This document outlines a WebQuest activity for Spanish students to learn about the history, culture, and cuisine of Spain. Students are divided into groups and take on roles as historians, cultural experts, or gourmet chefs. They research their topics using provided websites and create a presentation to teach their classmates. The goal is for students to gain a well-rounded understanding of Spanish culture while practicing collaboration, research, and presentation skills in either English or Spanish.
Presentación, sobre los carnavales y fiestas que celebran en Puerto Rico, a lo largo del año.
Se enfatiza en el el Carnaval de Ponce, el más antiguo y tradicinal del país.
This web quest assigns students to groups to research different aspects of Spanish cuisine and culture in preparation for an authentic Spanish meal. Students are tasked with learning food vocabulary and phrases, finding a recipe, and researching cultural traditions surrounding food. They then compile their findings into a PowerPoint presentation and cook the selected recipe to share with the class. The goal is for students to expand their knowledge of Spanish language and culture through an interactive online learning activity.
1) Four students find plane tickets to Madrid and are rewarded with a free trip to Spain if they learn about Spanish culture over the next two months.
2) They must decide which cities to visit between Madrid and Barcelona, research aspects of culture in assigned roles, and do a final presentation.
3) The students divide roles as a travel agent, history buff, activity coordinator, and culinary expert to research and plan different elements of their trip.
This WebQuest guides Spanish students through a research project on various aspects of Spanish culture. Students are divided into groups and each assigned a topic to research - sights, food, traditions/events, or phrases/words. They research their topic and answer questions. Then they share findings with their group to teach each other. Finally, they create a PowerPoint presentation in Spanish to demonstrate their cultural knowledge to their teacher. The goal is for students to learn about Spanish culture while developing their language skills through an authentic research experience.
Fábrica de Idiomas is Spanish school situated in Córdoba (Spain) in the centre of sunny Andalusia.
We offer Spanish immersion programmes with extra activities included in the price of each course. With us you will learn Spanish, improve your skills, catch some colloquial Spanish and enjoy Spanish culture.
To learn more about us, visit our web www.fabricadeidiomas.com/en
This document outlines a lesson plan for a Spanish class where students will role play a conversation between a US Ambassador and Peruvian dignitary. Students will research cultural aspects of Peru and vocabulary related to travel and politics. They will create a script and poster then perform their dialogue for evaluation. The goal is to improve students' Spanish speaking skills while learning about Peruvian culture and vocabulary in context.
This summary provides an overview of the Spanish II Honors course description and expectations:
The Spanish II Honors course further develops proficiency in reading, writing, listening, and speaking Spanish. Students will use Spanish at all times and demonstrate excellent work habits. Class activities will provide opportunities to refine grammar, expand vocabulary, explore Spanish culture, and make cultural comparisons. Upon completion, students will be able to respond appropriately in a variety of situations. The teacher is from Venezuela and has 19 years of teaching experience at the school, speaking 4 languages and writing Spanish textbooks. Students will need technology daily and use online translation is not allowed. Culture and language will be intertwined through research and discussion. Students will write weekly and read texts
This document provides an overview of a curriculum titled "Spanish Explorers and Conquistadors". It is a 12-lesson program that teaches students about early Spanish explorers of North and South America. Each lesson requires students to complete vocabulary, reading, and comprehension activities. The lessons also include various activities such as mapping, math problems, research projects, and writing assignments. The curriculum is designed to be comprehensive and teacher-friendly, requiring no additional lesson planning. It aims to teach students important facts while also addressing various English and history standards.
Presentación, sobre los carnavales y fiestas que celebran en Puerto Rico, a lo largo del año.
Se enfatiza en el el Carnaval de Ponce, el más antiguo y tradicinal del país.
This web quest assigns students to groups to research different aspects of Spanish cuisine and culture in preparation for an authentic Spanish meal. Students are tasked with learning food vocabulary and phrases, finding a recipe, and researching cultural traditions surrounding food. They then compile their findings into a PowerPoint presentation and cook the selected recipe to share with the class. The goal is for students to expand their knowledge of Spanish language and culture through an interactive online learning activity.
1) Four students find plane tickets to Madrid and are rewarded with a free trip to Spain if they learn about Spanish culture over the next two months.
2) They must decide which cities to visit between Madrid and Barcelona, research aspects of culture in assigned roles, and do a final presentation.
3) The students divide roles as a travel agent, history buff, activity coordinator, and culinary expert to research and plan different elements of their trip.
This WebQuest guides Spanish students through a research project on various aspects of Spanish culture. Students are divided into groups and each assigned a topic to research - sights, food, traditions/events, or phrases/words. They research their topic and answer questions. Then they share findings with their group to teach each other. Finally, they create a PowerPoint presentation in Spanish to demonstrate their cultural knowledge to their teacher. The goal is for students to learn about Spanish culture while developing their language skills through an authentic research experience.
Fábrica de Idiomas is Spanish school situated in Córdoba (Spain) in the centre of sunny Andalusia.
We offer Spanish immersion programmes with extra activities included in the price of each course. With us you will learn Spanish, improve your skills, catch some colloquial Spanish and enjoy Spanish culture.
To learn more about us, visit our web www.fabricadeidiomas.com/en
This document outlines a lesson plan for a Spanish class where students will role play a conversation between a US Ambassador and Peruvian dignitary. Students will research cultural aspects of Peru and vocabulary related to travel and politics. They will create a script and poster then perform their dialogue for evaluation. The goal is to improve students' Spanish speaking skills while learning about Peruvian culture and vocabulary in context.
