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Hi,

Joanna Kasica-Łukaszewicz, Poland

jkasica@poczta.onet.pl

+48605453689

I'll be happy to stay in touch with you.

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Ivo Helebrant

helebrant@is-ostrava.cz

If you are interested - we are looking for Erasmus+ partner schools for the 2025-26 academic year. Our aim of the project and ideas connected - I can send immediately to you. Thank you very much.

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Sergine

slerossignol@aes.ac.in

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American Embassy School |New Delhi India | AES

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Discover our international school located in New Delhi, India. Our mission is to inspire, lifelong learners and compassionate global citizens!

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Dear colleagues and friends, here is a short presentation with basic information about my school and our projects. I hope we can stay in touch. It was lovely meeting you. My contact information:

natmazar@gmail.com

+385917965058

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Primary School Antun Augustinčić Zaprešić moj

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Making Classrooms More Inclusive for Multilingual Learners

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Our consortium was born from an analysis by the Erasmus+ Commission of the CEP JAÉN of the reality of the permanent education centres in the province. Taking into account the context and educational development that takes place in this non-compulsory educational stage, we have delimited the following priority needs that in turn propose some CHALLENGES:

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https://www.facebook.com/share/1MSipLZRRm/?mibextid=wwXIfr

https://www.instagram.com/cepanalon?igsh=MWtmM2sxMGV4aHJxeA==

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The school from Florence and Elisa in Germany. Come, visit us!

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Lego Serious Play to help you to help you to implement the 4Cs in your lesson

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Lego Serious Play to help you to help you to implement the 4Cs in your lesson

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How to use Lego Serious Play for problem-solving activities:

Groups of 3 or 4

Duration: around 40 min

Aim: use the 4Cs (creativity, critical-thinking, collaboration and communication) to design a solution to the group's challenge using a metaphor: "LEGO".

1. Choose a problem about the 4Cs in your lesson, what's prevent you to include all of them?

7 minutes

2.Discuss the solution or possible solutions.

7 minutes

3. Build the problem using LEGO.

15 minutes

4. Take a picture and upload it on padlet. .

2 -4 min

5. Presentation of the Goal

7 -10 min

6. Debriefing: did you enjoy the activity? What was the hardest and the coolest part of it? Finally, explain the use of Lego Serious Play to develop the 4Cs.

2 min.

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LEGO Serious Play for Education in 3 minutes (final version).

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Get inspiration for your next meal and create new recipes mixing influences from two cuisines, generated with the help of Google AI.

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Get inspiration for your next meal and create new recipes mixing influences from two cuisines, generated with the help of Google AI.

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Get inspiration for your next meal and create new recipes mixing influences from two cuisines, generated with the help of Google AI.

# data[].attributes.attachment_link.description
Get inspiration for your next meal and create new recipes mixing influences from two cuisines, generated with the help of Google AI.

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https://artsandculture.google.com/experiment/food-mood/HwHnGalZ3up0EA?cp=eyJyZWNpcGVJRCI6IkMxNEs1SlhuT29PV1lsRjRSRlVrIn0.

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Get inspiration for your next meal and create new recipes mixing influences from two cuisines, generated with the help of Google AI.

# data[].attributes.attachment_link.description
Get inspiration for your next meal and create new recipes mixing influences from two cuisines, generated with the help of Google AI.

# data[].attributes.attachment_link.description
Get inspiration for your next meal and create new recipes mixing influences from two cuisines, generated with the help of Google AI.

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Get inspiration for your next meal and create new recipes mixing influences from two cuisines, generated with the help of Google AI.

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https://g.co/arts/q4qDrvkaLdPhqSkZ6

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Get inspiration for your next meal and create new recipes mixing influences from two cuisines, generated with the help of Google AI.

# data[].attributes.attachment_link.description
Get inspiration for your next meal and create new recipes mixing influences from two cuisines, generated with the help of Google AI.

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PlayPhrase.me: Site for cinema archaeologists.

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Travel and explore the world of cinema. Largest collection of video quotes from movies on the web.

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LyricsTraining is the new way to learn English and other languages through music and the lyrics of your favourite songs

Improve and practise your listening skills with the best music videos. Fill in the gaps to the lyrics as you listen and sing Karaoke to your favourites

Thousands of teachers, all over the world, are already using LyricsTraining to teach languages and motivate their students through this unique immersion process

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Learn English for Free with Music Videos, Lyrics and Karaoke!

