This is a sample itinerary. You can create just like this one with your own group\'s customized itinerary based on what you want to while you are in Barcelona.
The document describes a 1-week Spanish and cultural immersion program in Barcelona for young students in June 2013. It provides details of the program itinerary, including arrival and transportation to host families, daily Spanish classes and cultural activities such as visits to historic sites, a Flamenco dance class, and excursions outside Barcelona. Students will stay with host families and participate in cultural activities led by teachers and coordinators to experience Spanish language and culture.
The document outlines the itinerary and activities for a Comenius project taking place from May 12-17, 2013 in Alicante and Hellín, Spain. The schedule includes arrival of groups from Poland and Scotland, school activities like dances and workshops, trips to Cartagena including historical sites, a visit to Cuenca including hiking and canoeing, and a final Quijote's day at school with performances and music.
The document provides an update from a researcher studying the population density of titi monkeys in a conservation area in Peru. It discusses completing data collection, which proved challenging due to heavy rain and logistical issues. Local volunteers from the conservation group ABOFOA helped collect the remaining data. Next steps include analyzing the data through mapping vocalization triangulations and statistical tests. Upcoming events include presenting initial findings at a primatology conference. Pictures from the field are also included.
The document outlines the itinerary for a Comenius meeting held from March 6-10, 2013 in Almeria, Spain. On Saturday, the group will tour the Alhambra in Granada and have lunch there, while others visit a western theme park and zoo called Oasys with activities for children. In the evening is a closing dinner. On Sunday, transfers will be provided to the airport to say goodbye.
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The document describes a 1-week Spanish and cultural immersion program in Barcelona for young students in June 2013. It provides details of the program itinerary, including arrival and transportation to host families, daily Spanish classes and cultural activities such as visits to historic sites, a Flamenco dance class, and excursions outside Barcelona. Students will stay with host families and participate in cultural activities led by teachers and coordinators to experience Spanish language and culture.
The document outlines the itinerary and activities for a Comenius project taking place from May 12-17, 2013 in Alicante and Hellín, Spain. The schedule includes arrival of groups from Poland and Scotland, school activities like dances and workshops, trips to Cartagena including historical sites, a visit to Cuenca including hiking and canoeing, and a final Quijote's day at school with performances and music.
The document provides an update from a researcher studying the population density of titi monkeys in a conservation area in Peru. It discusses completing data collection, which proved challenging due to heavy rain and logistical issues. Local volunteers from the conservation group ABOFOA helped collect the remaining data. Next steps include analyzing the data through mapping vocalization triangulations and statistical tests. Upcoming events include presenting initial findings at a primatology conference. Pictures from the field are also included.
The document outlines the itinerary for a Comenius meeting held from March 6-10, 2013 in Almeria, Spain. On Saturday, the group will tour the Alhambra in Granada and have lunch there, while others visit a western theme park and zoo called Oasys with activities for children. In the evening is a closing dinner. On Sunday, transfers will be provided to the airport to say goodbye.
This document provides the schedule and logistical information for an intensive course on sustainable tourism management taking place in Lithuania from April 12-17, 2010. The schedule outlines the daily itinerary, including locations visited, activities, accommodations and transportation. It also includes useful information for participants such as costs, currency, weather, safety and a mini-dictionary of common Lithuanian phrases. Additional details are provided on arrival logistics at the Vilnius airport and contact information for the hosting organization and accommodations.
The document summarizes the work done for a first evaluation assignment:
1) Students created a Gmail contact group and blog sites to publish documents.
2) They answered questions, did collaborative stories, and published individual stories on their blogs.
3) Additional individual works included a school timetable and research on a Nobel Prize winner.
4) Finally, students collaborated on filling in information about Nobel Prize winners over the last 20 years.
This document provides tips for developing story ideas, including cultivating creative thinking by asking questions, talking to people, eavesdropping, reading widely, and using social media strategically. It emphasizes creating Twitter lists to follow experts, influencers, and accounts related to one's beat or location to stay informed on events and issues. Regular, quiet time should be set aside to scroll through lists and brainstorm ideas from trends and experts noticed. Story ideas are then presented that were found through hashtags, other media, and events to attend.
George Washington Carver was an important leader that students should remember. He made many uses for peanuts and created crop rotation to improve soil health. Students were reminded to focus and get their work done for the day by their teacher, Mrs. Lucas.