This summary provides an overview of the Spanish II Honors course description and expectations:
The Spanish II Honors course further develops proficiency in reading, writing, listening, and speaking Spanish. Students will use Spanish at all times and demonstrate excellent work habits. Class activities will provide opportunities to refine grammar, expand vocabulary, explore Spanish culture, and make cultural comparisons. Upon completion, students will be able to respond appropriately in a variety of situations. The teacher is from Venezuela and has 19 years of teaching experience at the school, speaking 4 languages and writing Spanish textbooks. Students will need technology daily and use online translation is not allowed. Culture and language will be intertwined through research and discussion. Students will write weekly and read texts
This document provides an overview of a curriculum titled "Spanish Explorers and Conquistadors". It is a 12-lesson program that teaches students about early Spanish explorers of North and South America. Each lesson requires students to complete vocabulary, reading, and comprehension activities. The lessons also include various activities such as mapping, math problems, research projects, and writing assignments. The curriculum is designed to be comprehensive and teacher-friendly, requiring no additional lesson planning. It aims to teach students important facts while also addressing various English and history standards.
Free brochure Proyecto Peru Spanish school CuscoProyectoPeru
Proyecto Peru Spanish school cusco. Accredited Spanish courses, volunteer work and internships, accommodation and tours in Cusco Peru. Learn Spanish with Proyecto Peru Spanish school Cusco.
This lesson plan provides context for a lesson on the development of the four main languages in Spain - Vasco, Gallego, Catalán, and Castellano. The lesson will use a PowerPoint presentation with videos and guided notes to trace the linguistic changes in the Iberian Peninsula from Germanic, Arabic, and Basque predecessors through the rise and fall of empires. Students will fill out a visual chart comparing the languages and complete a journal entry analyzing the political and cultural ramifications of illiteracy during La Reconquista Cristiana. The lesson aims to help students understand how historical events shaped the formalization and organization of the languages. It will build toward a unit test assessing knowledge of the autonomous regions,
This document summarizes a webquest for high school Spanish students. The task involves having students research 3 Spanish-speaking countries by visiting provided websites and selecting a favorite travel experience. Students will then write an essay in Spanish about their findings, demonstrating knowledge of the culture, history, and other important information. The process involves researching the countries, collecting important cultural details, and writing the essay. Students will be evaluated on the organization, quality, and amount of information in their essay as well as mechanics.
The document outlines a lesson plan for a 6th grade English class in Argentina, where students will learn about typical Argentine food and drinks by working in groups to create presentations on dishes like empanadas, locro, and mate using pictures and texts. The lesson aims to help students recognize healthy activities and food while learning about Argentine culture through food, and anticipates providing support for students who struggle with new vocabulary or technology.
Integrating Culture into the LOTE Classroomdesalynn
The document provides an overview of lessons and activities for integrating Spanish culture into the classroom. It includes schedules and descriptions for lessons on Día de los Muertos, Día de la Independencia, Milagros, Día de Tres Reyes Magos, Cinco de Mayo and incorporating food and culture. Activities involve making crafts, watching videos, discussions and recipes. Suggestions are also given for incorporating culture into grammar lessons through songs and recipes using targeted grammar points.
This training aims to prepare French teachers for teaching assignments in French Polynesia. Over two days, sessions will focus on introducing Tahitian culture and language, discussing differences from mainland French culture, and providing tips for successful integration. Guest speakers who taught in Tahiti will share their experiences. Activities include cultural comparisons, analyzing teaching expectations, and games to learn common Tahitian words. The goal is for teachers to gain intercultural skills and awareness to communicate effectively in their new environment.
The document summarizes the activities of the IES Miguel de Cervantes school in Spain for the first year of their FLwICT (Multidisciplinary Flipped Learning with ICT) project. Key events included introducing the project to teachers and students, forming working groups, meetings with partner schools in Portugal, Italy, Latvia, and hosting a meeting in Spain. Students participated in cultural exchanges, digital productions, and evaluations to learn about other countries and improve skills like English. The project received positive feedback despite some challenges.
This document outlines a WebQuest activity where students are assigned to research and present on Spanish-speaking countries. Students work in groups to research aspects of their assigned country like history, food, culture, and attractions. They create a PowerPoint presentation in Spanish to present their findings to persuade executives to open a hotel in their country. The document provides guidelines, resources, and rubrics to evaluate students' oral presentations and PowerPoints.
Three high school art classes from Italy, Spain, and Canada will collaborate over two months on an arts-based project exploring artists from their countries. Students will introduce themselves, research representative artists, and create a presentation to share using online tools like Padlet and Screencastify. The goals are for students to learn about other cultures and practice language skills through international collaboration. Teachers will provide structure and monitor student interactions across time zones.
Lithuania the presentation about monthly activitiesEdita edita
The document summarizes the activities of the Velzys gymnasium students over the course of their first year participating in a flipped learning project using ICT. Key events included:
- Introducing the project to teachers and students and forming working groups
- Creating social media groups and an e-Twinning platform for collaboration
- Developing a project logo and board
- Attending meetings in Portugal, Italy, Spain, and Latvia where students presented on their culture and school
- Learning how to make digital materials like e-guides, movies, and postcards
- Gaining experience with intercultural exchange and improving English skills
This document provides examples of web-enhanced activities for lower-level language students. It lists lesson checklist items and benefits of web activities, such as increased engagement and contextualized learning. Various activity ideas are described that involve completing tasks on commercial websites in French and Spanish, including activities at a toy store, grocery store, cinema, and more. Guidelines are provided for common activities and using websites for things like sports, weather, television, and travel.
This webquest guides students through a research project to identify and analyze common stereotypes about different ethnic and religious groups. The students will work in groups to explore stereotypes about Hungarians, Polish, Estonian, Spanish, and Italian cultures. Each group will classify the stereotypes they find and analyze their accuracy. They will then present their findings to the class, discussing how certain stereotypes can negatively impact cross-cultural understanding. The goal is for students to gain insight into how stereotypes can prevent understanding of those different from themselves.
This proposal outlines a project for students to learn about national and international holidays and festivities through an English immersion. The project will have six phases and use task-based and project-based learning over 2-4 weeks. Students will research holidays in their local area and around the world, collecting information to include in a virtual magazine. They will work individually and in groups, using tools like Nearpod and Canva. The project aims to develop students' English skills while learning about different cultures and traditions.