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Enjoy learning English like never before playing with the music videos and filling in the lyrics of your favorite songs. It's easy, fun and 100% free.

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AI or Human: Can you tell the difference?

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Play the game and try to guess the difference between what is AI or Human.

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Made with Gamma. A new medium for presenting ideas, powered by AI.

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Made with Gamma. A new medium for presenting ideas, powered by AI.

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tried to give a level. The platform does not adapt

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Made with Gamma. A new medium for presenting ideas, powered by AI.

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Made with Gamma. A new medium for presenting ideas, powered by AI.

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Colours for young children

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Made with Gamma. A new medium for presenting ideas, powered by AI.

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https://gamma.app/docs/Untitled-ywcah2q7amlzbt3?isFirstMobileDocGeneration=true

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Les Anniversaires dans les Pays Francophones

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Les Anniversaires dans les Pays Francophones

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Made with Gamma. A new medium for presenting ideas, powered by AI.

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https://gamma.app/docs/Untitled-utsb1bxhd0zqcxq

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Made with Gamma. A new medium for presenting ideas, powered by AI.

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Made with Gamma. A new medium for presenting ideas, powered by AI.

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Made with Gamma. A new medium for presenting ideas, powered by AI.

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Design stunning presentations, websites, and more with Gamma—your all-in-one AI-powered design partner. No code or design experience needed.

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The Beatles grade 6

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A conversational AI system that listens, learns, and challenges

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Design stunning presentations, websites, and more with Gamma—your all-in-one AI-powered design partner. No code or design experience needed.

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Unidad Didáctica: La Casa y sus Partes

Nivel: A1

Destinatarios: Adultos extranjeros aprendiendo español

Duración: 4 sesiones de 60 minutos

---

OBJETIVOS

✅ Aprender y usar vocabulario básico relacionado con la casa y sus partes.

✅ Identificar y describir diferentes habitaciones y muebles.

✅ Practicar estructuras básicas para hablar sobre la casa.

✅ Mejorar la comprensión auditiva y la producción oral sobre el tema.

CONTENIDOS

1. Vocabulario

- Partes de la casa: salón, cocina, baño, dormitorio, balcón, jardín, garaje, pasillo, escaleras, tejado.

- Muebles y objetos: mesa, silla, sofá, cama, armario, estantería, nevera, lámpara, ventana, puerta, televisor, cuadro, espejo, ducha, lavadora, alfombra.

- Preposiciones de lugar: en, sobre, debajo de, al lado de, entre, delante de, detrás de, dentro de, fuera de.

2. Gramática

- Verbo haber (hay) para describir la existencia de objetos y habitaciones.

- Ejemplo: En mi casa hay un salón y dos dormitorios.

- Verbo estar para ubicar objetos y habitaciones.

- Ejemplo: El sofá está en el salón.

- Concordancia de género y número en sustantivos y adjetivos.

SECUENCIA DIDÁCTICA

🔹 SESIÓN 1: Descubriendo la Casa

Objetivo: Familiarizarse con las partes de la casa y los muebles.

Actividades:

1. Presentación del vocabulario con imágenes y tarjetas.

2. Juego de asociación: Los alumnos relacionan imágenes con palabras escritas.

3. Actividad oral: Preguntas y respuestas sobre sus casas. (*¿Cuántas habitaciones tiene tu casa? ¿Qué hay en tu salón?*)

4. Tarea: Dibujar un plano de su casa y escribir los nombres de las habitaciones.

---

### 🔹 SESIÓN 2: ¿Dónde está?

Objetivo: Aprender a describir la ubicación de objetos en la casa.

Actividades:

1. Repaso del vocabulario con un quiz rápido.

2. Explicación y práctica de preposiciones de lugar con objetos en el aula.

3. Juego "Encuentra el objeto": Los alumnos escuchan una descripción y deben encontrar el objeto en imágenes.

4. Diálogo guiado: En parejas, describen su habitación ideal.

5. Tarea: Escribir cinco frases sobre la ubicación de muebles en su casa.

---

### 🔹 SESIÓN 3: Describiendo nuestra casa

Objetivo: Construir frases completas para describir la casa.

Actividades:

1. Repaso de preposiciones con mímica y objetos reales.

2. Escucha de un audio donde alguien describe su casa y los alumnos identifican las habitaciones.

3. Actividad de role-play: Un alumno describe una casa y otro la dibuja según la descripción.

4. Juego "Encuentra las diferencias": Comparar dos imágenes de casas.

5. Tarea: Escribir un pequeño texto describiendo su casa.

---

### 🔹 SESIÓN 4: Mi casa soñada

Objetivo: Usar lo aprendido para hablar sobre su casa ideal.

