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SEP Alkayasí · CEPER 500 Viviendas

SdA A2·8 · Gran Repaso Final

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SdA A2·8 · Clase 1

From the Kitchen to the Road

Repaso combinado: A2·1 (cocina, estudios y amistad) + A2·2 (viaje a Francia)

Julio
Julio
Itto
Itto
Francisco
Francisco
Carmen
Carmen

⏱ Reparto del tiempo

BloqueMinContenido
Listening15Audio + V/F
Reading & comprensión20Recap + preguntas
Review Language Lab20Pres. simple/cont. + Pas. simple/cont.
Vocabulary Check10Repaso de vocabulario A2·1+A2·2
Production15Speaking + Writing
Mediation5Tarea de mediación
Sing Along + Ampliación + Roleplay10Canción 43 + cierre

🎧 1. Listening: "Two Very Different Chapters"

Escucha el audio de la narración (sin leer el texto) y marca True (T) o False (F).

🎧 Coloca el archivo audio/sda8_sesion1_listening.mp3 junto a este HTML para que suene aquí.

1. Itto trains to become a cook on Tuesdays and Thursdays. →

2. Trini and Itto met for the first time on the trip to France. →

3. The trip to Paris lasted exactly one week. →

4. French villages sometimes have hidden speed cameras. →

5. Nobody in the car received any fines from the French trip. →

📖 2. The Story: "From the Kitchen to the Road"

Repaso narrado en clase, con Itto ya incorporada como alumna

Escena de la sesión

Imagen generada con Google Gemini Flash-Lite

🎧 Coloca el archivo audio/sda8_sesion1_story.mp3 junto a este HTML para que suene aquí.

Julio holds up an old recipe book, its pages slightly stained, and places it on the desk next to a road map covered in small photographs. "Two units, one busy year," he says, smiling at Itto, who is sitting in the front row for the first time in this classroom, notebook open like everyone else. "Let's remember how it all started."

In September 2024, Itto enrolled on a Vocational Training course in Cooking and Gastronomy at the IES Almeraya, on the other side of the city. On the very first day, she met Trini, a former student of Julio's who was starting a completely new career at fifty-five, after twenty years as a university librarian. The two women became close friends almost immediately, sharing knives, recipes, and the occasional nervous laugh in Chef Ana's busy kitchen workshop. On Wednesdays, the aprons stayed at home: Trini and Itto swapped them for notebooks at Alkayasí, reviewing English for the TAE-EOI group with Julio. By May 2025, both women completed their first work placements — Trini in a small restaurant near the cathedral, Itto at the Hotel Barceló in Retamar — and came home every evening exhausted, but proud.

Then came July, and a different kind of classroom altogether: the inside of a car. Julio and Itto set off on the longest trip of their lives, ten days from Almería to Paris and back, picking up Saadia in Éibar and meeting Majda in the French capital. French roads turned out to have their own rules — constantly changing speed limits, and hidden radars that caught the white Kia Niro twice without anyone noticing. Between the Eiffel Tower, Mont Saint-Michel, and a long conversation about Saadia's own difficult history with her brother El Houssaine, the days passed quickly. When they finally arrived home on the 25th of July — Itto's birthday — the neighbours were waiting outside with a cake. And that same evening, an even bigger surprise arrived at the door: Majda, back from Paris with a signed work contract in her hand, and, right behind her, Ali Boukrim, brought home early from an unplanned trip to Morocco by his son Hamid.

"So," Julio says, closing the recipe book, "who can tell me what tense we use for Itto's Tuesday and Thursday routine, and what tense we use for what happened on the trip?"

Comprensión escrita — responde con frases completas:

  1. What course did Itto start in September 2024, and who did she meet on the first day?
  2. Where did Trini and Itto do their work placements in May 2025?
  3. How long was the trip to Paris, and who joined them along the way?
  4. What happened to the Kia Niro on the French roads, without anyone realising at the time?
  5. Who was waiting at the door on the evening they arrived home, and why was it a surprise?