These slides form part of a lesson on Catalonia for a year 8 KS3 SoW on Spain.
I have not included the materials for this lesson, so be careful before using it yourself as without your own materials this lesson will not work!
Thanks for looking
Adam x
The document provides information for an applicant applying to a language assistant program between Mexico and the UK. The one-year program's objective is to teach Spanish abroad while sharing Mexican culture. Applicants must prepare for interviews, as being accepted is competitive. One interview focuses on knowledge of the country's culture, education system, and reasons for wanting to spend a year there. Resources listed will help applicants research the UK and prepare for interviews. Students selected will create a blog sharing research and a presentation to teach others about UK culture. Their work will be evaluated individually on the blog and as a pair on the presentation. Finally, students will conclude with an email about the experience and importance of cultural understanding.
Back To School Night Presentation 6th Gradevilquinkins1
This document provides information about a 6th grade French class. It introduces the teacher, who grew up in Paris and has taught French in New Jersey. The class will focus on learning French language as well as studying the cultures of French-speaking countries. Students will engage in conversations and learn to read and write simple words and phrases in French. They will also participate in cultural studies about topics like personal identity, authentic cultural celebrations, and healthy eating habits. A field trip to a New York art museum is planned. Students will complete regular homework assignments and special projects utilizing internet resources. The teacher is excited about the coming year and provides contact information.
The document summarizes a project introducing Spanish culture to 28 Scottish students. The project aimed to promote cultural awareness of Spanish traditions, festivals, cities, and food. Students learned about local Spanish events and monuments. At the end, students chose an aspect of Spanish culture to research further in an independent project. Quotes from students showed they enjoyed learning about Spain's different culture and were motivated to experience Spanish culture and learn the language. The teacher was flexible and engaged students by answering their questions, and was impressed by the creative projects students completed independently.
The document outlines a group project for a culture and civilization class where students must research a specific timeline and historical period of Portugal from 1357-1524, develop a short play highlighting important events and characters, and create individual character journals. The group is assigned to research the specified time period of Portugal, choose a key event to dramatize, develop costumes, props, and a script for their short play.
This document is a project submission from a group of nine students for their Culture and Civilization class. It includes an introduction to their group project on the history of Portugal from 1357-1524. The project required researching the historical timeline, social structures, myths and plots of the time period. They chose to perform a short play retelling a crucial scene from the timeline. They included sections on costumes, props, the crucial scene and their references. To inspire their project, they watched several short educational videos about Portuguese explorers and the history of Portugal which helped them understand the time period and culture they were portraying.
This document is a project submission from a group of nine students for their Culture and Civilization class. It includes an introduction to their group project on the history of Portugal from 1357-1524. The project required researching the historical timeline, social structures, myths and plots of the time period. They chose to perform a short play retelling a crucial scene from the timeline. They included sections on costumes, props, the crucial scene and their references. To inspire their project, they watched several short educational videos about Portuguese explorers and the history of Portugal which helped them understand the time period and culture they were portraying.
Golden Gate Bridge: Magnificent Architecture in San Francisco | CIO Women Mag...CIOWomenMagazine
The famous suspension bridge connects the city of San Francisco to Marin County in California. Golden Gate Bridge carries both U.S. Route 101 and California State Route 1 across the strait and is about one mile wide. In this article, we will explore the history and significance that have shaped the iconic monument it is known as today.
Free brochure Proyecto Peru Spanish school CuscoProyectoPeru
Proyecto Peru Spanish school cusco. Accredited Spanish courses, volunteer work and internships, accommodation and tours in Cusco Peru. Learn Spanish with Proyecto Peru Spanish school Cusco.
This lesson plan provides context for a lesson on the development of the four main languages in Spain - Vasco, Gallego, Catalán, and Castellano. The lesson will use a PowerPoint presentation with videos and guided notes to trace the linguistic changes in the Iberian Peninsula from Germanic, Arabic, and Basque predecessors through the rise and fall of empires. Students will fill out a visual chart comparing the languages and complete a journal entry analyzing the political and cultural ramifications of illiteracy during La Reconquista Cristiana. The lesson aims to help students understand how historical events shaped the formalization and organization of the languages. It will build toward a unit test assessing knowledge of the autonomous regions,
This document summarizes a webquest for high school Spanish students. The task involves having students research 3 Spanish-speaking countries by visiting provided websites and selecting a favorite travel experience. Students will then write an essay in Spanish about their findings, demonstrating knowledge of the culture, history, and other important information. The process involves researching the countries, collecting important cultural details, and writing the essay. Students will be evaluated on the organization, quality, and amount of information in their essay as well as mechanics.
The document outlines a lesson plan for a 6th grade English class in Argentina, where students will learn about typical Argentine food and drinks by working in groups to create presentations on dishes like empanadas, locro, and mate using pictures and texts. The lesson aims to help students recognize healthy activities and food while learning about Argentine culture through food, and anticipates providing support for students who struggle with new vocabulary or technology.
Integrating Culture into the LOTE Classroomdesalynn
The document provides an overview of lessons and activities for integrating Spanish culture into the classroom. It includes schedules and descriptions for lessons on Día de los Muertos, Día de la Independencia, Milagros, Día de Tres Reyes Magos, Cinco de Mayo and incorporating food and culture. Activities involve making crafts, watching videos, discussions and recipes. Suggestions are also given for incorporating culture into grammar lessons through songs and recipes using targeted grammar points.
This training aims to prepare French teachers for teaching assignments in French Polynesia. Over two days, sessions will focus on introducing Tahitian culture and language, discussing differences from mainland French culture, and providing tips for successful integration. Guest speakers who taught in Tahiti will share their experiences. Activities include cultural comparisons, analyzing teaching expectations, and games to learn common Tahitian words. The goal is for teachers to gain intercultural skills and awareness to communicate effectively in their new environment.