Ringkasan dokumen tersebut adalah sebagai berikut:
Tulisan adalah koleksi cetakan grafis edisi terbatas pada barang kebutuhan sehari-hari dan aksesoris rumah tangga. Setiap edisi diilustrasikan dengan tema dan palet warna yang berbeda-beda. Tulisan ditujukan untuk mereka yang menyukai cetakan segar dan barang buatan tangan yang istimewa. My Tulisan memasarkan produknya ke kalangan menengah ke atas yang men
This document summarizes the business model and marketing plan of Nutribiz International, Inc., a network marketing company that sells wellness products. Key points include:
- Nutribiz sells juice drinks and other wellness products through a binary compensation structure where distributors earn commissions on sales and by building teams of distributors on their left and right sides.
- Distributors can become a mobile stockist, stockist, or mega stockist by investing higher amounts to receive wholesale pricing and earn service fees on team member purchases.
- In addition to binary earnings, distributors earn unilevel commissions of 10% on sales of those in their downline up to 10 levels deep.
- The presentation emphasizes
The document provides instructions for performing a left-hand traffic pattern at an airport, including briefings for each leg of the pattern. It discusses the departure, crosswind, downwind, base, and final legs, as well as the approach and landing. It also defines some aviation terminology and reviews keyboard commands for aircraft control.
AJAX is a technique for building interactive web applications that allows asynchronous data retrieval and updating parts of a web page without reloading the entire page. It uses JavaScript, XML, and CSS to retrieve data from the server behind the scenes. This allows faster interactions and more responsive applications. Google Maps is a well-known example that uses AJAX to dynamically load map tiles as the user pans and zooms, avoiding full page reloads. While powerful, AJAX relies on JavaScript so some browsers and devices may not fully support it.
SITUACIÓN DE APRENDIZAJE DE FORMACIÓN CÍVICA Y ÉTICARosa Munive
La acción didáctica es una acción transformadora de situaciones sociales, organizativas, y de realidades físicas, donde los actores del proceso de aprendizaje y enseñanza, son sujetos que investigan la realidad de la que forman parte y, por tanto, objetos de su propia investigación, propicia un juego simultáneo y alterno de reflexión y acción, según lo exija la problemática respectiva a la que se pretende transformar.
The Portuguese SMILE project team traveled to Malaga, Spain from October 15-21, 2019. Over the course of the week, they visited several schools and historical sites around Malaga including the Bezmiliana school, Malaga City Hall, the Treasure Cave, Roman theater, Alcazaba, Picasso Museum, Malaga Cathedral, and Sea Museum. They also took a highly anticipated trip to the Alhambra and workshops were held in Albaicin. Traditional cooking workshops and a flamenco show were enjoyed at Peña el Plyayo. The group visited the natural site of El Torcal where they saw dolmens and held musical workshops. They returned home on the 21st after
Tours to Spain, guided trips to Northern Spain to study Spanish language and travel in Spain: Madrid, Toledo, Burgos, Vitoria, San Sebastián, La Rioja, Pamplona and Bilbao for touring Northern Spain.
1. The project aimed to create bonds between students in Spain and Poland through cultural exchanges and online collaboration.
2. Students worked in pairs on presentations about their schools, countries, traditions and places of interest to share cultures.
3. The project culminated in visits between students hosted by families in each country, with activities showcasing local culture.
The document summarizes the activities of the 1st transnational meeting of the Erasmus+ project "Treasure in Language" between September 2016-August 2018. The meeting brought together students and teachers from partner schools in Bulgaria, Italy, Latvia, Poland, Romania, and Turkey. They participated in workshops on traditional food and folk dances, and visited cultural and historical sites in Italy such as Paestum, Naples, Pompeii, Rome, and Lancellotti Castle to learn about Italian culture and history. Participants discussed plans for future project activities and disseminating results. The goal of the Erasmus+ exchange was to promote intercultural understanding and foreign language skills through an international educational experience.
The document summarizes a meeting that took place from May 30th to June 3rd in Barcelona between students from different European countries. The students participated in cultural integration activities, visited sites around Barcelona, presented their mobile application projects to one another, created brochures and presentations about their apps and cultures, and performed songs from their home countries. At the end of the meeting, participants received certificates and the coordinators met to evaluate the project.