🧠 3. Language Lab

Presente simple/continuo + Pasado simple/continuo

Presente simple/continuo (rutinas de Itto en la cocina y en Alkayasí) frente a pasado simple/continuo (lo que ocurrió durante el viaje a Francia). Recordar: el presente simple describe rutinas y hechos generales; el presente continuo, acciones en curso en el momento de hablar; el pasado simple narra hechos completos y ordenados; el pasado continuo describe acciones en desarrollo, a menudo interrumpidas por otra acción en pasado simple.

Grammar Drill

  1. Every Tuesday, Itto to the IES Almeraya. [travel]
  2. Right now, in this classroom, Itto in the front row for the first time. [sit]
  3. Last July, Julio and Itto all the way to Paris and back. [drive]
  4. While they into France, Saadia them about hidden radars. [cross / warn]
  5. Trini (not/drive) to school, because Julio usually gives Itto a lift too. [drive]
  6. Two hidden cameras the white Kia Niro while Julio on the beautiful countryside. [catch / concentrate]
  7. Itto the kitchen workshop and the smell of fresh ingredients. [love]
  8. When they home on the 25th of July, the neighbours outside with a cake. [arrive / wait]
  9. Trini usually her library shift at quarter past three. [finish]
  10. Majda up a folder like a trophy when she out of the car. [hold / jump]

📚 4. Vocabulary Check

Repaso de vocabulario ya trabajado en la unidad: completa con la palabra o expresión correcta en inglés.

  1. Every Wednesday, Trini and Itto swap their aprons for a notebook to study for the official .
  2. In the kitchen workshop, Itto is learning to an onion into very small pieces.
  3. Julio usually gives Itto a to school, along with another classmate.
  4. On the French motorway, the car passed several hidden speed without anyone noticing.
  5. Saadia warned them about the low speed in every tiny French village.
  6. They stopped to admire Mont Saint-Michel, a famous rising out of the sea.
  7. Itto completed her work at the Hotel Barceló, in Retamar.
  8. Majda arrived home with a signed work contract, proof that she could back to Paris legally.
  9. Julio and Itto's ten-day took them from Almería all the way to Paris and back.
  10. When they finally arrived, exhausted, the whole family gave them a warm .

🗣️ 5. Production

Speaking (en parejas)

Comparad vuestras propias rutinas semanales (presente simple/continuo) con algún viaje largo que hayáis hecho alguna vez (pasado simple/continuo). ¿Qué imprevistos tuvisteis, como las multas francesas de Julio e Itto?

Writing

1. Describe tu horario semanal habitual usando presente simple y presente continuo.

2. Escribe 4 frases sobre un viaje que hiciste, combinando pasado simple y pasado continuo.

3. Imagina que eres Trini: escribe un breve mensaje contando cómo te sientes empezando una nueva carrera profesional a los 55 años.

🔄 6. Mediation

Un amigo que no habla inglés te pregunta por qué Itto y Julio recibieron dos multas de tráfico después de su viaje a Francia, si él conducía con mucho cuidado.

"Two hidden cameras had already caught the white Kia Niro that day, flashing twice without anyone noticing."

Tarea: Explícaselo en español de forma natural, sin traducir palabra por palabra.

🎵 7. Sing Along

The Doobie Brothers – Long Train Running (1973)

Escucha la canción y localiza tres verbos en pasado simple o presente simple. ¿La canción habla de una rutina o de un viaje? Coméntalo con tu compañero/a.

🌟 8. Ampliación / Refuerzo

Trabajo opcional para casa — Libro 4: 50 Selected AI Songs for A2

Let Babylon Burn – The Spark

Escucha esta versión en casa y compárala con la trabajada en clase: ¿qué diferencia de ritmo y de sentimiento notas entre ambas?

🎭 9. Roleplay

Escena de roleplay

Imagen generada con Google Gemini Flash-Lite

En parejas, representad el momento en que Majda aparece por sorpresa en la puerta de casa con su contrato de trabajo en la mano, mientras Itto no entiende nada al principio. Usad al menos 3 frases en pasado simple y una en pasado continuo.