The document summarizes the activities of the IES Miguel de Cervantes school in Spain for the first year of their FLwICT (Multidisciplinary Flipped Learning with ICT) project. Key events included introducing the project to teachers and students, forming working groups, meetings with partner schools in Portugal, Italy, Latvia, and hosting a meeting in Spain. Students participated in cultural exchanges, digital productions, and evaluations to learn about other countries and improve skills like English. The project received positive feedback despite some challenges.
This document outlines a WebQuest activity where students are assigned to research and present on Spanish-speaking countries. Students work in groups to research aspects of their assigned country like history, food, culture, and attractions. They create a PowerPoint presentation in Spanish to present their findings to persuade executives to open a hotel in their country. The document provides guidelines, resources, and rubrics to evaluate students' oral presentations and PowerPoints.
Three high school art classes from Italy, Spain, and Canada will collaborate over two months on an arts-based project exploring artists from their countries. Students will introduce themselves, research representative artists, and create a presentation to share using online tools like Padlet and Screencastify. The goals are for students to learn about other cultures and practice language skills through international collaboration. Teachers will provide structure and monitor student interactions across time zones.
Lithuania the presentation about monthly activitiesEdita edita
The document summarizes the activities of the Velzys gymnasium students over the course of their first year participating in a flipped learning project using ICT. Key events included:
- Introducing the project to teachers and students and forming working groups
- Creating social media groups and an e-Twinning platform for collaboration
- Developing a project logo and board
- Attending meetings in Portugal, Italy, Spain, and Latvia where students presented on their culture and school
- Learning how to make digital materials like e-guides, movies, and postcards
- Gaining experience with intercultural exchange and improving English skills
This document provides examples of web-enhanced activities for lower-level language students. It lists lesson checklist items and benefits of web activities, such as increased engagement and contextualized learning. Various activity ideas are described that involve completing tasks on commercial websites in French and Spanish, including activities at a toy store, grocery store, cinema, and more. Guidelines are provided for common activities and using websites for things like sports, weather, television, and travel.
This webquest guides students through a research project to identify and analyze common stereotypes about different ethnic and religious groups. The students will work in groups to explore stereotypes about Hungarians, Polish, Estonian, Spanish, and Italian cultures. Each group will classify the stereotypes they find and analyze their accuracy. They will then present their findings to the class, discussing how certain stereotypes can negatively impact cross-cultural understanding. The goal is for students to gain insight into how stereotypes can prevent understanding of those different from themselves.
This proposal outlines a project for students to learn about national and international holidays and festivities through an English immersion. The project will have six phases and use task-based and project-based learning over 2-4 weeks. Students will research holidays in their local area and around the world, collecting information to include in a virtual magazine. They will work individually and in groups, using tools like Nearpod and Canva. The project aims to develop students' English skills while learning about different cultures and traditions.
These slides form part of a lesson on Catalonia for a year 8 KS3 SoW on Spain.
I have not included the materials for this lesson, so be careful before using it yourself as without your own materials this lesson will not work!
Thanks for looking
Adam x
The document provides information for an applicant applying to a language assistant program between Mexico and the UK. The one-year program's objective is to teach Spanish abroad while sharing Mexican culture. Applicants must prepare for interviews, as being accepted is competitive. One interview focuses on knowledge of the country's culture, education system, and reasons for wanting to spend a year there. Resources listed will help applicants research the UK and prepare for interviews. Students selected will create a blog sharing research and a presentation to teach others about UK culture. Their work will be evaluated individually on the blog and as a pair on the presentation. Finally, students will conclude with an email about the experience and importance of cultural understanding.
Back To School Night Presentation 6th Gradevilquinkins1
This document provides information about a 6th grade French class. It introduces the teacher, who grew up in Paris and has taught French in New Jersey. The class will focus on learning French language as well as studying the cultures of French-speaking countries. Students will engage in conversations and learn to read and write simple words and phrases in French. They will also participate in cultural studies about topics like personal identity, authentic cultural celebrations, and healthy eating habits. A field trip to a New York art museum is planned. Students will complete regular homework assignments and special projects utilizing internet resources. The teacher is excited about the coming year and provides contact information.
The document summarizes a project introducing Spanish culture to 28 Scottish students. The project aimed to promote cultural awareness of Spanish traditions, festivals, cities, and food. Students learned about local Spanish events and monuments. At the end, students chose an aspect of Spanish culture to research further in an independent project. Quotes from students showed they enjoyed learning about Spain's different culture and were motivated to experience Spanish culture and learn the language. The teacher was flexible and engaged students by answering their questions, and was impressed by the creative projects students completed independently.
The document outlines a group project for a culture and civilization class where students must research a specific timeline and historical period of Portugal from 1357-1524, develop a short play highlighting important events and characters, and create individual character journals. The group is assigned to research the specified time period of Portugal, choose a key event to dramatize, develop costumes, props, and a script for their short play.
This document is a project submission from a group of nine students for their Culture and Civilization class. It includes an introduction to their group project on the history of Portugal from 1357-1524. The project required researching the historical timeline, social structures, myths and plots of the time period. They chose to perform a short play retelling a crucial scene from the timeline. They included sections on costumes, props, the crucial scene and their references. To inspire their project, they watched several short educational videos about Portuguese explorers and the history of Portugal which helped them understand the time period and culture they were portraying.
This document is a project submission from a group of nine students for their Culture and Civilization class. It includes an introduction to their group project on the history of Portugal from 1357-1524. The project required researching the historical timeline, social structures, myths and plots of the time period. They chose to perform a short play retelling a crucial scene from the timeline. They included sections on costumes, props, the crucial scene and their references. To inspire their project, they watched several short educational videos about Portuguese explorers and the history of Portugal which helped them understand the time period and culture they were portraying.
Golden Gate Bridge: Magnificent Architecture in San Francisco | CIO Women Mag...CIOWomenMagazine
The famous suspension bridge connects the city of San Francisco to Marin County in California. Golden Gate Bridge carries both U.S. Route 101 and California State Route 1 across the strait and is about one mile wide. In this article, we will explore the history and significance that have shaped the iconic monument it is known as today.
