1.Have the beam projector ready to show students the video and download and print the file suggested in the “Materiales Educativos Digitales” .

2. Ask students what they think the main cause of a revolution is and why.

3. Ask students what revolutions they have studied or remember.

4. Ask students what the main cause of the  French Revolution was. It is probable that students have already studied this historic event either in English or in History class so invite them to mention other facts they remember.

5. Tell students they are going to watch a video which explains what caused the French Revolution.

6. Invite students to work in pair and take notes on the different events France went through.

7. Make several pauses for students to take notes and discuss with their classmate the information.

8. Ask students to use the information they got and write some sentences about the French Revolution and adapt them to play ‘True or False’.

9. Invite students to read their sentences to other students and say if they are true or false.

10.Tell students they are going to read more about the French Revolution with general facts.

11. Distribute the crossword and ask students to work individually. If they can’t remember the answer to one of the facts, ask them to continue and leave that for later.

12. Ask students to stand up and mingle, saying the number of the word they need until somebody says ‘here’ and they can copy the answer.

13. Finally, ask students to sit in pairs, and put to facts together, join them with the appropriate conjunction, and ‘talk’ about the French Revolution.

1. Have the beam projector ready to show the video and download the file suggested in the  “Materiales Educativos Digitales”.

2. Tell students they are going to watch a video which sums up the French Revolution with general and basic information.

3. Review with students the causes of the French Revolution.

4. Play the video (without sound) and ask students to watch and figure out what the scenes represent so you decide when to stop the video.

5. Ask students to say a sentence using the previous worksheets, if possible, or their notes and associate them to the video, as if they were narrating the events.

6. Choose students at random to describe the scenes and then ask students to repeat the activity in pairs.

7. Choose only a segment of the video and ask students to describe it / narrate it using their notes and their own words.

8. Make copies for students. This quiz can be used as the period evaluation since it is content (History) reading, grammar and vocabulary in one format.

9. Distribute the quiz and ask students to work individually.

10. Tell students that they cannot use their notes to answer the questions. When they need some help, ask students to form groups of three and check answers. Remind them of the importance of discussing and verifying information, not only copying the answers.

11. Finally, ask students to give you the answers to the quiz and make corrections if necessary.

1. Download the files and make copies of the  suggested activities in the “Materiales Educativos Digitales” section  

2. Tell students they have been practicing reading skills and now they are going to learn which ones they are: main ideas and details.

3. Ask students how they can find the main idea of a text, what it is important to consider, etc.

4. Distribute the activity.

(The answers for you come on the second page of the same file)

5. Ask students if they know who the author of this book is (Jules Verne). Of course students will guess that since the name is under the title of the novel.

6. Guide students through the activity and ask them to answer the questions.

7. When they are finished, ask students to work in groups of three and discuss their answers.

8. Invite two volunteers to define ‘main idea’ and ‘supporting details’ and then go over the answers.

9. Ask students to justify their answers by telling why ‘that’ is not detail or the main idea (since it doesn’t have/show/explain, etc.)

10. Print the template you find more practical for your students. There are more in the same file.

11. Distribute the template and tell students they are going to decide on a historical event they know well or are more familiar with and show the main events.

12. Give students time to decide on one. It is possible that the vents are repeated in the class, it is ok so encourage them to think about the History class and what they have studied so far.

13. Monitor the activity and offer help with grammar and vocabulary as needed.

14. Remind students how the information must be recorded,  that it is , phrases, dates, not necessarily sentences.

15. Decide on the time you give to this activity and if you see it is taking longer you may check what students have done so far and assigns the rest for homework.

However, if they finish the activity, ask how many students chose the same historical event and tell them not to work together but to find two other classmates to form a group and talk about their event.