SdA A2·8 · Clase 2

Ouaoumana and the Long Way Home

Repaso de A2·3: el viaje a Marruecos y la urgencia médica de Julio

Julio
Julio
Itto
Itto
Consuelo
Consuelo
Cristóbal
Cristóbal

⏱ Reparto del tiempo

BloqueMinContenido
Listening15Audio + V/F
Reading & comprensión20Recap + preguntas
Review Language Lab20Pasado + lenguaje de urgencia/salud
Vocabulary Check10Repaso de vocabulario A2·3
Production15Speaking + Writing
Mediation5Tarea de mediación
Sing Along + Ampliación + Roleplay10Canción 44 + cierre

🎧 1. Listening: "Eleven Hours, Then a Scare"

Escucha el audio de la narración (sin leer el texto) y marca True (T) o False (F).

🎧 Coloca el archivo audio/sda8_sesion2_listening.mp3 junto a este HTML para que suene aquí.

1. The queue at the border between Melilla and Morocco lasted about two hours. →

2. Ali Boukrim and Fátima Aachouch were waiting outside their house when the family arrived. →

3. The family got lost driving to a spring in the mountains and had to abandon the car. →

4. Julio became seriously ill on the last night of the trip. →

5. Julio recovered completely as soon as he crossed back into Spain. →

📖 2. The Story: "Ouaoumana and the Long Way Home"

Repaso narrado en clase: sal, cedro y un billete de ferry

Escena de la sesión

Imagen generada con Google Gemini Flash-Lite

🎧 Coloca el archivo audio/sda8_sesion2_story.mp3 junto a este HTML para que suene aquí.

Julio places a small dish of rock salt on the table, with a thin cedar branch resting beside it, and next to it, an old ferry ticket. "This unit," he tells the class, "starts with patience, and ends with a real scare."

In the last days of August 2025, Julio, Itto and Zahra packed the car for Morocco, to visit Itto's parents in Ouaoumana. The ferry crossing to Melilla was smooth, but the border crossing afterwards was not: eleven exhausting hours in a queue of cars under the summer sun. When they finally arrived, Ali Boukrim, ninety-one, and Fátima Aachouch, eighty-four, were waiting outside the house, and the reunion was full of tears. The days that followed had a warm, slow rhythm: mornings in the souk, afternoons visiting relatives, and a trip to Abderrahim's farm, where Julio met his new sister-in-law, Souad, nine months pregnant and close to giving birth.

One day, what should have been a relaxed family outing to a mountain spring turned tense: the GPS suggested a shortcut along a narrow forestry track, full of potholes, and for almost an hour Julio drove in silence, his knuckles white on the wheel. They eventually reached the spring safely, bought blocks of rock salt, and walked among ancient cedar trees on the way back — the same salt and cedar you can see on the table today.

That night, everything changed. Julio began vomiting uncontrollably, and within hours he was in serious pain. The emergency room in Khenifra was chaos, and it took a private clinic, and later a second emergency visit in Azrou, before the family finally reached the ferry back to Almería. From the port, they drove straight to Hospital Vírgen del Mar, where Julio spent three days in intensive care. Looking back, he believes it wasn't really the food or the water that brought him so low — it was months of accumulated work stress, quietly wearing his body down until it had no defences left.

Comprensión escrita — responde con frases completas:

  1. How long did the family wait at the border between Melilla and Morocco?
  2. Who were Julio, Itto and Zahra visiting in Ouaoumana?
  3. What went wrong on the drive to the mountain spring?
  4. What happened to Julio on the last night of the trip?
  5. What does Julio believe was the real cause of his illness?

🧠 3. Language Lab

Repaso general de pasado + lenguaje de urgencia y salud

Repaso general de pasado (simple y continuo) en un contexto narrativo de viaje, combinado con expresiones de urgencia y salud trabajadas en la unidad (síntomas, hospital, emergencias).