You can easily change/correct a name on your flight ticket under the American Airlines name change policy. The airline provides multiple online and offline modes to place a name change request. To learn more about how to change a name on American Airlines ticket, you can directly approach the airline’s customer support. Moreover, you can connect with a flight expert at +1-866-738-0741 for quick assistance.
Prepare for cold weather rafting with proper gear: layering for warmth, insulated headgear, gloves, waterproof footwear, and essential accessories like sunglasses and sunscreen. Prioritize safety with a life jacket and maintain gear for optimal performance. Stay warm, dry, and ready for adventure on the rapids!
Beyond the mountains, a tour in Nepal reveals a vibrant tapestry of cultural heritage. The Kathmandu Valley, a UNESCO World Heritage Site, boasts an array of ancient temples, stupas, and palaces. Durbar Squares in Kathmandu, Bhaktapur, and Patan are treasure troves of medieval art and architecture.
Discovering Egypt A Step-by-Step Guide to Planning Your Trip.pptImperial Egypt
Travelling to Egypt is like stepping into a time capsule where the past and present coexist, offering a unique blend of history, culture, and stunning landscapes.
See more: https://imperialegypt.com/tour-packages/
Explore Architectural Wonders and Vibrant Culture With Naples ToursNaples Tours
Discover the historical gems and vivid culture of Naples with our guided tours. From the vivid narrow streets of Spaccanapoli to the ancient ruins of Pompeii, the city offers a mixed bag of adventurous experiences. Book your tickets today https://www.naples.tours/ and experience the best of Naples!
Our excursions in tahiti offer stunning lagoon tours, vibrant marine life encounters, and cultural experiences. We ensure unforgettable adventures amidst breathtaking landscapes and serene waters. For more information, mail us at tracey@uniquetahiti.com.
How To Change Your Name On American Airlines Aadvantage.pptxedqour001namechange
American Airlines permits passengers to change/correct names on their AAdvantage account. Also, you can request a name change both online via a web portal and offline over the phone. For further information on how to change your name on American Airlines Advantage, get in touch with the airline’s customer service. Also, you can reach out to a consolidation desk at +1-866-738-0741 for quick assistance.
Un viaje a Buenos Aires y sus alrededoresJudy Hochberg
A travelogue of my recent trip to Argentina, most to Buenos Aires, but including excursion to Iguazú waterfalls, Tigre, and Colonia del Sacramento in Uruguay
Nature of the task 1. write a paragraph about your trip to dubai and what ar...solutionaia
1. write a paragraph about your trip to dubai and what are the facts responsible for the heavy rainfall in dubai that caused havec ?
2. mention any five major tourist attaction of dubai
Mathematics: a student a visit her family her father converted Rs. 1,15,000 inr currency for dubai airport theexpedite in the trip is given below
1. Curreny name of India and dubai
2. Conversions amount
3. Total Converted amount
4. cost of food
5. cost of sightseeing
6. cost of shoping
7. cost of saving
How do I plan a Kilimanjaro Climb?
Planning to climb Mount Kilimanjaro is an exciting yet detailed process. Here’s a step-by-step guide to help you prepare for this incredible adventure.
What Outdoor Adventures Await Young Adults in Montreal's Surrounding NatureSpade & Palacio Tours
Experience Montreal's vibrant culture and thrilling outdoor adventures. From hiking scenic trails at Mont-Saint-Bruno to kayaking the Saint Lawrence River, there's something for every adventurous young adult. Explore street art, camp under the stars, and immerse yourself in nature's beauty just beyond the city's bustling streets.
What Challenges Await Beginners in SnowshoeingSnowshoe Tahoe
Discover the exhilarating world of snowshoeing through our presentation, highlighting the challenges faced by beginners. From physical exertion to technical finesse and braving harsh winter conditions, each step in the snow brings new obstacles and unforgettable adventures. Embrace the challenge and conquer the winter wonderland with confidence!
The Ultimate Travel Guide to Hawaii Island Hopping in 2024adventuressabifn
island hopping in Hawaii. This magical place offers a number of experiences, as each island has its own charm. Do you love adventure? Then, hike through volcanoes or kayak along an amazing coastline. If you want relaxation, then Hawaii is perfect because it has the most amazing beaches. In this blog, I will help you make an itinerary for your Hawaii Island Hopping. Every island offers something special. The Big Island offers some of the most perfect volcanoes as well as stargazing. Maui will pamper you with beaches and luxury. Kauai has some of the most lush rainforests with dramatic cliffs, and Oahu can offer a taste of city life and historical significance.
The Ultimate Travel Guide to Hawaii Island Hopping in 2024
WebQuest for Spanish
1. Student Page
[Teacher Page]
Un viaje a España
Title A WebQuest for 9th/10th Grade (Spanish Levels I/II)
Introduction Designed by
Task Robyn Klein
Historians Process robynk@simla.colostate.edu
Cultural Experts
Process
Gourmet Chefs
Process
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page
2. Student Page
[Teacher Page]
Introduction
Congratulations! You have just won a free trip around the beautiful and historic country of
Title Spain! You will be visiting diverse regions of the country and major cities including the
capital Madrid, historic Toledo, Sevilla, Barcelona, and Granada. You are very excited about
Introduction visiting this fabulous country, getting to use your Spanish speaking abilities, and learning
Task more about the food and rich culture first-hand. However, you realize you know very little
about the culture there, how to interact with the Spaniards, and more importantly, you
Historians Process have no idea what you will be eating! Do not worry! As historians, cultural experts,
gourmet chefs you will be fully prepared for your adventures throughout Spain. Vamos y
Cultural Experts empezamos!
