This document outlines travel options from London to Moscow by train and plane. It provides pricing and duration details for the following routes:
1) London to Berlin by high-speed train, taking around 5 hours and costing $122-66.
2) Berlin to Warsaw by express train, taking around 5 hours and costing $66-44.
3) Warsaw to Moscow by sleeper train, taking around 48 hours and costing $212-150.
The total train journey from London to Moscow would take around 48 hours and cost $400-260. A flight from Moscow to Beijing on Aeroflot would take 7 hours and 25 minutes, costing $1074-357.
The document contains a word game that provides context clues to help determine the meaning of highlighted words in sentences. Each sentence has 3 potential word meanings to choose from, with only one being correct. The goal is to circle the right meaning based on how the word is used in context in each sentence.
The document defines a synonym as a word that has almost the same meaning as another word. It provides a worksheet with 9 sentences for students to circle synonyms in parentheses for underlined words and write additional synonyms. The answer key confirms the correct synonyms.
This document provides tips and guidelines for various language skills:
1. It outlines best practices for picture comprehension such as carefully observing details, counting objects, understanding concepts, and answering questions accurately.
2. Tips for punctuation emphasize starting sentences with capital letters and ending with proper punctuation. Contractions and quotation marks are also addressed.
3. Effective strategies for skills like translation, listening, speaking, reading and writing emphasize preparation, organization, clarity, maintaining focus, and practicing techniques like stress and intonation.
4. Sample passages, questions and prompts illustrate applying the techniques across different content.
Presenting new vocabulary involves introducing new lexical items to students and providing practice. It is an important first step in language learning that leads to phrase and sentence work. When presenting words, students need to learn the word's meaning, part of speech, pronunciation, spelling, and relation to other words. There are many interactive ways to present vocabulary, including choral repetition, flashcards, games, miming words, listening activities, and introducing the written word gradually. Practicing new words with peers also helps reinforce learning.
A great artist was commissioned to paint a mural for a Sicilian cathedral depicting the life of Jesus. He struggled to find models for the faces of child Jesus and Judas Iscariot. While watching children play, he discovered a 12-year-old boy with an angelic face to serve as the model for child Jesus. Years later, a gaunt beggar at a tavern provided the sinister face for Judas. However, the beggar was revealed to be the original model from childhood.
1. The boys desired to win the newspaper drive, so each brought their stack of newspapers. Desired means [a] wanted.
2. The dirt in the paper was so small I could not even see it. Miniscule means [d] small.
3. Sam always amuses me with her funny drawings. Amuse means [c] entertain.
Homophones are words that sound the same but are spelled differently and have different meanings. The document provides examples of homophones like write/right, pear/pair, bee/be, blue/blew, aunt/ant, and here/hear. Students are asked to circle the sentence that matches each picture by choosing between pairs of sentences containing homophones.
This document outlines travel options from London to Moscow by train and plane. It provides pricing and duration details for the following routes:
1) London to Berlin by high-speed train, taking around 5 hours and costing $122-66.
2) Berlin to Warsaw by express train, taking around 5 hours and costing $66-44.
3) Warsaw to Moscow by sleeper train, taking around 48 hours and costing $212-150.
The total train journey from London to Moscow would take around 48 hours and cost $400-260. A flight from Moscow to Beijing on Aeroflot would take 7 hours and 25 minutes, costing $1074-357.
The document contains a word game that provides context clues to help determine the meaning of highlighted words in sentences. Each sentence has 3 potential word meanings to choose from, with only one being correct. The goal is to circle the right meaning based on how the word is used in context in each sentence.
The document defines a synonym as a word that has almost the same meaning as another word. It provides a worksheet with 9 sentences for students to circle synonyms in parentheses for underlined words and write additional synonyms. The answer key confirms the correct synonyms.
This document provides tips and guidelines for various language skills:
1. It outlines best practices for picture comprehension such as carefully observing details, counting objects, understanding concepts, and answering questions accurately.
2. Tips for punctuation emphasize starting sentences with capital letters and ending with proper punctuation. Contractions and quotation marks are also addressed.
3. Effective strategies for skills like translation, listening, speaking, reading and writing emphasize preparation, organization, clarity, maintaining focus, and practicing techniques like stress and intonation.
4. Sample passages, questions and prompts illustrate applying the techniques across different content.
Presenting new vocabulary involves introducing new lexical items to students and providing practice. It is an important first step in language learning that leads to phrase and sentence work. When presenting words, students need to learn the word's meaning, part of speech, pronunciation, spelling, and relation to other words. There are many interactive ways to present vocabulary, including choral repetition, flashcards, games, miming words, listening activities, and introducing the written word gradually. Practicing new words with peers also helps reinforce learning.