Grammar Drill

  1. The family eleven hours at the border before they finally crossed into Morocco. [wait]
  2. Ali Boukrim and Fátima Aachouch outside the house when the family arrived. [wait]
  3. While Julio along the narrow forestry track, nobody in the car very much. [drive / say]
  4. That night, Julio vomiting uncontrollably. [begin]
  5. Itto and Zahra him straight to the emergency room. [drive]
  6. By the next morning, it clear the trip had to end. [be]
  7. In Azrou, he a second emergency visit. [need]
  8. From Nador, the ferry to Almería eight long hours. [take]
  9. Doctors him directly into intensive care. [admit]
  10. He three days in intensive care before he moved to a normal room. [spend]

📚 4. Vocabulary Check

Repaso de vocabulario ya trabajado en la unidad: completa con la palabra o expresión correcta en inglés.

  1. At the border, the family joined a long of cars waiting to cross.
  2. Julio drove along a narrow full of potholes and large stones.
  3. At the spring, they bought blocks of rock .
  4. That night, Julio began to uncontrollably.
  5. Itto and Zahra drove him straight to the .
  6. In the private clinic, a doctor put him on a .
  7. From Nador, they took the back to Almería.
  8. Doctors admitted him directly into care.
  9. Souad was nine months and close to giving birth.
  10. Abderrahim has spent his whole life looking after on his farm.

🗣️ 5. Production

Speaking (en parejas)

¿Habéis vivido alguna vez una urgencia de salud, propia o de un familiar, durante un viaje? Contad qué pasó y cómo os sentisteis, como hace Julio en el relato.

Writing

1. Narra en pasado, con al menos 6 frases, la espera en la frontera y la llegada a Ouaoumana.

2. Escribe 3 frases usando vocabulario de salud/urgencia (emergency room, drip, intensive care...).

3. Imagina que eres Itto: escribe un breve mensaje a un familiar contándole cómo está Julio, con calma pero con preocupación real.

🔄 6. Mediation

Un compañero de trabajo, que no habla inglés, te pregunta qué le pasó a Julio en Marruecos y por qué tardaron tanto en llegar a un hospital adecuado.

"Doctors were overwhelmed, and after an hour nobody had even looked at Julio."

Tarea: Explícaselo en español, transmitiendo la sensación de caos sin traducir literalmente.

🎵 7. Sing Along

The Eagles – Victim of Love (1976)

Escucha la canción y localiza dos verbos en pasado. ¿Crees que el título encaja con algún momento del relato de esta unidad? Justifica tu respuesta.

🌟 8. Ampliación / Refuerzo

Trabajo opcional para casa — Libro 4: 50 Selected AI Songs for A2

Raselhits – Red Rose

Escucha esta versión en casa. ¿Qué emociones transmite? Compárala con la tensión y el alivio del relato de esta unidad.

🎭 9. Roleplay

Escena de roleplay

Imagen generada con Google Gemini Flash-Lite

En parejas, representad la escena de la emergencia en Khenifra: una persona es Itto, intentando explicar los síntomas de Julio al personal médico; la otra es un miembro del personal del hospital, desbordado de trabajo. Usad al menos 3 expresiones de salud/urgencia trabajadas en la unidad.

SdA A2·8 · Clase 3

The Other Side of School

Repaso de A2·4: cinco años de conflicto laboral de Julio

Julio
Julio
Itto
Itto
Pilar
Pilar
Rogelio
Rogelio

⏱ Reparto del tiempo

BloqueMinContenido
Listening15Audio + V/F
Reading & comprensión20Recap + preguntas
Review Language Lab20Modales: must/have to/should have/would
Vocabulary Check10Repaso de vocabulario A2·4
Production15Speaking + Writing
Mediation5Tarea de mediación
Sing Along + Ampliación + Roleplay10Canción 45 + cierre

🎧 1. Listening: "Five Years, One Complaint"

Escucha el audio de la narración (sin leer el texto) y marca True (T) o False (F).

🎧 Coloca el archivo audio/sda8_sesion3_listening.mp3 junto a este HTML para que suene aquí.

