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Vacaciones, festivales y días conmemorativos

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reformular/expresar de otra manera/parafrasear

Actividad a partir de un video o película

Actividad a partir de una canción / Canción infantil

Encontrar información específica (scanning)

Trabajar con párrafos: desmezclar y titular

Improvisación / Actuación (Role Play) / Mímica

Diccionario de imágenes o emparejamiento

Escribir un curriculum / una carta de presentación

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Los alumnos que realicen el examen C1 Avanzado deberían ser capaces de: Expresar ideas con fluidez y espontaneidad sin tener que buscar expresiones demasiado obvias. Utilizar el lenguaje con flexibilidad y eficacia para fines sociales, académicos y profesionales. Comprender una amplia gama de textos extensos y exigentes. Producir textos claros, bien estructurados y detallados sobre temas complejos, usando frases de enlace (=palabras que conectan ideas entre oraciones).

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

estudiantes con necesidades educativas especiales

It is a game of logic created to any kind of student from pre-intermediate ones. This game allows you to think and fill out information of sentences until fulfilling the whole chart.

logic game group of friends

quiz about some and any and using article a/an and complete activities to reinforce it. it´s very easy way to complete in class and answer in group in the class. 

Quiz sobre some any

Students must read the news and then create sentences using the Third Conditional. It is a very useful handout, you can ask students get together in groups of three or on their own. 

Third conditional worksheet

Board game activity for (Upper) Intermediate students of English intended to practise the topic of the family and the vocabulary related to it.



Put students in groups of four and provide them with a copy fo the board game, a dice and four counters. 



Go through the vocabulary with your students to solve possible problems or doubts.

Let´s talk about the family!

Vocabulary exercise. Make two groups: positive and negative feelings. They have to read all the words and decide which adjectives express a positive feeling and which ones express a negative one.

How do you feel?

This document has Teenagers ´ reasons for being in favor and for being against doing household chores. Students can have the debate in a whole class (participating individually). They can also form groups of three or four with one group-monitor. They will need an extra page with "common expressions to use in a debate" you can get these expressions on the Internet. The guide provided here is just for the content (as suggestions). Students love this topic, they also like being in debates. It teachers them manners when they respect what others think. Also, it teaches them to stand out for what they think. They might have problems accepting the reasongs for being against, but this helps them to. They will have to value the two sides of the debate, and at the end they make their final decision. 

Household Chores 

Objective: The purpose of this speaking activity is to enhance participants' descriptive language skills by having them discuss and narrate the actions depicted in a given picture. This activity encourages creativity, vocabulary expansion, and the ability to form coherent sentences in a spoken context.

Materials:

Pictures displaying various scenes or scenarios (can be printed or displayed on a screen).
A list of action verbs and descriptive words to aid participants if needed.
Whiteboard or flip chart for notes (optional).
Procedure:

Introduction (5 minutes):

Begin by explaining the purpose of the activity: to describe the actions of characters in a given picture.
Emphasize the importance of using vivid and detailed language to paint a clear picture for the listener.
Provide a brief example to demonstrate how to effectively describe actions.
Picture Selection (5 minutes):

Display or distribute pictures to each participant.
Choose images that are rich in detail and depict characters engaged in various activities.
Vocabulary Boost (5 minutes):

Introduce a list of action verbs and descriptive words related to activities (e.g., running, laughing, exploring, mysterious, excited).
Encourage participants to incorporate these words into their descriptions.
Pair or Small Group Discussion (15 minutes):

In pairs or small groups, have participants observe the picture and discuss the actions they see.
Encourage participants to take turns describing what they notice in the picture, focusing on the characters' activities.
Remind them to use the provided vocabulary words and be as descriptive as possible.
Whole Group Sharing (10 minutes):

Bring the groups back together and have each group share one interesting observation or description from their discussion.
Encourage variety in the language used and ask open-ended questions to stimulate further discussion.
Reflection and Feedback (5 minutes):

Facilitate a brief reflection on the activity. Ask participants about their experience and whether they found the vocabulary helpful.
Provide constructive feedback on language use, creativity, and the ability to communicate effectively.
Extension Activity (Optional):

For a more extended version, ask participants to create a short story based on the picture, incorporating the actions they described.
Conclusion (5 minutes):

Summarize key takeaways from the activity, reinforcing the importance of descriptive language and creativity in communication.
This activity is designed to be flexible and can be adapted for various proficiency levels. It not only improves speaking skills but also encourages collaboration and imaginative thinking.

WHAT ARE THEY DOING?

This is an interactive activity where students can use their imagination and create sentences according the clues by using the present perfect tense. Also, students can work in pairs or small groups.

Have you...?

Board game activity for upper-intermediate students of English to practise their oral skill and vocabulary related to art.



Put students in groups of four and give each group a copy of the board game, a dice and four counters. Go through the activity before playing so that possible vocabulary problems and doubts can be solved.

Let´s talk about art!

It is a worksheet for students to work in group about different aspekts of the United Kingdom and the Union Flag.

THE UK AND THE UNION FLAG

Introduction (5 minutes):

Begin by explaining the purpose of the activity: to guess and identify family members based on visual cues in pictures.
Briefly discuss the importance of family and the various roles family members play.
Picture Display (15 minutes):

Show pictures or illustrations of different family members one by one.
Ask students to observe each picture carefully and make guesses about the family member depicted. Encourage them to use vocabulary related to family relationships.
Student Responses (10 minutes):

After each picture, open the floor for students to share their guesses. Discuss why they think a particular person is a certain family member and encourage them to justify their answers.
Vocabulary Building (10 minutes):

Introduce or reinforce vocabulary related to family relationships. Discuss terms like grandparents, cousins, aunts, uncles, etc. This step enhances students' language skills while playing the guessing game.
Group Discussion (15 minutes):

Divide the class into small groups. Provide each group with a set of pictures.
In their groups, students continue the guessing game, discussing and deciding on the identity of each family member in the pictures.
Whole Group Sharing (10 minutes):

Bring the groups back together and have each group share their conclusions. Encourage discussion and allow groups to compare answers and provide reasoning for their choices.
Reflection (5 minutes):

Facilitate a brief reflection on the activity. Ask students what they enjoyed about the guessing game and if they learned any new vocabulary or information about family members.
Extension Activity (Optional):

For an extended version, students can create their own family trees or drawings, labeling each family member. This adds a creative element to the activity.
Conclusion (5 minutes):

Summarize the key family relationships discussed during the activity and express the importance of recognizing and understanding the roles of different family members.
This family guessing game is designed to be engaging, educational, and enjoyable. It encourages active participation, collaboration, and the use of descriptive language while fostering an appreciation for the diversity of family structures.

11 Group Español ELE hojas de trabajo pdf & doc