A great artist was commissioned to paint a mural for a Sicilian cathedral depicting the life of Jesus. He struggled to find models for the faces of child Jesus and Judas Iscariot. While watching children play, he discovered a 12-year-old boy with an angelic face to serve as the model for child Jesus. Years later, a gaunt beggar at a tavern provided the sinister face for Judas. However, the beggar was revealed to be the original model from childhood.
1. The boys desired to win the newspaper drive, so each brought their stack of newspapers. Desired means [a] wanted.
2. The dirt in the paper was so small I could not even see it. Miniscule means [d] small.
3. Sam always amuses me with her funny drawings. Amuse means [c] entertain.
Homophones are words that sound the same but are spelled differently and have different meanings. The document provides examples of homophones like write/right, pear/pair, bee/be, blue/blew, aunt/ant, and here/hear. Students are asked to circle the sentence that matches each picture by choosing between pairs of sentences containing homophones.
The Year 3 students at the school created mosaic suns inspired by architect Antoni Gaudí's work. They learned about Gaudí's unique style that incorporated natural shapes and bright colors in his buildings. The students then worked to design and construct their own mosaic suns reflecting Gaudí's influence.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Starting to write in another language isn't as easy as simply picking up a pen or pencil, especially for younger learners. This presentation looks at the difficulties they may face and how we can best best support learners as they begin to write in their new language.
Resources and activities with a reading focusClare Seccombe
This document provides examples of methods and resources for teaching vocabulary, grammar, phrases, sentences, and full texts in a foreign language. It includes hands-on activities like dominoes, puzzles, and flashcards for teaching individual words, as well as games, posters, and digital tools for practicing phrases and short sentences. It also discusses using authentic children's books, stories, poems and websites to expose students to full written texts in the target language.
This document discusses various games that can be used in language classrooms to help students practice and embed the target language while having fun. It provides a list of 33 different game ideas, including well-known games like noughts and crosses, bingo, pictionary, and hangman, as well as some less common games like pelmanism, kim's game, number tennis, and trapdoor. The document suggests that games are an effective way for students to learn language unconsciously through an enjoyable competitive or interactive activity where they can practice with peers or the teacher.
The document discusses flag descriptions from the year 2016. In April of that year, descriptions were provided for various flags. However, without more context around the purpose or topic of the flags, it is difficult to determine what information the document aimed to convey in only 3 sentences or less.
This document discusses creativity in primary language classrooms and provides examples of craft activities that can promote creativity. It defines craft as an activity involving skill in making things by hand. Some craft ideas presented include origami, bookmarks, door hangers, fortune tellers, pencil pots, dice, board games, bunting, flags, puppets, felt sewing, playdoh, greeting cards, paper dolls, paper animals, beads, masks, crowns, photo frames, shakers, jigsaws, and story sticks. The goal is to use crafts to help students be creative and inventive rather than just repeating what others have done.
Virtually all subjects serve more than one purpose by being valuable disciplines in their own right while also adding value to cross-curricular studies. The document lists topics from the primary languages curriculum that connect to other subjects like literacy, math, history, art, music, geography, science, and more. It suggests history as an example of how languages can join into cross-curricular learning.
This short document appears to be a positive message celebrating the start of a second year of something. It contains the Spanish phrase "¡muy bien!" which means "very good!" followed by "Year 2!" indicating the beginning of a second year.
The document discusses findings from Ofsted reports on modern language teaching in primary and secondary schools in the UK. In primary schools, pupils made most progress in speaking and listening, while examples of systematically planned reading were rare and writing even more so. In secondary schools, students' written work was often too short and lacked extended creative writing due to a lack of knowledge of grammatical rules. The document then defines a mini-book as a short piece of writing in book format that can be printed, handwritten, illustrated and decorated. It provides examples of different types of mini-book formats and links to resources on making mini-books.
El documento contiene repeticiones de palabras sin sentido como "Anclas", "Patanclas", "Azalas" y "A blancas" agrupadas en bloques de texto. Cada bloque repite la misma estructura de palabras sin sentido.
1) According to Ofsted reports, achievement in primary schools was good or outstanding in around 60% of schools visited, with pupils making most progress in speaking and listening.
2) While some schools planned reading systematically, this was rare, and planning for writing was even more rare.
3) At the secondary level, students' written work was often too short and lacked creative writing because students did not know or could not apply grammatical rules. Writing did not build upon speaking skills in many classes observed.
using Web2.0 tools to promote and facilitate readingClare Seccombe
This document lists various websites that can be used to support reading development and encourage cultural, emotional, spiritual, and social growth in students. It provides links to websites for creating and sharing stories, comics, voice recordings, and other digital media like Storybird, Storyjumper, Voicethread, Little Bird Tales, and Toondoo. Additional resources for digital stories and student projects are also referenced.