1. Julio told Itto about the complaint during a car journey. →

2. The head teacher supported Julio's original digital project. →

3. Two students made formal complaints against Julio in the same school year. →

4. The harassment complaint against Julio was eventually dismissed in his favour. →

5. Julio submitted his own complaint the same day he understood the full pattern. →

📖 2. The Story: "The Other Side of School"

Repaso narrado en clase: una carpeta y un bolígrafo rojo

Escena de la sesión

Imagen generada con Google Gemini Flash-Lite

🎧 Coloca el archivo audio/sda8_sesion3_story.mp3 junto a este HTML para que suene aquí.

Julio opens a thin folder on the desk, a red pen resting on top of it. "This unit," he says, more quietly than usual, "is about something that took me five years to finally put into words."

In September, still recovering in hospital from his illness in Morocco, Julio finally told Itto the whole story. It began in 2020, when the head teacher asked him to lead a new digital transformation project — work Julio believed in, and worked hard on, only to find that the head teacher really just wanted someone to fix printers on Friday mornings. Twice, over the following years, Julio resigned from roles rather than compromise on something he believed was right: first the ICT coordination, later the training coordinator post, when he refused to remove two honest paragraphs from an official report.

Then came the complaints. Two students, in the same school year, filed formal complaints against Julio — both eventually dismissed, with no real evidence behind either of them. "Twice, from two students who barely knew each other? That's not luck," Julio told Itto. "That's a pattern." The following year, a colleague, encouraged by the head teacher, filed a harassment complaint against Julio himself. He found out through a routine notification, with no direct explanation. Another colleague, who had faced similar pressure for years but had never put anything in writing herself, quietly accompanied him to the regional education department.

On the 13th of July 2025, the complaint against Julio was formally dismissed, entirely in his favour. Reading the details carefully, Julio finally understood the whole pattern — and, a week later, on the 21st of July, he visited an old acquaintance at the Personnel Department, who told him plainly: nothing would change unless he put everything in writing. Julio spent two full days writing, and on the 23rd of July, he submitted a formal complaint of his own: over twenty pages, twelve specific requests for action. "I know you're scared," he told Itto. "You know what he's capable of." "I had to do it," he said. "Not for me. For everyone who comes after me."

Comprensión escrita — responde con frases completas:

  1. What project did the head teacher ask Julio to lead back in 2020?
  2. Why did Julio resign from two different roles over the years?
  3. What happened with the two student complaints against Julio?
  4. Who accompanied Julio to the regional education department, and why?
  5. What did Julio finally submit on the 23rd of July, and why did he do it?

🧠 3. Language Lab

Modales: must / have to / should have / would

Repaso combinado de los cuatro modales trabajados en la unidad: must / have to (obligación), mustn't / should have (prohibición y crítica sobre el pasado) y would (hipótesis).

Grammar Drill

  1. Every school design its own digital transformation project — it was a national requirement. [have to]
  2. Looking back, many colleagues believe the head teacher Julio's original digital project from the start. [should/support]
  3. If the head teacher had listened from the beginning, Julio never have filed a complaint. [would]
  4. A teacher file a formal complaint if the situation is serious enough. [must]
  5. The Head of Studies told Julio he escalate the complaint if things got difficult again. [would]
  6. Julio defend himself in front of an inspector, twice. [have to]
  7. Looking back, some colleagues believe the head teacher differently from the start. [should/act]
  8. You always keep written records of important meetings — that's the lesson Julio learned. [must]
  9. If Julio hadn't written everything down, nothing have changed. [would]
  10. According to school rules, staff report serious problems through official channels. [must]

📚 4. Vocabulary Check

Repaso de vocabulario ya trabajado en la unidad: completa con la palabra o expresión correcta en inglés.

  1. Julio decided to file a formal against the head teacher.
  2. A colleague made a false of harassment against him.
  3. The two student complaints were eventually — there was no evidence.
  4. Julio spoke to an , someone he had known and trusted for years.
  5. Small disagreements kept building up, creating between colleagues.
  6. Both student complaints were sent straight to the regional education .
  7. Julio wrote twelve specific for action in his complaint.
  8. He believes writing everything down took real .
  9. The Head of Studies told him firmly: don't .
  10. Julio felt the whole situation was now out of his .