Process
Gourmet Chefs
Process
Evaluation
Conclusion
Credits
3. Student Page
[Teacher Page]
The Task
Individual Job Descriptions:
Title As stated in the introduction, each of you will take on one of the following four roles, and
perform the below tasks in your groups. THIS PROJECT WILL BE ENTIRELY IN ENGLISH!!
Introduction
Task Historian:
You will be the class experts on historical information for each of the 5 locations you will be
Historians Process visiting in Spain. The end product will be a presentation, in whatever format you feel fits
best, for the class. Be thorough as your portion sets the foundation for the other roles!
Cultural Experts Cultural Experts:
Process You responsibility is to find out what Spaniards do on a day to day basis. Things such as
when they eat, when they go to school, how the greet one another, and all the other
customs that you may encounter in your travels throughout Spain. The end product will be a
Gourmet Chefs presentation in front of the class to demonstrate the unique Spanish culture!
Process
Gourmet Chefs:
Evaluation You will be responsible for finding out different typical dishes of the 5 regions you will be
traveling to and researching these dishes. You will collect this information along with recipes
and present it to the class. Make sure the information is accurate because we will be making
Conclusion a couple of these dishes as a class!
Credits
4. Student Page
[Teacher Page]
Historians Process
First, you’ll be assigned to your team (historian, cultural expert, gourmet chef) From here
Title the process varies for each group so find your corresponding group and get started!
Introduction Historians:
Task 1. Use the following websites to collect information about the 5 different cities (Madrid,
Granada, Sevilla, Toledo, and Barcelona)
Historians Process http://www.spanish-town-guides.com/
http://www.toledo-spain.info/history.html
Cultural Experts Be sure to get information about the different conquests and controlling empires (ie.
Moorish and Christian)
Process
2. From the information your team finds pick what you think to be the top 5 most
Gourmet Chefs important historical facts and at least 1 historical landmark, or building, found in the
Process city. Check with me when you have gotten this far!
3. Compile the information you have found into a cohesive presentation for the class.
Evaluation Let your creativity shine, because it is up to you to decide how to do it!
Here are some examples if you are stumped: powerpoint, role play important
Conclusion historical moments, replicas of monuments, etc. Once again, check with me when
you have come up with your plan.
4. Finally, your group will present in front of the
class to provide the foundation of the class’s
knowledge about Spain! (This presentation will
last for 10-15 minutes)
Credits
5. Student Page
[Teacher Page]
Cultural Experts Process
First, you’ll be assigned to your team (historian, cultural expert, gourmet chef) From here
Title the process varies for each group so find your corresponding group and get started!
Introduction Cultural Experts:
Task 1. Use the following website to collect general information about cultural and daily life in
Spain
Historians Process http://www.culturecrossing.net/basics_business_student.php?id=189
Be sure to include EVERYTHING that you find of interest. It will be very helpful
during your time in Spain.
Cultural Experts
Process 2. Next you will be finding out about the flamenco, a typical dance and the music that
accompanies it from the following website:
http://www.donquijote.org/culture/spain/flamenco/
Gourmet Chefs
Process 3. You will also research one of the most famous artists from Spain, Pablo Picasso. Find
out information about his life, experience as an artist, and pick one of his works to
Evaluation discuss in depth to the class.
http://picasso.tamu.edu/picasso/
Conclusion
4. Once you have gathered information about the above items, you will compile it into a
presentation for the class. Be creative! It can be anything you would like. Some
examples are: powerpoint, role plays, bring in guitars and music for flamenco, dance
the flamenco etc. Once you have decided on how you want to present check in with
me!
5. Finally, you will present your finished project in front of the class and provide the
stepping stones for our gourmet chefs! (This presentation will last for 10-15 minutes)
Credits
6. Student Page
[Teacher Page]
Gourmet Chefs Process
First, you’ll be assigned to your team (historian, cultural expert, gourmet chef) From here
Title the process varies for each group so find your corresponding group and get started!
Introduction Gourmet Chefs:
Task 1. First, you will gather information about the differences between Spanish food and
Mexican food, because there are a lot! Be sure to note the differences between the 5
Historians Process regions we will be visiting Use the following websites:
http://www.sallys-place.com/food/cuisines/spain.htm
http://www.sallys-place.com/food/cuisines/mexico.htm
Cultural Experts
Process 2. Next you will find out about certain customs involving the food, such as what times
they eat from the following websites
http://www.jrnet.com/travel/articles/dining.html
Gourmet Chefs
Process 3. You will also pick out 5 typical Spanish dishes and their recipes. You will pick 2 tapas,
1 traditional dish, and 2 desserts. Pick things that sound good to you and that are
Evaluation easy to make because we will be making these items as a class!
http://www.euroresidentes.com/euroresiuk/Recipies/Recipies.htm
Conclusion 4. Once you have found all the information, compile it into a presentation for the class.
Be creative! You can choose whatever method to present. Come examples are:
powerpoint, role play a scene in the restaurant, bring in pictures, create a dish for
your classmates to sample. Once you have decided on how you want to present,
check with me to get approval!
5. Finally, you will present your information in front of the class and provide the
conclusion for our Spanish cultural unit! (This presentation will last for 10-15 minutes)
Credits
7. Student Page Evaluation
[Teacher Page]
Rubric For Presentations
Title CATEGORY 4 3 2 1
Introduction Content Shows a full
understanding of the
Shows a good
understanding of the
Shows a good Does not seem to
understanding of parts of understand the topic very
topic. topic. the topic. well.
Task
Collaboration with Peers Almost always listens to, Usually listens to, shares Often listens to, shares Rarely listens to, shares
Historians Process shares with, and supports
the efforts of others in the
with, and supports the
efforts of others in the
with, and supports the
efforts of others in the
with, and supports the
efforts of others in the
group. Tries to keep group. Does not cause group but sometimes is group. Often is not a
people working well quot;wavesquot; in the group. not a good team member. good team member.
Cultural Experts together.