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
The Year 3 students at the school created mosaic suns inspired by architect Antoni Gaudí's work. They learned about Gaudí's unique style that incorporated natural shapes and bright colors in his buildings. The students then worked to design and construct their own mosaic suns reflecting Gaudí's influence.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Starting to write in another language isn't as easy as simply picking up a pen or pencil, especially for younger learners. This presentation looks at the difficulties they may face and how we can best best support learners as they begin to write in their new language.
Resources and activities with a reading focusClare Seccombe
This document provides examples of methods and resources for teaching vocabulary, grammar, phrases, sentences, and full texts in a foreign language. It includes hands-on activities like dominoes, puzzles, and flashcards for teaching individual words, as well as games, posters, and digital tools for practicing phrases and short sentences. It also discusses using authentic children's books, stories, poems and websites to expose students to full written texts in the target language.
This document discusses various games that can be used in language classrooms to help students practice and embed the target language while having fun. It provides a list of 33 different game ideas, including well-known games like noughts and crosses, bingo, pictionary, and hangman, as well as some less common games like pelmanism, kim's game, number tennis, and trapdoor. The document suggests that games are an effective way for students to learn language unconsciously through an enjoyable competitive or interactive activity where they can practice with peers or the teacher.
The document discusses flag descriptions from the year 2016. In April of that year, descriptions were provided for various flags. However, without more context around the purpose or topic of the flags, it is difficult to determine what information the document aimed to convey in only 3 sentences or less.
This document discusses creativity in primary language classrooms and provides examples of craft activities that can promote creativity. It defines craft as an activity involving skill in making things by hand. Some craft ideas presented include origami, bookmarks, door hangers, fortune tellers, pencil pots, dice, board games, bunting, flags, puppets, felt sewing, playdoh, greeting cards, paper dolls, paper animals, beads, masks, crowns, photo frames, shakers, jigsaws, and story sticks. The goal is to use crafts to help students be creative and inventive rather than just repeating what others have done.
Virtually all subjects serve more than one purpose by being valuable disciplines in their own right while also adding value to cross-curricular studies. The document lists topics from the primary languages curriculum that connect to other subjects like literacy, math, history, art, music, geography, science, and more. It suggests history as an example of how languages can join into cross-curricular learning.
This short document appears to be a positive message celebrating the start of a second year of something. It contains the Spanish phrase "¡muy bien!" which means "very good!" followed by "Year 2!" indicating the beginning of a second year.
The document discusses findings from Ofsted reports on modern language teaching in primary and secondary schools in the UK. In primary schools, pupils made most progress in speaking and listening, while examples of systematically planned reading were rare and writing even more so. In secondary schools, students' written work was often too short and lacked extended creative writing due to a lack of knowledge of grammatical rules. The document then defines a mini-book as a short piece of writing in book format that can be printed, handwritten, illustrated and decorated. It provides examples of different types of mini-book formats and links to resources on making mini-books.
El documento contiene repeticiones de palabras sin sentido como "Anclas", "Patanclas", "Azalas" y "A blancas" agrupadas en bloques de texto. Cada bloque repite la misma estructura de palabras sin sentido.
1) According to Ofsted reports, achievement in primary schools was good or outstanding in around 60% of schools visited, with pupils making most progress in speaking and listening.
2) While some schools planned reading systematically, this was rare, and planning for writing was even more rare.
3) At the secondary level, students' written work was often too short and lacked creative writing because students did not know or could not apply grammatical rules. Writing did not build upon speaking skills in many classes observed.
using Web2.0 tools to promote and facilitate readingClare Seccombe
This document lists various websites that can be used to support reading development and encourage cultural, emotional, spiritual, and social growth in students. It provides links to websites for creating and sharing stories, comics, voice recordings, and other digital media like Storybird, Storyjumper, Voicethread, Little Bird Tales, and Toondoo. Additional resources for digital stories and student projects are also referenced.
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
3. How many boxes of 60 nails can be filled with 340 nails? Find the cost of 38 items at £1.99 each. London to Leeds is 190 miles. An Intercity train takes about 21⁄4 hours to travel from London to Leeds. What is its average speed? The Japanese Shinkansen (Bullet Train) 700 Series came into service in 1999. The distance from Tokyo to Osaka is 515 km. The Shinkansen can travel this distance in about 2 1/2 hours. What is its average speed ?
8. Wavin’ Flag Give me freedom! Give me fire! Give me reason! Take me higher! When I am older, I will be stronger. They’ll call me freedom Just like a wavin’ flag. So wave your flag. Una fiesta Sin descanso, Los países Como hermanos. Seremos grandes, Seremos fuertes, Somos un pueblo, Bandera de la libertad Que viene y va.