Spanish Language Programs For Teens In Manuel Antoniodamoreschool
The document describes a Spanish language immersion program in Manuel Antonio, Costa Rica for teens and high school students. It offers Spanish classes from Monday to Friday with small class sizes of 5 students or less. Students live with local host families and are immersed in Spanish. The program includes cultural activities on weekends and aims to provide a full Spanish learning experience through language classes and cultural experiences. It provides details on program dates and costs.
This document provides a summary of activities from a week-long exchange program between schools in Perpignan, France focused on artistic pedagogy and inclusion. Key events included visits to memorial sites from the Spanish Civil War, museums of famous sculptor Maillol, workshops in dance, singing, art and theater creating performances around inclusion, and performances by student groups from each country. The week concluded with additional workshops, a tour of the local theater, and a final party.
This document provides a summary of activities from a week-long exchange program between schools in Perpignan, France focused on artistic pedagogy and inclusion. Key events included visits to memorial sites from the Spanish Civil War, museums of famous sculptor Maillol, workshops in dance, singing, art and theater creating performances around inclusion, and performances by student groups from each country. The week concluded with additional workshops, a tour of the local theater, and a final party.
The document provides information about I.E.S. García Barbón, a public educational institution located in Verín, Galicia, Spain. It discusses the school's educational offerings and facilities. It also describes an international Comenius project the school participates in called "Exploring Difference" which focuses on comparing the culinary traditions, folk music, and cultures of participating countries through sharing recipes, musical recordings, and maintaining a common blog. The goal of the project is to analyze cultural diversity from different perspectives.
The document summarizes the work done for a first evaluation assignment:
1) Students created a Gmail contact group and blog sites to publish documents.
2) They answered questions, did collaborative stories, and published individual stories on their blogs.
3) Additional individual works included a school timetable and research on a Nobel Prize winner.
4) Finally, students collaborated on filling in information about Nobel Prize winners over the last 20 years.
This document provides tips for developing story ideas, including cultivating creative thinking by asking questions, talking to people, eavesdropping, reading widely, and using social media strategically. It emphasizes creating Twitter lists to follow experts, influencers, and accounts related to one's beat or location to stay informed on events and issues. Regular, quiet time should be set aside to scroll through lists and brainstorm ideas from trends and experts noticed. Story ideas are then presented that were found through hashtags, other media, and events to attend.
George Washington Carver was an important leader that students should remember. He made many uses for peanuts and created crop rotation to improve soil health. Students were reminded to focus and get their work done for the day by their teacher, Mrs. Lucas.
Ringkasan dokumen tersebut adalah sebagai berikut:
Tulisan adalah koleksi cetakan grafis edisi terbatas pada barang kebutuhan sehari-hari dan aksesoris rumah tangga. Setiap edisi diilustrasikan dengan tema dan palet warna yang berbeda-beda. Tulisan ditujukan untuk mereka yang menyukai cetakan segar dan barang buatan tangan yang istimewa. My Tulisan memasarkan produknya ke kalangan menengah ke atas yang men
This document summarizes the business model and marketing plan of Nutribiz International, Inc., a network marketing company that sells wellness products. Key points include:
- Nutribiz sells juice drinks and other wellness products through a binary compensation structure where distributors earn commissions on sales and by building teams of distributors on their left and right sides.
- Distributors can become a mobile stockist, stockist, or mega stockist by investing higher amounts to receive wholesale pricing and earn service fees on team member purchases.
- In addition to binary earnings, distributors earn unilevel commissions of 10% on sales of those in their downline up to 10 levels deep.
- The presentation emphasizes
The document provides instructions for performing a left-hand traffic pattern at an airport, including briefings for each leg of the pattern. It discusses the departure, crosswind, downwind, base, and final legs, as well as the approach and landing. It also defines some aviation terminology and reviews keyboard commands for aircraft control.
AJAX is a technique for building interactive web applications that allows asynchronous data retrieval and updating parts of a web page without reloading the entire page. It uses JavaScript, XML, and CSS to retrieve data from the server behind the scenes. This allows faster interactions and more responsive applications. Google Maps is a well-known example that uses AJAX to dynamically load map tiles as the user pans and zooms, avoiding full page reloads. While powerful, AJAX relies on JavaScript so some browsers and devices may not fully support it.
SITUACIÓN DE APRENDIZAJE DE FORMACIÓN CÍVICA Y ÉTICARosa Munive
La acción didáctica es una acción transformadora de situaciones sociales, organizativas, y de realidades físicas, donde los actores del proceso de aprendizaje y enseñanza, son sujetos que investigan la realidad de la que forman parte y, por tanto, objetos de su propia investigación, propicia un juego simultáneo y alterno de reflexión y acción, según lo exija la problemática respectiva a la que se pretende transformar.
The Portuguese SMILE project team traveled to Malaga, Spain from October 15-21, 2019. Over the course of the week, they visited several schools and historical sites around Malaga including the Bezmiliana school, Malaga City Hall, the Treasure Cave, Roman theater, Alcazaba, Picasso Museum, Malaga Cathedral, and Sea Museum. They also took a highly anticipated trip to the Alhambra and workshops were held in Albaicin. Traditional cooking workshops and a flamenco show were enjoyed at Peña el Plyayo. The group visited the natural site of El Torcal where they saw dolmens and held musical workshops. They returned home on the 21st after
Tours to Spain, guided trips to Northern Spain to study Spanish language and travel in Spain: Madrid, Toledo, Burgos, Vitoria, San Sebastián, La Rioja, Pamplona and Bilbao for touring Northern Spain.
1. The project aimed to create bonds between students in Spain and Poland through cultural exchanges and online collaboration.
2. Students worked in pairs on presentations about their schools, countries, traditions and places of interest to share cultures.
3. The project culminated in visits between students hosted by families in each country, with activities showcasing local culture.
The document summarizes the activities of the 1st transnational meeting of the Erasmus+ project "Treasure in Language" between September 2016-August 2018. The meeting brought together students and teachers from partner schools in Bulgaria, Italy, Latvia, Poland, Romania, and Turkey. They participated in workshops on traditional food and folk dances, and visited cultural and historical sites in Italy such as Paestum, Naples, Pompeii, Rome, and Lancellotti Castle to learn about Italian culture and history. Participants discussed plans for future project activities and disseminating results. The goal of the Erasmus+ exchange was to promote intercultural understanding and foreign language skills through an international educational experience.
The document summarizes a meeting that took place from May 30th to June 3rd in Barcelona between students from different European countries. The students participated in cultural integration activities, visited sites around Barcelona, presented their mobile application projects to one another, created brochures and presentations about their apps and cultures, and performed songs from their home countries. At the end of the meeting, participants received certificates and the coordinators met to evaluate the project.
Spanish Language Programs For Teens In Manuel Antoniodamoreschool
The document describes a Spanish language immersion program in Manuel Antonio, Costa Rica for teens and high school students. It offers Spanish classes from Monday to Friday with small class sizes of 5 students or less. Students live with local host families and are immersed in Spanish. The program includes cultural activities on weekends and aims to provide a full Spanish learning experience through language classes and cultural experiences. It provides details on program dates and costs.
This document provides a summary of activities from a week-long exchange program between schools in Perpignan, France focused on artistic pedagogy and inclusion. Key events included visits to memorial sites from the Spanish Civil War, museums of famous sculptor Maillol, workshops in dance, singing, art and theater creating performances around inclusion, and performances by student groups from each country. The week concluded with additional workshops, a tour of the local theater, and a final party.
This document provides a summary of activities from a week-long exchange program between schools in Perpignan, France focused on artistic pedagogy and inclusion. Key events included visits to memorial sites from the Spanish Civil War, museums of famous sculptor Maillol, workshops in dance, singing, art and theater creating performances around inclusion, and performances by student groups from each country. The week concluded with additional workshops, a tour of the local theater, and a final party.
The document provides information about I.E.S. García Barbón, a public educational institution located in Verín, Galicia, Spain. It discusses the school's educational offerings and facilities. It also describes an international Comenius project the school participates in called "Exploring Difference" which focuses on comparing the culinary traditions, folk music, and cultures of participating countries through sharing recipes, musical recordings, and maintaining a common blog. The goal of the project is to analyze cultural diversity from different perspectives.
The document outlines the schedule for a week-long Erasmus+ blended mobility programme hosted by IES Moraima school in Loja, Spain from April 22-29, 2017. The schedule included activities like geocaching around Loja and Granada to discover hidden caches, workshops on creating tourism-based caches, visits to local landmarks, and evaluations. Students from France, Poland, Italy, and Portugal participated and stayed with Spanish host families. The goal of the programme was to promote geocaching both in and out of the classroom to engage students through an outdoor scavenger hunt activity.
Carolina Gengo Di Domenico is an Italian language educator with over 15 years of experience. In 2005, she opened La Piazza di Carolina, the first Italian preschool in Westchester County, which offers programming in Italian language and culture for children and adults. La Piazza di Carolina has been featured in several local publications. Italian Kaleidoscope is a cultural enrichment program offered by La Piazza di Carolina for schools and libraries, introducing children ages pre-kindergarten through 8th grade to Italian culture through interactive themes and activities. The program can be tailored to various subjects and events.
This 3-day, 2-night gourmet escapade in Barcelona includes culinary tours and cooking classes focused on Spanish cuisine. Day 1 includes a tapas walking tour and dinner. Day 2 features a morning cooking class and lunch, followed by an afternoon chocolate tour. Dinner is by the beach. Day 3 allows for free time in Barcelona before departure. Accommodations, 2 breakfasts, the tapas tour, cooking class and chocolate tour are included in the per person price starting at 393 euros. Transportation and additional meals/services are extra.
The document discusses Spanish traditions and culture. It provides details about:
1) Common Spanish traditions such as eating 12 grapes at midnight on New Year's Eve, Three Kings Day on January 6th, Carnival celebrations in February, Holy Week in April, and festivals in May-September.
2) Important aspects of Spanish culture such as its rich literary heritage from famous Spanish authors and poets like Federico Garcia Lorca, whose works like "Romancero Gitano" and "Poeta en Nueva York" have greatly influenced Spanish and world literature.
3) How Garcia Lorca was able to combine Spanish traditions with innovative literary art in his masterpieces, cementing his influence on literature in the
The document outlines the schedule for a week-long visit by students participating in the Comenius exchange program. The week includes activities like sports competitions, school lessons with host students, cultural site visits to places like Aix-en-Provence and the geological reserve, and meals highlighting French cuisine. Reflections at the end of the week found that large group sizes prevented much student mixing, but participants generally felt the exchange helped improve language skills and cultural understanding while furthering the goals of the shared Comenius project on health and nutrition.
The Greek team visited Spain for a cultural exchange program. They spent five days participating in educational activities, performances, and sightseeing. Some highlights included visiting schools, city halls, caves, boats, museums of art, history and marine life, theaters, castles, cathedrals, and the famous Alhambra palace. Students cooked traditional foods, sang songs, and learned about the history and culture of Spain through workshops and shows. The trip created lifelong memories and friendships for all involved.
The document summarizes cultural visits and activities during the eighth meeting of the Comenius Project Digital Print of Europe hosted in Torre-Pacheco, Spain from May 25th to 29th. Nineteen students and twelve teachers from partner countries participated. The week included trips to Murcia, Cartagena, Los Narejos beach, and the Pasico Windmill and Church. Students engaged in workshops producing videos with iPads and participated in a welcome event with dancing. The visit concluded with a farewell show and certificate ceremony.
The students visited several landmarks in Paris such as the Eiffel Tower, Arc de Triomphe, and Pont Neuf. They also took a boat tour along the Seine river and saw many monuments. The next day, they visited the Clos on Ambroise museum. Later in the week, the foreign students visited schools and landmarks in Montlucon such as the lycée Paul Constans and Old Montlucon on a scavenger hunt. The students also had a welcome party at the school.
This document outlines several projects that a school in Las Norias de Daza, Spain will undertake to learn about their local surroundings. The school is located in southeastern Spain in a Mediterranean city known for its beaches, landscapes, and mild climate. Some of the projects described include studying the local wildlife in a nearby lake in biology class, learning about the greenhouse agriculture that drives the local economy in math class, and building toys from recycled materials to learn about environmental sustainability. The document also provides background information on the culture and activities in the region.
The document provides information about Spanish language courses offered by Valencia Language College in Valencia, Spain. It details the school's location in the heart of Valencia, the various course levels from beginner to advanced, course descriptions including general, intensive, business, and art courses, teacher qualifications, and additional activities. Courses include cultural excursions, social events, and sports. The school aims to immerse students in Spanish language and culture.
http://www.zadorspaincamps.com
2, 3 or 4 week Spanish courses plus
sport activities with Spanish children in
July and August in Alicante.
Spanish Courses in Spain for children
students aged 8 to 13, combine Spanish
language courses with sport activities in
different summer camps, excursions and
trips.
Summer Immersion programs are the
opportunity for children to learn Spanish
in Spain and practice the Spanish
language, as well as to discover a new
culture and its customs, and make
friends with other young people from
around the world.
Summer Camps for kids in Spain Alicante Summer 2009
Barcelona Spanish Study Tour
1. SpainBcn-Programs in Barcelona
Spanish & Cultural Immersion Program for Young students, April 2012
www.spainbcn.com
Type of program: Spanish & Cultural Immersion Program in Barcelona, April 2012
Dates: 1 week, Friday March 30th through Thursday April 5th, 2012 (program dates to be confirmed).
School:
Group’s coordinator:
FRIDAY MARCH 30th : Arrival in Barcelona. PICK UP at Barcelona Airport (flight information to be sent)
REUNION AT SpainBcn Spanish School in Barcelona to have a brief program’s presentation. Students will be
able to use the internet to contact to their families and they all will receive maps of Barcelona with their host
family address and location, contact phone numbers, directions and locations of other host families and the
SpainBcn School, phone numbers of the teachers, etc.
Some of the students will be picked up at SpainBcn School in the center of Barcelona by their host families and
some of them will be accompanied to their accommodation by the SpainBcn teachers and coordinators.
Being Friday a working day, the host families won’t be at their homes until the afternoon, so in case the group
arrives in the morning, the group will be waiting at SpainBcn School until the host families pick up the students.
The group will rest and have something to eat while they wait for their host families to come to the school to
pick them up. If the students feel rested enough we will go for a short walk in the Gothic Quarter. The students
will be taken to their host families accommodations around 6 pm.
HOST FAMILIES: Our host families are a group of very nice and well educated people. The host families have
been carefully selected by SpainBcn Directors. We know them very well and we trust them.
Most of the host families have young boys or girls with similar ages to the students that will be placed with
them. The same group of host families is collaborating with our Programs for young students for several years
now: Many of host families started when their children were young kids and now they are teenagers. We are in
constant communication with the host families through the year as they host our students of the summer, spring
and winter programs.
Many of the host families live in the school area (center of the city) and all are located in some of the best
neighborhoods of the city. The SpainBcn teachers and coordinators live nearby the students accommodations
and they will pick them up daily in the morning to go to the school and they will also accompany them back to
their host families after the program activities in the afternoon (approx. at 7:30 pm) .
The host families help us with the supervision of the students and they also offer and nice and warm
environment. Breakfast and dinner are daily with the host family.
Students can be accommodated in groups of 2 or 3 with the host families. Students have their own bedrooms
(some may share the bedroom with the son or daughter of the family) and usually their own bathroom.
Regarding meals of the program:
Daily breakfast and dinner are with the host family. The teachers and directors of SpainBcn School will prepare
the food for the arrival day when the students will be waiting for the host families to pick them up. It is also
2. SpainBcn-Programs in Barcelona
Spanish & Cultural Immersion Program for Young students, April 2012
www.spainbcn.com
included in the program the food on Saturday March31th after the Flamenco Fiesta-Class that will be served at
school after the Flamenco Program and before the cultural activity in the afternoon. And lunch on Sunday April
1st with a pic nic (big sandwich with drink and fruit) per each participant to enjoy during the excursion day.
The rest of days, lunch is not included in this program cost, so it is at students’ own cost. (A daily “menu” in a
nice restaurant in the area with 3 dishes, bread and drink will cost 9 euros).
SEE FOLLOWING THE DETAIL OF DAILY ACTIVITIES INCLUDED IN THE PROGRAM.
(This is a proposal. Activities can be modified to better match the students’ interests. Let us know about them).
SATURDAY MARCH 31th
10:30 am. Students will be picked up at their host families accommodations by the SpainBcn teachers and
coordinators who will accompany them to SpainBcn School to start the CULTURAL PROGRAM
11:30 am. FLAMENCO FIESTA-CLASS.
A couple of professional Flamenco dancers (“bailadores”) will teach to
the students the basic of the Flamenco dance and movements. At the
school everything is ready for the Flamenco class (skirts, shawls,
dresses and accessories, music, etc).
The dancers will get dressed with the traditional Flamenco costume
and accessories.
Our Flamenco teachers are a couple of fantastic teachers and
professional Flamenco dancers who have their own Flamenco
company.
Lunch will be served at SpainBcn School for the group after the Flamenco Program.
After lunch, the group will be ready for the Cultural visit of the afternoon.
3 pm GUIDED WALKING TOUR THROUGH THE OLD PART OF
BARCELONA TO VISIT THE GOTHIC QUARTER, PLAZA REAL, LAS
RAMBLAS, THE CATHEDRAL AND THE OLD JEWISH
NEIGHBORHOOD, ETC.
We will visit the Museum of the Roman Ruins (Museum of History of
Barcino) located underground of this area.
THE OLD PORT AND THE MAREMAGNUM. This is a very pretty place
with a “commercial area” on the sea where there are many options of
restaurants and lunch places where the group will find many places with
all types of foods and for all budgets. It is the perfect place to enjoy the
afternoon and do some shopping (those who want) as this is one of the
most tourist parts of Barcelona. Also to enjoy the pretty view of
Barcelona from the sea.
7 pm. MONTJUIC MOUNTAIN AND FUENTES:
From the Old Port we will take a bus that will take us through the
Montjuic Mountain to the other side of this mountain. Here, in front of “el
Palacio Real” (Royal Palace) we’ll enjoy the magic Fountain (Fuentes de
Montjuic) that will offer this spectacular display of colors, lights, motion,
water acrobatics and music.
Around 8:30 pm students will be accompanied back to the host families
by the SpainBcn teachers and coordinators and they will be at the host
families place before 9 pm to have dinner with the family.
3. SpainBcn-Programs in Barcelona
Spanish & Cultural Immersion Program for Young students, April 2012
www.spainbcn.com
SUNDAY APRIL 1st
10:30 am. SpainBCN coordinators pick up the students at their accommodations to take them to the SpainBcn
meeting point in the morning to go to Tarragona for the excursion day.
11:30 PM. CULTURAL PROGRAM: EXCURSION DAY TO TARRAGONA.
Located 1 hour south from Barcelona, this was the first city founded in
Spain by the Romans in the 1 Century. The Roman city –Tarraco- is well
preserved as the new city grew up on its side -on the opposite, in
Barcelona the city grew on the top of the city founded by the Romans,
Barcino-. GUIDED HISTORICAL ROUTES with entrance to several
museums in the old Roman city. Tarragona also has an interesting
Historical route through the Medieval area of Tarragona.
Tarragona has also a beautiful beach that can be enjoyed if the day is
nice enough at that time of the year.
LUNCH: It's included in the program a picnic for the excursion (big
sandwich fruit and drink per person). Around 7:30 pm SpainBcn
coordinators will accompany the students to their accommodation.
MONDAY APRIL 2nd
8:30 am. SpainBCN teachers and coordinators will pick up the students at their host families accommodations
to accompany them to the school.
9:30 am.to 1:30 pm: SPANISH CLASSES:
Students will be placed in 1 or 2 groups according to their level of Spanish. The SpainBcn teachers will have
prepared the appropriated learning material according to the indications of the group coordinator. During the
morning classes teachers will explain about the visits included in the Cultural Program.
13:30 pm LUNCH AT A NEARBY RESTAURANT (At student’s own cost)
There are many places in this area that serve all types of foods and for all budgets.
3:00 pm. Meeting at SpainBcn to start the afternoon CULTURAL
PROGRAM: MODERNIST ROUTE OF BARCELONA guided walking tour
to also see other examples of the Modernist architecture such as “Casa
Batlló”, “Casa Milà”, “Casa Ametller”, Casa de “Les Punxes”.
4:30 pm. GUIDED VISIT AND ENTRANCE TO "LA SAGRADA FAMILIA"
one of the best and more originals works of Gaudí and symbol of
Barcelona. We will also see other important examples of the Modernist
architecture in Barcelona such as “el Hospital de Sant Pau” y La “Plaza
de Toros “La Monumental” . Around 7:30 pm. SpainBcn coordinators will
accompany the students to their accommodation.
TUESDAY APRIL 3rd
8:30 am. SpainBCN teachers and coordinators will pick up the students at their host families accommodations
9:30 am.to 1:30 pm: SPANISH CLASSES:
13:30 pm LUNCH (At student’s own cost)
3:00 pm. CULTURAL PROGRAM
HISTORICAL ROUTE THROUGH THE MEDIEVAL PART OF BARCELONA WITH ENTRANCE AND GUIDED
VISIT OF THE PICCASSO MUSEUM. Historical routes through the Born, La Ribera and medieval area to visit
some of the medieval buildings of this part of the city. Inside of one of the medieval palaces is located the
PICASSO MUSSEUM. Other interesting buildings and constructions are also located in this area and nearby.
One off the beaches of Barcelona is just a few minutes walking distance we can quickly get there if the students
want to. Around 7:30 pm. SpainBcn coordinators will accompany the students to their accommodation.
WEDNESDAY APRIL 4th
8:30 am. SpainBCN teachers and coordinators will pick up the students at their host families accommodations
9:30 am.to 1:30 pm: SPANISH CLASSES:
4. SpainBcn-Programs in Barcelona
Spanish & Cultural Immersion Program for Young students, April 2012
www.spainbcn.com
13:30 pm LUNCH (At student’s own cost)
2:00 pm CULTURAL PROGRAM: EXCURSION TO “EL PARC GUELL. AND TO THE OLD “PLAZA DE TOROS
LAS ARENAS”. Students will meet earlier today (no later than 2 pm.) to start the cultural activity so we have
enough time to go to Ela Parque Guell and also to a new cultural and shopping area of the city that has been
created inside of one of the 2 plazas de toros.
From the nice and renewed “Plaza de Toros Las Arenas” the students will be able to see a different part of the
city and enjoy some nice “cultural area” and pretty views of the city
Around 7:30 pm. SpainBcn coordinators will accompany the students to their accommodation.
THURSDAY APRIL 5th: Leaving from Barcelona.
SpainBcn teachers and Directors will pick up the students to accompany them to the airport .
GROUP RATE: 650 euros per student
This group rate covers the program and accommodation of 1 teacher/group coordinator travelling with a group
of 9 students and the program and accommodation of 2 teachers/group coordinators travelling with group of 15
students.
THIS PROGRAM COST INCLUDES:
1.-) Airport pick ups of the group on arrival and departure dates
2.-) 4 hours of Spanish classes in the morning Monday through Wednesday and a complete Cultural Program
with a variety of activities, visits and excursions in the afternoons and during the weekend as detailed in the
above program. THE PROGRAM ACTIVITIES CAN BE MODIFIED TO BE ADAPTED TO THE STUDENTS
INTERESTS.
3.-) Nice and carefully selected accommodation for the students with Spanish host families in Barcelona
4.-) Daily breakfast and dinner with the host families. Laundries included if needed.
5.-) Group rate includes the Hotel Accommodation and program in Barcelona for 1 teacher or group
coordinator travelling with a group of 9 students. From 15 students it is included the Hotel accommodation and
program in Barcelona for 2 teachers. Accommodation in a nice Hotel in the very center of Barcelona, nearby
our school. It’s also complimentary their cultural programs, activities, guided visits and excursions and meals
included in the program as it is detailed for the students.
6.-) Lunch included in this cost are: daily breakfast and dinner with the host families for the students and the
meal at school on the arrival day and on Saturday, after the Flamenco Program. It is also included the picnic
per participant (big sandwich, fruit and drink) served by SpainBcn per the excursion days (Sunday).
7.-) Complete Cultural Program with guided visits, historical routes, entrances to the best museums and the
private Flamenco show and class for the group.
8.-) All entrances to the museums and the group’s city public transportation needed for the program activities.
9.-) SpainBcn teachers and coordinators will pick up the students at the accommodations daily to accompany
them to the school. They will also accompany the students back to their host families after the day activities.
10.-) Supervised program with SpainBcn Directors available 24/7. SpainBcn teachers and/or coordinators will
accompany the students’ group during all the activities included in the program and do the group pick ups.
Students can not go out after the program’s curfew.
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We are waiting for you in Barcelona!!!
SpainBcn-Programs in Barcelona
Consell de Cent, 304 1º - 08007 Barcelona – SPAIN - Ph.: ++ 34 93 487 00 04 - e-mail: spainbarcelona@spainbcn.com
www.SpainBcn.com / www.TeenProgramsBarcelona.com