UNIT 1. THE 18TH CENTURY: ANCIEN RÉGIME IN CRISIS.
INTRODUCTION.
We are going to learn about:
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WRITING AND PRODUCTION
ACTIVITIES
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READING ACTIVITIES
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https://www.slideshare.net/almusociales/unit-3-the-ancien-regime-in-crisis-53523058 |
SPEAKING AND INTERACTION ACTIVITIES
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Explain the differences:
Why did Enlightenment ideas and economic development in the 18th century cause a crisis in the Ancien Régime?
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LISTENING ACTIVITIES
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UNIT 2. THE AGE OF LIBERAL REVOLUTIONS (1789-1871)
UNIT 3. THE ORIGINS OF THE INDUSTRIALISATION.
INTRODUCTION
We are going to learn about:
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WRITING AND PRODUCTION ACTIVITIES |
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READING
ACTIVITIES
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SPEAKING AND INTERACTION ACTIVITIES |
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LISTENING ACTIVITIES |
INTRODUCTION
We are going to learn about:
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WRITING AND PRODUCTION ACTIVITIES
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READING
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SPEAKING AND INTERACTION ACTIVITIES
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Answer these questions:
What were some of the benefits of railways? Which econimic sectors benefited from the costruction of the railways? Why? Discuss in pairs. |
LISTENING
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UNIT 4. THE 19 TH. CENTURY IN SPAIN.
INTRODUCTION
We are going to learn about:
-the introduction of a liberal regime in Spain and the first Constitution.
-problems faced by the new liberal system and the crisis of the ancient Régime
-the independece os Spanish colonies, the carlist wars and the Glorius revolution
-the restoration of the Bourbon monarchy
-Goya as the chronicler of war.
-industialisation process in Spain
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WRITING AND PRODUCTION
ACTIVITIES
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EXPLAINING HISTORICAL EVENTS:
CAUSE AND EFFECT. As a result,...... Consequently,...... This led to/ prompted/ caused/ brought about/ gave rise to DESCRIBING A JOURNEY: Image it is 1850 and you have just travelled on a train for the first time. Write a short description of your journey. What line did you travel on? What did you see? How did you feel? Use these examples to help you? I got on the train At first, (I was slightly worried about how fast the train was moving) Along the way, (I could see meadows full of flowers) I could feel (the breeze on my face) The train stopped (at a small station) There were (children standing by the track, waving to passengers). In the distance, (I could see a castle) I felt (incredibly excited about being on the train) |
READING
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SPEAKING AND INTERACTION
ACTIVITIES
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LISTENING
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UNIT 5. THE AGE OF IMPERIALISM
UNITS 6 AND 7. THE FIRST WORLD WAR AND THE RUSSIAN REVOLUTION.
INTRODUCTION
We are going to learnt about:
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WRITING AND PRODUCTION
ACTIVITIES
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READING
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SPEAKING AND INTERACTION ACTIVITIES |
Compare these posters
What do they represent and aim to achieve?
Which do you think is the most effective?
Use the following structures to help you.
I think this poster represents...
I think the main idea of this poster is...
The (beast) probably symbolises...
The image is very (srtiking/dramatic, etc.).
What I think works very well in this poster is (the use of contrast/colour, etc)
The slogan is (very catchy)
The images reminds me of...
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LISTENING |
UNIT 8. THE INTERWAR PERIOD.
INTRODUCTION
We are going to learn about:
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WRITING AND PRODUCTION
ACTIVITIES
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READING
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SPEAKING AND INTERACTION
ACTIVITIES
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LISTENING
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UNIT 9. SPAIN IN THE FIRST THIRD OF THE 20TH CENTURY (1902-1939)
INTRODUCTION
We are going to learn about:
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WRITING AND PRODUCTION
ACTIVITIES
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READING
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SPEAKING AND INTERACTION
ACTIVITIES
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Discuss:
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LISTENING
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INTRODUCTION:
We are going to learn about
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WRITING AND PRODUCTION
ACTIVITIES
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READING
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SPEAKING AND INTERACTION
ACTIVITIES
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Discuss. Was the bombing of Hiroshima and Nagasaki justified. Debate both sides of the argument |
LISTENING
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INTRODUCTION |
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WRITING AND
PRODUCTION ACTIVITIES
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READING ACTIVITIES |
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SPEAKING AND
INTERACTION ACTIVITIES
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LISTENING ACTIVITIES
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