Editor's Notes
Much has been made of London 2012 and its legacy – “it’s not going to be as showy as Beijing because it’s going to have a legacy”. They are thinking about how the UK will continue to benefit from the Olympics long after the games have finished. Tessa Jowell and Sebastian Coe presented “Our Promise for 2012” to the IOC some time ago. It outlines the gains envisaged for London and whole of the UK from hosting the Games. Tessa Jowell said “Creating a lasting legacy for London and the UK has been at the heart of our vision for the Games from day one.” The World Cup’s legacy cannot be the same for us in the UK as we aren’t hosting, but we shouldn’t turn our backs on it and close the door once it’s finished. How can it continue to influence our work in school and our international journey even when the final whistle has blown ? Let’s build on the newly-lit flame of the love of and interest in other cultures to enhance all areas of the curriculum. The legacy could be as simple as using international themes in Maths or Literacy. Get them thinking about something more than numbers:
Let’s build on the newly-lit flame of the love of and interest in other cultures to enhance all areas of the curriculum. The legacy could be as simple as using international themes in Maths or Numeracy. Get them thinking about something more than numbers: KS1 shortest>tallest – why not use a building and a figure with some meaning, which may provoke discussion. Expose Y1s to international images from an early age KS2 handling data - But you could also do some cross-curricular work with KS2 Framework for Languages, intercultural understanding strand, where the Y3 objectives concentrate on finding out about languages across the world and then more specifically about the French-speaking world. Something a bit meatier. KS3 maths – understanding addition, subtraction, multiplication and division – often very dry problems. Why not give them the Indian McDonald’s menu and get them to work out the cost of things. It’s even more interesting when you find out how much money the average Indian person has. KS4 Maths – geometry and measures, using measures of time – Swap Network Rail for the Japanese Bullet train. Much more interesting. Or swap for the French TGV, the fastest train in the world. Interesting point of comparison – whose trains are better ? Is British always best ?
Has a particular country captured the imagination of your pupils while you have been learning about the World Cup ? A link with a school in that country would enable you to find out more about the country and what life is really like there. The children will be able to build up real friendships via reciprocal activities. This is a quotation from the Global Gateway about the benefits of school linking: Partnerships with schools in other countries can help integrate (many) themes into the learning experience and can offer a powerful and enjoyable framework within which issues can be addressed. As well as that, partnership activities can help to raise levels of literacy, competence with ICT and presentation skills There are many different ways of finding a partner. You can sign up to the Global Gateway, the online dating service for schools. Alternatively, if it’s Europe you’re interested in, try Comenius or etwinning. You could connect with Sub-Saharan Africa as part of a LA cluster of schools. There are many ways of finding a partner school – ask around pupils, colleagues and parents and you may well find a link that way.
There are also some dedicated programmes which use the World Cup as their impetus. The Global Gateway is inviting schools to sign up for its FIFA World Cup 2010 programme. It’s a “free, fun, linking project to bring the World Cup to life for schools in England and Africa”. You can start it now, and you sign up to keep in touch with your partner for a year. You have to correspond once a fortnight and link the project to real learning. Resources, tips and support are provided by the British Council. (CLICK ONTO OTHER PICTURE) The link is in the “What’s Hot” section of the GG homepage
1GOAL is a campaign seizing the power of football to ensure that education for all is a lasting impact of the 2010 FIFA World Cup. Raising our voices all over the world we believe that, together, we can make education a reality for the millions of boys and girls who remain out of school. Since the 1998 World Cup in France 40 million children have been put into school through new aid. But 72 million children are still denied an education and campaigners want all of them to have the chance to go to school before the next World Cup in 2014. 72 million children is more than all the children that are in primary school across Europe, USA, Canada and Australia combined. The world has the opportunity to ensure that every child has an education, and the chance to beat poverty. These children could be our next generation’s leaders, sports stars, doctors and teachers. But they face a lifelong struggle against poverty In 2010 the FIFA World Cup in South Africa is a landmark moment: it’s the first ever World Cup to be held on the African continent. As the world’s eyes turn to Africa this June, we will be asking all world leaders to achieve our 1GOAL: Education for All . World leaders have the power, the resources, and the knowledge to achieve education for all. Send my friend is the UK arm of the Global Campaign for Education. The 1Goal campaign is global. WATCH THE VIDEO TO FIND OUT MORE ABOUT IT Do our children see their education as a help or a hindrance ? Have they really thought about how lucky they are to receive it ? They can say thank you by campaigning for children around the world to receive the education that they are entitled to.
Why not make your school’s legacy an International School Award ? The foundation tier is so easy to apply for – any of the activities that you’ve heard about today will count towards it. Sign up on the Global Gateway and get started !
And the final message – the official World Cup anthem recorded by Somali musician K’naan and Spanish singer David Bisbal. It contains some powerful messages in both languages, the sort of messages that we want our pupils to take away from the World Cup and keep with them for always. David Bisbal said “La música y el fútbol unen al mundo” and it’s this feeling of unity and one-ness that we want to endure. Enjoy