🗣️ 5. Production

Speaking (en parejas)

¿Habéis tenido alguna vez que documentar un problema por escrito para que se tomara en serio? Comentad la experiencia usando should have / shouldn't have para reflexionar sobre lo que haríais diferente.

Writing

1. Escribe 4 frases sobre obligaciones de un profesor en su centro de trabajo, usando must/have to.

2. Escribe 2 frases de crítica sobre el pasado usando should have / shouldn't have, relacionadas con la actuación del director del colegio de Julio.

3. Imagina qué habría pasado si Julio no hubiera escrito la denuncia: escribe 2 frases con would.

🔄 6. Mediation

Un familiar que no habla inglés te pregunta por qué Julio tardó tanto en denunciar, si llevaba años con problemas en el trabajo.

"It didn't happen overnight... Even after I understood everything, I didn't act straight away."

Tarea: Explícaselo en español, transmitiendo la idea de proceso lento sin traducir literalmente.

🎵 7. Sing Along

The Moody Blues – Nights In White Satin (1967)

Escucha la canción y fíjate en su tono melancólico. ¿Encaja con el ambiente de esta unidad? Comentadlo en parejas.

🌟 8. Ampliación / Refuerzo

Trabajo opcional para casa — Libro 4: 50 Selected AI Songs for A2

Let Babylon Burn – With My Soul

Escucha esta versión en casa. ¿Qué palabras o frases identificas relacionadas con la determinación o la resistencia?

🎭 9. Roleplay

Escena de roleplay

Imagen generada con Google Gemini Flash-Lite

En parejas, representad la conversación entre Julio e Itto en la habitación del hospital, cuando ella le pregunta por qué decidió denunciar. Usad al menos dos modales distintos (must/have to, should have, would).

SdA A2·8 · Clase 4

A Baby, A Leave, A Classroom Nobody Wanted

Repaso de A2·5: el nacimiento de María, la baja de Julio y el aula de Alquián

Julio
Julio
Itto
Itto
Tarik
Tarik
Trini
Trini

⏱ Reparto del tiempo

BloqueMinContenido
Listening15Audio + V/F
Reading & comprensión20Recap + preguntas
Review Language Lab20Present Perfect (I y II) + futuro simple
Vocabulary Check10Repaso de vocabulario A2·5
Production15Speaking + Writing
Mediation5Tarea de mediación
Sing Along + Ampliación + Roleplay10Canción 46 + cierre

🎧 1. Listening: "A Birth, A Recovery, A Transformation"

Escucha el audio de la narración (sin leer el texto) y marca True (T) o False (F).

🎧 Coloca el archivo audio/sda8_sesion4_listening.mp3 junto a este HTML para que suene aquí.

1. Souad gave birth to a boy in a public hospital. →

2. The whole extended family helped pay for the clinic bill. →

3. Julio's sick leave lasted only fifteen days in total. →

4. The acting head teacher turned out to be more approachable than expected. →

5. The Alquián classroom was already in good condition before Julio started working on it. →

📖 2. The Story: "A Baby, A Leave, A Classroom Nobody Wanted"

Repaso narrado en clase: un móvil y un pequeño diploma

Escena de la sesión

Imagen generada con Google Gemini Flash-Lite

🎧 Coloca el archivo audio/sda8_sesion4_story.mp3 junto a este HTML para que suene aquí.

Julio holds up his phone, showing a screenshot of a WhatsApp conversation full of message bubbles, and next to it, a small printed certificate. "Good news, hard news, and hard work," he tells the class. "That's this whole unit, really."

While Julio was still in hospital, Souad went into labour in Morocco. The public hospital was overwhelmed, so Mustapha quickly arranged a transfer to a private clinic. Itto translated every WhatsApp message for Julio, word by word, until Abderrahim's voice finally arrived: "She's here. Souad is fine. The baby is fine. It's a girl." They named her María. The clinic bill came to 1,500 euros — an enormous sum for Abderrahim's family — and within hours, relatives in three different countries had contributed, without anyone needing to ask twice.