Process
Props Student uses several props Student uses 1 prop that Student uses 1 prop The student uses no
Gourmet Chefs (could include costume)
that show considerable
shows considerable which makes the
work/creativity and which presentation better.
props OR the props
chosen detract from the
Process work/creativity and which
make the presentation
make the presentation
better.
presentation.
better.
Evaluation
Conclusion Preparedness Student is completely Student seems pretty The student is somewhat Student does not seem at
prepared and has prepared but might have prepared, but it is clear all prepared to present.
obviously rehearsed. needed a couple more that rehearsal was
rehearsals. lacking.
Listens to Other Listens intently. Does not Listens intently but has Sometimes does not Sometimes does not
Presentations make distracting noises or one distracting noise or appear to be listening but appear to be listening
movements. movement. is not distracting. and has distracting
noises or movements.
Credits
8. Student Page
[Teacher Page]
Conclusion
Congratulations! You have successfully completed the historical and cultural tour of Spain!
Title Now you are prepared to go on your trip! However, before you go reflect on the following
questions:
Introduction
Task 1. Where are you most looking forward to visiting: Madrid, Granada, Barcelona, Toledo, or
Sevilla? Why?
Historians Process
2. Where are you least looking forward to visiting? Why
Cultural Experts 3. How are eating habits different in Spain than the US? Name at least 2 differences
Process
4. What cultural components are you excited to participate in?
Gourmet Chefs 5. What was the most interesting thing you learned either from your own research or your
Process classmates?
Evaluation
Conclusion
Credits
9. Student Page
[Teacher Page]
Credits & References
Thanks to Jenni Duffy and Lyndsey Wallters for use of their pictures!
Title
The WebQuest Page
Introduction The WebQuest Slideshare Group
Task
Historians Process
Cultural Experts
Process
Gourmet Chefs
Process
Evaluation
Conclusion
Credits
10. [Student Page]
Teacher Page Un viaje a España (Teacher)
Title A WebQuest for 9th/10th Grade (Spanish Levels I/II)
Introduction Designed by
Learners Robyn Klein
Standards robynk@simla.colostate.edu
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page
11. [Student Page]
Teacher Page Introduction (Teacher)
This lesson was developed as part of the Poudre School District’s curriculum to
Title meet foreign language standards concerning culture. The lesson exposes the
Introduction students to many cultural aspects about Spain that they may not have been aware
of before. It also helps to dispel any stereotypes and helps to distinguish between
Learners Mexican culture, which many of them are more familiar with, and Spanish culture.
Standards This lesson is divided into 3 sections, history, culture, and food, and specific groups
of students are the experts on each of them. The students are then to present in
Process front of the class so that every student will have a basic knowledge of each of the
three aspects. Students will examine the history, culture, and food in 5 different
Resources regions of Spain so that they understand there are differences within the country
itself. Overall, this lesson if completely properly will provide students with a solid
Evaluation understanding of Spanish culture.
Teacher Script
Conclusion
Credits
12. [Student Page]
Teacher Page Learners (Teacher)
This lesson is designed for 9th and 10th grade Spanish students who are at Levels
Title I/II in their Spanish learning. I have chosen to have them research and conduct their
Introduction projects entirely in English because many of them do not have the firm grasp of
Spanish necessary to complete such an extensive project. Furthermore, it is more
Learners important to me at this point that my students obtain a strong understanding of the
history, culture, and food of Spain and I wanted them to do this comfortably instead
Standards of struggling through the material. However, the lesson could be extended to higher
levels of Spanish by simply choosing websites that are written in Spanish and
Process having the students conduct their projects in Spanish as well.
Resources The learners will need to have a basic knowledge of the language of Spanish, but
not a lot. They certainly do not have to have any background of the history, culture,
Evaluation or food of Spain as this lesson is designed to provide them with this knowledge
Teacher Script
Conclusion
Credits
13. [Student Page]
Teacher Page Curriculum Standards (Teacher)
The students will learn basic information about the history, culture, and food of 5
Title different regions of Spain: Madrid, Granada, Barcelona, Sevilla, and Toledo. From
Introduction this they will be able to making comparisons and connections and further their
cultural understanding of Spanish speaking countries.
Learners
Foreign Language Standards Addressed
Standards
* Students acquire and use knowledge of cultures while developing foreign language
Process skills.
* Demonstrate knowledge of aspects of foreign cultures such as daily life, education,
Resources history, geography, government, economics, and the arts
* Discussing components of the social patterns of the cultures being studied
Evaluation
In addition to meeting this standards the students built other skills. They needed to
Teacher Script work together in small groups and come up with a creative way to present their
Conclusion information to the rest of their classmates. This lesson is also the base for me to
have them make connections and comparisons between life in the US and life in
Spain.
Credits
14. [Student Page]
Teacher Page The Process (Teacher)
To examine the process for the students visit the “student” process slide . There are
Title three: one for the historians, one for the cultural experts, and one for the gourmet
Introduction chefs. The link takes you first to the historians and the following two slides describe
the other two roles.
Learners
Once the students are grouped, the process is virtually the same for all students.
Standards They are to use the websites I have provided to find information regarding their
specific topics and then think of a creative way to present the information to the
Process class. This lesson will take approximately a full week of classes to complete. The
first day is the grouping and introduction to the WebQuest. They will roughly have
Resources two days to research, one day to create the presentation, and the final day each
group will present.
Evaluation Is it single disciplinary, interdisciplinary, multidisciplinary or what?
Teacher Script I will group the students ahead of time and already have them assigned to their topic
Conclusion before introducing it to them to avoid any conflicts they have will the topics or group
members. I expect some might be disappointed with their topic, but if I assign it
ahead of time there will not be as many disputes. In order to make it fair, the group
members themselves will be assigned so that there are varying levels of abilities in
each group.
This lesson is easy to do for any level of teacher as long as the teacher examines
the websites beforehand and has a general idea of the information that she wants
her students to pick up on. Also, it is key that the teacher is constantly checking in
with the students to make sure they are collecting the right information and
presenting it in an appropriate manner.