Actividades:

1. Presentación de casas diferentes: Chalé, piso, cabaña, etc.

2. Actividad creativa: Diseñar su casa soñada y describirla al grupo.

3. Conversación en parejas: Hacer preguntas sobre la casa del compañero.

4. Juego de roles: Inmobiliaria – un alumno busca una casa y otro la describe.

5. Cierre con Kahoot o Quizizz para repasar el vocabulario y estructuras aprendidas.

---

## EVALUACIÓN

✅ Participación en actividades orales y escritas.

✅ Corrección de tareas individuales.

✅ Comprensión auditiva en ejercicios de escucha.

✅ Producción escrita: descripción de su casa.

---

MATERIALES

📌 Tarjetas de vocabulario e imágenes.

📌 Audios y videos sencillos sobre la casa.

📌 Hojas de actividades y juegos.

📌 Recursos digitales (Kahoot, Quizizz, Genially).

---

📝 NOTA: Se puede adaptar la unidad a diferentes ritmos de aprendizaje con apoyo visual y actividades interactivas.

¿Qué te parece esta propuesta?

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A conversational AI system that listens, learns, and challenges

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B2 EFL Shopping and technology (4 lessons)

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B2 EFL Shopping and technology (4 lessons)

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Lesson 1: Shopping - Vocabulary and Conversations (2 hours)

Objective: Students will learn shopping-related vocabulary and practice using it in conversations about shopping habits, preferences, and experiences.

Materials:

Flashcards with shopping vocabulary (items, payment methods, shopping verbs, etc.)

Short listening activity: Dialogue in a store

Lesson Plan:

Warm-up (10 minutes)

Ask students about their shopping habits (e.g., "Where do you usually shop?", "Do you prefer shopping online or in-store?", "What do you usually buy?").

Discuss the difference between shopping for clothes, groceries, electronics, etc.

Vocabulary Presentation (20 minutes)

Introduce key shopping vocabulary (clothes, sales, discounts, shopping cart, checkout, refund, etc.).

Show pictures of stores, items, and shopping situations, and elicit words from students.

Use flashcards for practice.

Listening Activity (20 minutes)

Play a short dialogue between a customer and a salesperson in a store (either from an audio resource or a video).

Comprehension questions: What does the customer want to buy? What options do they have? How does the conversation end?

Speaking Activity - Role Play (25 minutes)

Divide students into pairs. One student is the customer, the other is the shop assistant.

They must use the vocabulary to have a conversation in a store (e.g., asking about products, paying, and returning items).

After the role play, switch roles.

Discussion (15 minutes)

Group discussion: “How do you feel about online shopping vs in-store shopping?”

Encourage students to use phrases like "I prefer," "I'm used to," "I don’t like," etc.

Wrap-up (10 minutes)

Review vocabulary and phrases from the lesson.

Homework: Write a short paragraph about your favorite store and why you like shopping there.

Lesson 2: Online Shopping & Technology (2 hours)

Objective: Students will explore vocabulary related to online shopping, websites, and technology. They will practice listening and speaking skills while discussing their online shopping experiences.

Materials:

PowerPoint or pictures showing popular online shopping platforms

Listening task: Audio about online shopping experience

Internet (for optional real-time research)

Lesson Plan:

Warm-up (10 minutes)

Ask: “How often do you shop online?” “What do you usually buy online?”

Briefly discuss the pros and cons of online shopping.

Vocabulary Introduction (20 minutes)

Present new vocabulary related to online shopping (e.g., shopping cart, checkout, delivery, return policy, secure payment, etc.).

Students match words to their meanings in pairs.

Listening Activity (20 minutes)

Play an audio of a person talking about their online shopping experience (e.g., ordering a product, having trouble with delivery, etc.).

Comprehension questions: What did the person buy? Were they satisfied? Did they face any problems?

Speaking Activity - Discussion (20 minutes)

In pairs or small groups, students discuss:

"What are the advantages of shopping online?"

"What technology do you use for online shopping?"

"Have you ever had a bad experience with online shopping?"

Group Debate (20 minutes)

Divide students into two groups. One group argues in favor of online shopping, the other against.

After 10 minutes of preparation, each group presents their arguments to the class. Encourage the use of persuasive language.

Wrap-up (10 minutes)

Review vocabulary and phrases.

Homework: Describe an online shopping experience (positive or negative).

Lesson 3: Technology in Shopping & E-commerce (2 hours)

Objective: Students will understand how technology impacts shopping, including e-commerce platforms, mobile apps, and payment methods.

Materials:

Video on how e-commerce has changed shopping (short clip)

Worksheet with technology-related shopping terms

Whiteboard/Markers

Lesson Plan:

Warm-up (10 minutes)

Ask students: “How has shopping changed with new technology?”

Brief discussion of mobile apps, e-commerce websites, and digital wallets.

Vocabulary Focus (20 minutes)

Introduce vocabulary related to technology in shopping (e.g., mobile app, e-wallet, secure payment, QR code, e-commerce, virtual shopping assistant).

Do a matching exercise: words with definitions or pictures with terms.

Listening Activity - Video (20 minutes)

Show a short video about how e-commerce and technology have transformed the shopping experience.

After watching, ask students comprehension questions: How has technology changed shopping? What new tools do we use to shop online?

Speaking Activity - Technology in Shopping (25 minutes)

In pairs, students discuss:

“What technology do you use when shopping?”

“How do you feel about using digital payment methods (like PayPal, Apple Pay, etc.)?”

“Do you think technology makes shopping easier or more complicated?”

Group Project - E-commerce Websites (25 minutes)

In small groups, students research a popular e-commerce website (e.g., Amazon, eBay, Etsy).

Each group prepares a short presentation about the website: what it sells, how users interact with it, and what payment options it offers.

Wrap-up (10 minutes)

Review vocabulary and key points discussed during the lesson.

Homework: Write a review of an e-commerce website or mobile app you’ve used.

Lesson 4: The Future of Shopping and Technology (2 hours)

Objective: Students will discuss the future of shopping, focusing on technological advancements such as artificial intelligence, virtual reality, and personalized shopping experiences.

Materials:

Short article or video about the future of shopping (e.g., VR shopping, AI recommendations)

Listening activity: Expert talk about shopping trends

Lesson Plan:

Warm-up (10 minutes)

Ask: “How do you think shopping will change in the next 10 years?”

Students discuss the potential impact of technology on shopping.

Vocabulary - Future Trends (20 minutes)

Introduce vocabulary related to future shopping trends (e.g., AI, virtual reality, augmented reality, drone delivery, personalized shopping).

Students match vocabulary with images and definitions.

Listening Activity - Expert Talk (20 minutes)

Play a short audio or video clip from an expert discussing the future of shopping technology (e.g., AI, virtual stores).

Comprehension questions: What technologies are mentioned? How might these affect the shopping experience?

Speaking Activity - Group Discussion (25 minutes)

Divide students into small groups. Give each group a scenario:

“You are shopping in a virtual reality store.”

“A store uses AI to recommend products to you based on your shopping history.”

They discuss how these technologies would change their shopping experience.

Role Play - Future Shopping (20 minutes)

In pairs, students role-play shopping in a futuristic store using advanced technology (e.g., virtual assistant, voice shopping, personalized recommendations).

They act as a customer and a store assistant.

Wrap-up & Reflection (15 minutes)

Review vocabulary and ask students to reflect on the lessons.

Final group discussion: “What technology would you like to see in the future of shopping?”

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A conversational AI system that listens, learns, and challenges

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A conversational AI system that listens, learns, and challenges

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ChatGPT - Planificación de clases interactivas

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Spanish Lesson Plan: Describe different rooms in a house.

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Spanish Lesson Plan: Describe different rooms in a house.

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Spanish Lesson Plan: Describing Different Rooms in a House

Level: Beginner to Intermediate
Duration: 60 minutes
Objective:
By the end of the lesson, students will be able to describe different rooms in a house using basic vocabulary and simple sentences in Spanish. They will also learn key phrases and adjectives to describe the characteristics and furniture of each room.

Materials:

Whiteboard and markers

Flashcards or pictures of different rooms in a house

Handouts with vocabulary and sample sentences

Projector (optional for visuals)

Worksheets for practice

Lesson Breakdown:

1. Warm-up (10 minutes)

Objective: Activate prior knowledge and introduce the topic.

Activity:
Start with a question to engage the class:
“¿Qué hay en tu casa?” (What’s in your house?)
Allow students to answer using basic vocabulary (e.g., “Hay una mesa, una cama…”).
Write answers on the whiteboard.

Introduce Topic:
“Hoy vamos a aprender cómo describir las habitaciones en una casa” (Today we’re going to learn how to describe rooms in a house).
Use flashcards or images of different rooms (living room, kitchen, bedroom, bathroom, dining room, etc.) to visually introduce the rooms.

2. Vocabulary Introduction (15 minutes)

Objective: Teach the names of rooms and common furniture in Spanish.

Vocabulary List:

La sala (living room)

La cocina (kitchen)

El dormitorio (bedroom)

El baño (bathroom)

El comedor (dining room)

El pasillo (hallway)

El estudio (study room)

El vestíbulo (entrance hall)

Furniture Items:

La cama (bed)

La mesa (table)

La silla (chair)

El sofá (sofa)

La lámpara (lamp)

El televisor (TV)

La nevera (refrigerator)

La estufa (stove)

El armario (wardrobe)

La ducha (shower)

Write the vocabulary list on the board with corresponding pictures.

Practice:
Ask students to repeat after you to practice pronunciation.

3. Sentence Structure (15 minutes)

Objective: Teach students how to form simple sentences to describe rooms.

Basic Sentence Structure:

Hay + [furniture] + en + [room].
Example: “Hay una cama en el dormitorio.” (There’s a bed in the bedroom.)

La sala tiene + [furniture].
Example: “La sala tiene un sofá grande.” (The living room has a big sofa.)

La cocina está + [adjective].
Example: “La cocina está limpia.” (The kitchen is clean.)

Write examples on the board and model how to make different combinations.

Practice:
Have students create sentences using the new vocabulary. For example, they can describe their own homes or create imaginary rooms.
Prompt: “Describe la cocina de tu casa en tres frases.” (Describe your kitchen in three sentences.)

4. Guided Practice (10 minutes)

Objective: Students will practice describing different rooms in a house.

Activity:
Divide students into small groups and give each group a picture of a room in a house.
They will need to describe the room using the vocabulary and sentence structures they’ve learned.
Example Task:
“Describe esta sala. ¿Qué muebles hay en la sala? ¿Cómo es la sala?” (Describe this living room. What furniture is in the living room? How is the living room?)

After 5 minutes, groups will share their descriptions with the class.

5. Independent Practice (10 minutes)

Objective: Allow students to describe a room in their own home or an imagined space.

Activity:
Hand out a worksheet with a floor plan of a house (or a blank room layout). Ask students to fill in the furniture and describe each room using full sentences.

Example task on worksheet:
“Escribe cinco frases sobre tu sala.” (Write five sentences about your living room.)

6. Wrap-up and Review (5 minutes)

Objective: Reinforce key learning points and clarify doubts.

Activity:
Have a short class discussion and ask students to share what they’ve learned.
Review vocabulary and sentence structures one more time.
Example prompt for review:
“¿Qué hay en tu dormitorio?” (What’s in your bedroom?)

Homework Assignment:
Ask students to write a short description of their house, focusing on the different rooms and what is in them. They can include at least one adjective (e.g., limpio, grande, bonito).

Assessment:

Formative: Observing student participation during the group work and class discussions.

Summative: Homework assignment describing their house.

Additional Tips for Success:

Use visual aids like flashcards, pictures, or even real objects to reinforce vocabulary.

Encourage students to use adjectives (big, small, beautiful, etc.) to make their descriptions more detailed.

Provide feedback during group work to correct pronunciation and grammar mistakes.

This lesson plan should give students a solid foundation for describing rooms in Spanish and encourage them to use the language to express themselves creatively!

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Cours : Les différentes formes de tourisme

Objectifs

Connaître les principales formes de tourisme.

Comprendre les motivations des touristes.

1. Présentation des formes de tourisme

Le tourisme peut se décliner en plusieurs formes selon les intérêts et les motivations des voyageurs. Voici les principales catégories :

1.1 Tourisme culturel

Définition : Voyage axé sur la découverte du patrimoine historique, artistique et culturel d’un lieu.

Exemples : Visite des musées à Paris, exploration des temples en Égypte, festivals culturels.

Motivations : Apprentissage, découverte, enrichissement personnel.

1.2 Tourisme balnéaire

Définition : Séjour principalement centré sur la plage, la mer et la détente.

Exemples : Vacances sur la Côte d’Azur, stations balnéaires en Espagne, îles paradisiaques des Maldives.

Motivations : Repos, plaisir, soleil.

1.3 Tourisme d’aventure

Définition : Voyage impliquant des activités sportives ou à sensations fortes.