Back in Almería, Julio's own recovery took longer than expected: fifteen days of sick leave, extended twice more, while he lost weight, rebuilt his strength on the home treadmill, and finally started eating properly after years of poor habits. By October, he had returned to a school quietly transformed: the head teacher had also gone on sick leave, and an acting head teacher — open, fair, and genuinely interested in the team — had taken over. For the first time in five years, Julio felt like a normal member of staff.

That same term, Julio took on a new project: the Alquián classroom, a forgotten storeroom full of dusty, disconnected computers. Week after week, on Tuesday and Thursday afternoons, he cleared it out, requested two interactive whiteboards, and slowly built a functional multimedia classroom — without ever mentioning the extra hours to anyone. And, for the first time, he had two full, properly funded digital skills courses of his own: thirty hours each, for fifteen adult students, covering everything from spreadsheets to digital citizenship.

Comprensión escrita — responde con frases completas:

  1. Where was Souad's baby born, and what problem did the family have to solve quickly?
  2. How much was the clinic bill, and who helped pay it?
  3. How long did Julio's sick leave last in total?
  4. What was different about the acting head teacher, compared to the usual head teacher?
  5. What project did Julio take on in the Alquián classroom, and how did he do it?

🧠 3. Language Lab

Present Perfect (I y II) + futuro simple

Present Perfect (I: experiencias y resultados presentes; II: already/yet/just/never...before) combinado con futuro simple (will) para predicciones y decisiones sobre el resto del curso.

Grammar Drill

  1. Julio almost ten kilos since he came out of hospital. [lose]
  2. Souad just her baby — the whole family is celebrating. [have]
  3. Julio never so much like a normal member of staff before. [feel]
  4. The family already the money for the clinic bill. [transfer]
  5. Julio finish setting up the new multimedia classroom by November, he believes. [will]
  6. By January, Julio calculates, the first digital skills group their thirty hours. [finish]
  7. Julio ever the Alquián classroom before this project? [visit]
  8. Julio probably start a second edition of the courses in spring. [will]
  9. The acting head teacher already the trust of the whole team. [win]
  10. Julio not the extra hours to anyone at school. [mention]

📚 4. Vocabulary Check

Repaso de vocabulario ya trabajado en la unidad: completa con la palabra o expresión correcta en inglés.

  1. Souad went into earlier than expected.
  2. The doctors decided to her to a private clinic.
  3. Relatives in three countries helped to the clinic bill.
  4. Julio's renewed his sick leave twice.
  5. He started walking on the every day to regain his strength.
  6. The new head teacher turned out to be open and .
  7. The Alquián classroom was full of , disconnected computer towers.
  8. Julio requested two interactive for the new classroom.
  9. Fifteen adult students signed up for the digital course.
  10. Learning to use a was one of the first things students practised.

🗣️ 5. Production

Speaking (en parejas)

¿Habéis vivido algún cambio positivo inesperado en el trabajo, como el que vivió Julio con la nueva dirección en funciones? Contadlo usando Present Perfect.

Writing

1. Escribe 4 frases sobre experiencias de tu vida usando Present Perfect (ever, never, already, yet).

2. Escribe 3 predicciones sobre el resto de tu curso académico o laboral usando will.

3. Imagina que eres Itto: escribe un mensaje breve a Zahra contándole la noticia del nacimiento de María, con Present Perfect.

🔄 6. Mediation

Una amiga que no habla inglés te pregunta cómo consiguió la familia pagar la clínica de Souad tan rápido.

"Julio didn't need to think twice either. He transferred half the amount before breakfast the next morning."

Tarea: Explícaselo en español, transmitiendo la idea de solidaridad familiar inmediata.

🎵 7. Sing Along

The Proclaimers – Cap in Hand (1988)

Escucha la canción y localiza algún verbo en Present Perfect o futuro simple. Comentad su significado en parejas.

🌟 8. Ampliación / Refuerzo

Trabajo opcional para casa — Libro 4: 50 Selected AI Songs for A2

Lana Del Rey – Garden of Ghost

Escucha esta versión en casa. ¿Qué emociones asocias a esta canción? ¿Encajan con el tono de esperanza de esta unidad?