Variations
If you would like to make the WebQuest more applicable for higher level Spanish
students, I suggest finding websites in Spanish and having them complete their
Credits projects in Spanish as well.
15. [Student Page]
Teacher Page Resources (Teacher)
The resources needed for the students are:
Title •A class Blackboard account, or some way in which the students have access to the
Introduction WebQuest from both school and home. (Possibly publish it on the internet as well)
•Be prepared to provide your students with materials they may need to do their
Learners presentations. This may include: powerpoint, large paper for drawing, props, etc
•The final portion of this unit is the students getting to make a few of the traditional
Standards Spanish dishes. If you choose to do this, you will need to talk to your cafeteria
about using the facility or the Home Economics teacher and be prepared to buy
Process ingredients for the dishes yourself.
Resources I highly recommend thoroughly examining the websites used in the WebQuest and
deciding ahead of time things you want the students to focus on so you will be
Evaluation prepared to help and guide them.
http://www.spanish-town-guides.com/ (Historians)
Teacher Script http://www.toledo-spain.info/history.html
http://www.culturecrossing.net/basics_business_student.php?id=189 (Culture)
Conclusion
http://www.donquijote.org/culture/spain/flamenco/
http://picasso.tamu.edu/picasso/
http://www.sallys-place.com/food/cuisines/spain.htm (Food)
http://www.sallys-place.com/food/cuisines/mexico.htm
http://www.jrnet.com/travel/articles/dining.html
http://www.euroresidentes.com/euroresiuk/Recipies/Recipies.htm
As far as the WebQuest portion of the assignment goes, I believe one teacher will
be sufficient to manage the class. However, additional aides are always a help in
any classroom. Also, if you choose to do the cooking portion, I highly suggest you
ask for the help of the kitchen staff or fellow teacher to make sure the students are
behaving.
Credits
16. [Student Page]
Teacher Page Evaluation (Teacher)
I will use the rubric below to grade the content and presentation of the students. I
Title will be looking for creativity, quality of information found, and depth of understanding,
Introduction and how well the students worked together. Also, I will be making sure that the
other students are paying attention to the presentations and taking notes because I
Learners plan on implementing the information as part of the unit exam. In this manner the
students will be assessed on both the project and retaining the information for the
Standards test.
Process CATEGORY 4 3 2 1
Content Shows a full Shows a good Shows a good Does not seem to
Resources understanding of the understanding of the understanding of understand the topic
topic. topic. parts of the topic. very well.
Evaluation Collaboration with Almost always listens Usually listens to, Often listens to, Rarely listens to,
Peers to, shares with, and shares with, and shares with, and shares with, and
Teacher Script supports the efforts of
others in the group.
supports the efforts of
others in the group.
supports the efforts of
others in the group
supports the efforts
of others in the
Tries to keep people Does not cause but sometimes is not group. Often is not a
Conclusion working well quot;wavesquot; in the group. a good team member. good team member.
together.
Props Student uses several Student uses 1 prop Student uses 1 prop The student uses no
props (could include that shows which makes the props OR the props
costume) that show considerable presentation better. chosen detract from
considerable work/creativity and the presentation.
work/creativity and which make the
which make the presentation better.
presentation better.
Preparedness Student is completely Student seems pretty The student is Student does not
prepared and has prepared but might somewhat prepared, seem at all prepared
obviously rehearsed. have needed a couple but it is clear that to present.
more rehearsals. rehearsal was lacking.
Listens to Other Listens intently. Does Listens intently but Sometimes does not Sometimes does not
Presentations not make distracting has one distracting appear to be listening appear to be listening
noises or movements. noise or movement. but is not distracting. and has distracting
noises or
Credits movements.
17. [Student Page]
Teacher Page Teacher Script (Teacher)
1. Introduce the topic of the culture of Spain to your students. Ask them if they
Title know anything about the history, culture, or food.
Introduction 2. Introduce them to the WebQuest. Go over each step and slide with them as a
class, describing the tasks for each role, the websites, and answering questions
Learners they may have.
3. Divide them into their pre-assigned groups and again ask for questions they may
Standards have now since they are in their groups. (The first 3 steps should take one
class)
Process 4. Over the next two classes let the students explore their topics, but be sure to
check up on them daily and guide them to the material they should be focusing
Resources on. Encourage the students to begin to think about creative ways to present the
material they are finding
Evaluation 5. The fourth class period should be devoted to creating their presentations.
Provide students with materials and guidance as they need it. Make sure they
Teacher Script are aware that they may have to work on their presentation outside of class.
Conclusion This work may be done away from the computer if their presentation does not
require it.
6. Finally, the fifth day of class will be devoted to listening to each group present
their material. Afterwards, you may want to compile some questions to tie each
topic together and expand the material. Some questions can be found in the
Conclusion portion of the students’ WebQuest.
7. If you would like to create a few dishes with the students, this will take place
another day and will most likely take the entire class period. Be sure you have
the ingredients, a place to cook that will accommodate your class, and extra help
to ensure safety and good behavior of the students.
This page is linked to the Process segment off of the Teacher Page to provide you
will additional information if necessary.
Credits
18. [Student Page]
Teacher Page Conclusion (Teacher)
This lesson is incredibly worthwhile because half of learning a foreign language is
Title learning the culture and historical aspects from the point of view of the native
Introduction Spanish speaker. It is also important to demonstrate that each Spanish speaking
country is unique and has its own food, history, and culture. It is important to get
Learners this point across as soon as possible in my opinion because many first time Spanish
students hold onto a lot of stereotypes and myths involving cultural aspects. By
Standards exposing them, however, you can expel many of those stereotypical thoughts
quickly.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits
19. [Student Page]
Teacher Page Credits & References (Teacher)
I used my own pictures from Spain, along with pictures from my friends Jenni Duffy and
Title Lyndsey Walters.
Introduction Other helpful links:
Learners The WebQuest Page
The WebQuest Slideshare Group
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits