)

https://janis-esl.issbc.org/esl-links/doctor/ (upper-intermediate)

- Health problems GAME: https://www.eslgamesplus.com/modal-verb-should-shouldnt-for-giving-advice-on-health-problems-esl-grammar-activity/

- Health worksheets: https://www.englishwsheets.com/health%20problems%20vocabulary%20esl%20matching%20exercise%20worksheet%20for%20kids.pdf

- At the doctor's: 

• dialogue: https://www.cristinacabal.com/pre-intermediate/atthedoctor.htm
• listening: https://www.oxfordonlineenglish.com/going-to-the-doctor
• video: 
  

ST. PATRICK'S DAY

 VIDEO ACTIVITIES

For and against essay

 text with exercises

Useful expressions

8th MARCH: International Women's Day

 What do you know about International Women's Day? Read the questions and guess the answers. Then, watch the video and check them:

Choose the correct answer (A, B, C, or D).

1. What is celebrated on March 8th every year?
   A. Human Rights Day
   B. International Women's Day
   C. Equality Week
   D. Women's Voting Day
2. What does gender equality mean?
   A. Women have more rights than men
   B. Men have more opportunities than women
   C. Everyone has the same rights and opportunities regardless of gender
   D. Only women can vote
3. About 150 years ago, what right did women NOT have?
   A. The right to vote
   B. The right to travel
   C. The right to speak
   D. The right to drive
4. What does the word suffrage mean?
   A. Education
   B. Work rights
   C. The right to vote
   D. Equal pay
5. What happened in 1920 in the United States?
   A. Women started working in factories
   B. The 19th Amendment gave women the right to vote
   C. Women were allowed to wear pants
   D. Women stopped protesting
6. Why did many women work during World War I?
   A. Men were away fighting in the war
   B. Women wanted to travel
   C. Factories closed
   D. Women refused to work before
7. What is a stereotype?
   A. A scientific discovery
   B. A general belief about a group of people
   C. A political law
   D. A type of job
8. According to the video, which problem still exists today?
   A. Women cannot work
   B. Women cannot vote
   C. Women are underrepresented in leadership positions
   D. Women cannot attend school

- Reading comprehension about Women's Day: text and exercises

- Do you think it's still necessary to fight for women's rights? Read the article: 13 Shocking Facts About Gender Inequality Around the World   audio and article and discuss in small groups: 

Global Gender Inequality: Key Facts

Gender inequality means that women and men do not have the same rights, opportunities, and access to resources. Although progress has been made in recent years, inequality still affects millions of women and girls around the world.

Key Facts

1. No country has full gender equality
Although some countries have reduced the gender gap, none have completely eliminated it.

2. Many women live in extreme poverty
Over 380 million women and girls live on less than $1.90 per day.

3. Limited reproductive rights
More than 1.2 billion women live in places where access to safe abortion is restricted.

4. Child marriage still exists
About 12 million girls under 18 are married each year.

5. Violence against women is widespread
A woman or girl is killed by a family member approximately every 11 minutes worldwide.

6. Millions of women are displaced
Around 44 million women and girls have been forced to leave their homes due to war, conflict, or climate change.

7. Many girls are out of school
About 130 million girls worldwide do not attend school.

8. Women do most unpaid care work
Women spend billions of hours caring for children and doing household work without pay.

9. Women face more food insecurity
Nearly 1 in 4 women experienced moderate or severe food insecurity in 2022.

10. Discriminatory laws still exist
At the current rate, it may take 286 years to remove laws that discriminate against women.

11. Few women in leadership roles
Only about 1 in 3 managers is a woman.

12. Women are underrepresented in politics
Women hold only 26.5% of parliamentary seats worldwide.

13. Women earn less than men
On average, women earn about 77% of what men earn.

Why This Matters

Gender equality helps improve education, health, economic growth, and human rights for everyone.

Discussion Questions

1. Why do you think gender inequality still exists in many countries?
2. Which of these facts surprised you the most? Why?
3. What actions can governments or societies take to reduce gender inequality?

- Watch another video to learn more about this topic: 

DAY OF PEACE

 Download song exercises

EVALUACIÓN DEL ALUMNADO Y DE LA PRÁCTICA DOCENTE

A continuación vas a realizar dos cuestionarios. En el primero vas a reflexionar sobre ti como alumno / a y aspectos importantes para mejorar tu rendimiento escolar.

En el segundo, vas a reflexionar sobre las clases de inglés y sobre tu profesora. Es muy importante que seas SINCERO / A porque le ayudarás a mejorar y a adaptarse mejor a tus necesidades en las clases. Puedes contestar con total libertad, el cuestionario es anónimo.

 Haz clic en los siguientes enlaces para acceder.

 - CUESTIONARIO DEL ALUMNO

- CUESTIONARIO SOBRE LAS CLASES DE INGLÉS

Gracias por tu colaboración.

THE ORIGINS OF HALLOWEEN

Unscramble the words related to halloween traditions:

1. crikt ro tarte

2. bbgobin rof papels

3. shtog

4. aded

5. susbines

6. ndecais

7. stocumse

8. pkumpin

Now enjoy the video:

Quiz on the video

basic exercises on the video

Complete the facts about Halloween with the correct time expressions:

 today  / 2,000 years ago / on November 1st / in the 19th century /  in the 1950s / the night before / in the 8th century / on November 2^nd

 

1. The origins of Halloween go back __________ to the ancient Celtic festival known as Samhain.
2. Samhain was celebrated __________.
3. People believed that the dead returned as ghosts __________, so they left food and wine on their doorsteps.
4. The Christian Church turned Samhain into All Saints’ Day __________.
5. All Souls’ Day was celebrated __________, when the needy begged for pastries called soul cakes.
6. __________, Irish and Scottish immigrants brought old Halloween traditions to America.
7. Trick-or-treating became the family-friendly celebration we know __________.
8. __________, Halloween is one of the biggest commercial holidays in the U.S.

Hall of Fame by The Script ft. will.i.am

 

Hall of fame by The Script ft. will.i.am

1. Warm-up Discussion (5–7 min)

In pairs or small groups:

• What does “fame” mean to you?
• Who do you think deserves to be in a “Hall of Fame”?
• Is being famous the same as being successful? Why or why not?

2. Prediction Activity (5 min)

·       What do you think the song will be about?

W  What emotions do you expect the song to express?

 🎧 While-listening Activities: https://youtu.be/3Kxf2dHlDpQ?si=-o5cLQVLqAP6mqva

3. Fill in the Blanks

Give students a gap-fill worksheet with missing words from key parts of the lyrics, for example:

You can be the ________, you can be the ________
You can move a ________, you can break ________
Standing in the ________ of ________

4. Identify motivational or positive words in the lyrics

🔵 Post-listening Activities

5. Meaning & Reflection Discussion In small groups:

1)      What is the general message of the song?

2)      Is it happy, sad, motivational, or something else?

3)      What message is the singer trying to give?

4)      Do you agree with it?

5)      Can you think of a real person who fits this description?

6)      How do you define success for yourself?

 6. Creative Writing

Students write a short paragraph or poem called “My Hall of Fame” describing what they’d like to be remembered for.

Material para aprender español

 - Mis primeras clases (nivel básico)

- Lengua española para marroquíes (el sustantivo, el artículo, los determinantes...)

- Español para inmigrantes (integración para adultos)

- Tejiendo el español (A1)

- Lectoescritura nivel medio

- Blog: mi aula ATAL

- aprende español ONLINE

- vídeos

- Actividades descargables (diversos temas y aspectos gramaticales)

Survey about social media

 

survey 1:

survey 2:

survey 3

survey 4

survey 5

survey 6

survey 7

FAST FASHION

 

Pre-watching activities:

Answer to a survey about your consuming habits regarding fashion: 

Are you a fashion addict?

Prepare to watch the video and pay attention to the images. Then answer the questions and restate your previous ideas of its content.

 1) Match the words below with a suitable definition:

1. ____ 2. _____ 3. _____ 4. _____ 5._____ 6. ______

1. quickly	a) Work environments that are unsafe, unhealthy, or uncomfortable for employees, often involving long hours, lack of proper equipment, or inadequate pay
2. international trade	b) nations with a lower level of industrialization and lower standards of living, which are in the process of economic growth and development
3. cheap	c) In a short amount of time; at a fast speed or rate
4. developing countries	d) Salaries or hourly pay that are below the average or expected income for a particular type of work or industry.
5. low wages	e) the exchange of goods, services, and capital between countries, typically involving imports and exports.
6. Poor working conditions	f) low in cost or price; inexpensive

2) Which of the words from execise 1 can you use to describe this photo from the video?

 

3) Match the photos with the following words related to environmental problems. Which of these problems appear in the video as a consequence of fast fashion?

animal extinction - fam land– deforestation - pollution – chemicals -  landfill -

1-                       appears / doesn’t appear	2-              appears / doesn’t appear
3-                      appears / doesn’t appear	4-                      appears / doesn’t appear

 

4) Listen to the video and in pairs, say whether the statements are true or false

1.     Fast fashion is expensive and high-quality clothing. T / F
2.     In the past, clothes were mostly made at home or by small local businesses. T / F
3.     Innovations like the sewing machine, made clothing cheaper and faster to produce. T / F
4.     The monster of fast fashion was created without the help of international trade. T / F
5.     Clothes made in developing countries are often produced with higher wages. T / F
6.     The fashion industry is one of the biggest contributors to pollution. T / F
7.     Making clothes requires a lot of natural resources, including water and farmland. T / F
8.     Clothes from Australia are always made locally. T / F
9.     A large amount of unwanted clothing from Australia ends up in landfills in Ghana. T / F

10.  Some companies are trying to recycle old clothes and create more eco-friendly clothing. T / F

5) In pairs, listen and complete the sentences with these words from the video:

developing countries – landfills - working conditions - fast fashion 

– natural resources  –eco-friendly 

 
1) ________    ________ is cheap, usually poorly-made clothing which exists so we can afford to buy new clothes regularly and be trendy.

2) Companies can cut costs by having clothes made in  ___________      ________________
3) Making clothes uses a lot of ___________      _____________ like farmland and water, chemicals and energy.
4) The clothes that we throw out end up in __________________.
5) Some companies are trying to find more _____________________ ways of making clothing or recycling old clothes.

6) Many governments and organisations are trying to build better _______________________

6) Change the following active sentences from the text into passive:

1) Back in the old days, people made clothes at home. 
Back in the old days, clothes________________________________
2) Companies produce clothes in developing countries
Clothes__________________________________________________
3) Some companies try more environmentally-friendly ways of making clothing.
More environmentally-friendly ways of making clothing _____________________________
4) Many governments and organisations will improve working conditions.
Working conditions______________________________________________
5) Clothing industries use a lot water to make clothes.
A lot of water ______________________________________

7) According to what you have learnt from the video about fast fashion and its consequences for the environment, which of the following statements would you choose for a school campaign to contribute to sustainable fashion? Discuss in groups

·       Buy second-hand clothes.

·       Buy slow fashion brands.

·       Follow every micro-trend.

·       Wash clothes in cold water.

·       Upcycling old clothes into new outfits.

·       Buy fewer high-quality pieces

·       Donate unwanted clothes.

·       Throw away clothes you don’t need.

·       Recycling clothes.

·       Buy fast fashion every week.

·       Wear clothes for longer periods of time.

·       Exchange clothe with your classmates.

·       Buy clothes made from eco-friendly materials.

 

Think about a good slogan for the school campaign: “Tips to contribute to sustainable fashion” (You can use the ideas in exercise 1 to help you). Follow these instructions to use Canva and create your poster:

 

1. Canva: https://www.canva.com/
2. Sign in with an account.
3. On the little house icon: Create a design
4. Choose poster: choose a free option (without a crown)
5. Modify photos, texts...
6. To save the project, click on COMPARTIR button, then DESCARGAR (choose PDF estándar en tipo de documento).
7. Email the poster to your teacher.