Exemples : Randonnée en montagne, plongée sous-marine, safari en Afrique.

Motivations : Adrénaline, dépassement de soi, connexion avec la nature.

1.4 Tourisme écologique (écotourisme)

Définition : Forme de tourisme respectueuse de l’environnement et des populations locales.

Exemples : Séjours en écolodge, observation des animaux en milieu naturel, tourisme rural.

Motivations : Protection de la nature, mode de vie durable, découverte authentique.

1.5 Tourisme gastronomique

Définition : Voyage centré sur la découverte de la cuisine locale.

Exemples : Dégustation de vins en Bourgogne, street food en Thaïlande, parcours des fromages en France.

Motivations : Plaisir gustatif, culture culinaire, immersion locale.

1.6 Tourisme de bien-être

Définition : Voyage visant la détente et la santé.

Exemples : Cures thermales, spas, retraites de yoga.

Motivations : Relaxation, soins personnels, équilibre mental.

1.7 Tourisme d’affaires

Définition : Déplacements professionnels combinés parfois à des loisirs.

Exemples : Congrès, salons internationaux, séminaires.

Motivations : Travail, réseautage, opportunités professionnelles.

2. Activité 1 : Jeu de rôles

Consigne

Chaque élève reçoit une carte avec un profil de voyageur (ex : une famille avec enfants, un jeune sportif, un retraité, un passionné d’histoire…).

En groupe, associez un type de tourisme adapté à ce profil.

Justifiez votre choix en expliquant les motivations du voyageur.

Exemple

Profil : "Un couple en lune de miel."

Type de tourisme choisi : Tourisme balnéaire ou de bien-être.

Justification : Ils cherchent à se détendre et profiter d’un cadre romantique.

3. Activité 2 : Discussion en groupe

Question : Quel type de tourisme préférez-vous ?

Chaque élève exprime ses préférences et explique ses choix.

Comparaison des différentes motivations entre les élèves.

Discussion sur l’évolution des tendances touristiques (ex : importance croissante de l’écotourisme).

Conclusion

Le tourisme est un phénomène varié, influencé par les intérêts et les attentes des voyageurs. Certains cherchent la détente, d’autres l’aventure ou la découverte culturelle. Comprendre ces motivations permet de mieux cerner l’impact du tourisme sur les destinations et sur l’environnement.

Devoir (optionnel)

Rédigez un texte (10-15 lignes) sur votre type de tourisme préféré et expliquez pourquoi.

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Compréhension Orale : Les Vacances | Flint

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Les élèves écouteront un dialogue en français sur les projets de vacances. Ils devront répondre à des questions de compréhension pour démontrer leur compréhension des détails, du vocabulaire et du contexte de la conversation. L’exercice inclut plusieurs écoutes et un questionnement progressif.

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Titre: Commande et paiement au restaurant | Twee

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"The calculator, once a revolutionary tool, is now a staple in classrooms, enhancing students' understanding in mathematics. Similarly, AI must be viewed as vital for fostering a future-ready workforce."

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Provide students with access to the latest AI tools, with built-in monitoring for admins.

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Titre: Commande et paiement au restaurant | Twee

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1. Qu'est-ce que le tourisme pour toi ?

2. Aimes-tu voyager en masse ou préfères-tu des voyages plus petits ?

3. Comment penses-tu que le tourisme peut être durable ?

4. As-tu déjà visité un endroit célèbre avec beaucoup de touristes ?

5. Que fais-tu pour respecter l'environnement quand tu voyages ?

6. Penses-tu que le tourisme de masse est bon pour les villes ?

7. Quel type de tourisme a le plus d'impact sur la durabilité, selon toi ?

8. Est-ce que tu as des souvenirs de vacances où il y avait trop de monde ?

9. Pourquoi est-il important de parler de durabilité dans le tourisme ?

10. Quels conseils donnerais-tu à quelqu'un qui veut voyager de manière responsable ?

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Practising adjectives A1-A2

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Speaking activity: Spanish dialogue “Job interview”

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Preparación para la entrevista de trabajo | Twee

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Iria’s activities on multiculturalism (level B1-B2)

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Iria’s activities on multiculturalism (level B1-B2)

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Exploring Florence’s Historical Significance | Twee

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CGI Animated Short Film : "El Vendedor De Humo" by Jaime Maestro at Primer Frame | TheCGBros

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You're Beautiful (Literal Video Version)

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6 persone provano a indovinare il significato dei gesti italiani