🎭 9. Roleplay

Escena de roleplay

Imagen generada con Google Gemini Flash-Lite

En parejas, representad la escena del grupo de WhatsApp la noche del nacimiento de María: una persona es Itto, traduciendo los mensajes para Julio; la otra es Mustapha o Abderrahim, enviando las noticias. Usad al menos dos frases en Present Perfect.

SdA A2·8 · Clase 5

Under One Roof

Repaso de A2·6: la llegada de Ali Boukrim y Fátima Aachouch a España

Julio
Julio
Itto
Itto
Carmen
Carmen
Francisco
Francisco

⏱ Reparto del tiempo

BloqueMinContenido
Listening15Audio + V/F
Reading & comprensión20Recap + preguntas
Review Language Lab20Comparativos/superlativos + Present Perfect ever/never
Vocabulary Check10Repaso de vocabulario A2·6
Production15Speaking + Writing
Mediation5Tarea de mediación
Sing Along + Ampliación + Roleplay10Canción 47 + cierre

🎧 1. Listening: "Thirty Days, Then a New Life"

Escucha el audio de la narración (sin leer el texto) y marca True (T) o False (F).

🎧 Coloca el archivo audio/sda8_sesion5_listening.mp3 junto a este HTML para que suene aquí.

1. Mustapha managed to get a visa appointment through official channels alone. →

2. Ali Boukrim and Fátima Aachouch arrived in Almería in January. →

3. The medical check-up showed that both grandparents had worse health than expected. →

4. Ali Boukrim eventually spent time living at both Julio's house and Zahra's flat. →

5. Fátima decided to stay in Almería permanently after the Lamb Festival. →

📖 2. The Story: "Under One Roof"

Repaso narrado en clase: una tarjeta sanitaria y una maqueta de furgoneta

Escena de la sesión

Imagen generada con Google Gemini Flash-Lite

🎧 Coloca el archivo audio/sda8_sesion5_story.mp3 junto a este HTML para que suene aquí.

Julio holds up a small health card and, beside it, a toy van. "This unit," he says, "is about family — how far you'll go for it, and how a house changes when it suddenly holds more people than it was built for."

It started with thirty days: the deadline Mustapha faced to bring his parents to Spain once the family reunification was approved. Official channels moved too slowly, so he turned to an unofficial intermediary in Rabat, spending two exhausting weeks chasing documents before the deadline ran out. In January, a van finally brought Ali Boukrim and Fátima Aachouch to Almería, tired but amazed by a country brighter, colder, and stranger than they'd expected.

The weeks that followed were full of small adjustments and endless bureaucracy: town hall registration, the NIE, and MUFACE, Julio's health insurance, extended to cover two more people. A full medical check-up brought a happy surprise — both grandparents turned out to be healthier than most people half their age. Fátima refused to wear anything without long sleeves, whatever the weather; Ali Boukrim kept his djellaba at home and only reluctantly agreed to a warmer jacket outdoors.

Eventually, Ali Boukrim moved between two houses: Julio's, and Zahra's flat, where he quickly became the calmest presence in the loudest room, following his great-grandson Mohamed around with more energy than anyone expected. In April, the family visited Serón, Julio's cousin Mariquita, and a local shepherd, reserving a lamb for the festival to come. The Lamb Festival itself, a month later, was the biggest feast the family had organised all year — Sebastián at the barbecue, Saadia serving trays of bread, and Fátima admitting it was the best lamb she'd tasted since leaving Morocco. By Sunday evening, though, Fátima had decided to leave for Éibar with Saadia, for a change of scenery — and, perhaps, a small break from being everybody's favourite grandmother.

Comprensión escrita — responde con frases completas:

  1. What deadline did Mustapha face, and how did he eventually solve the problem?
  2. What did the medical check-up reveal about Ali Boukrim and Fátima Aachouch?
  3. Where did Ali Boukrim end up spending his time, once the family had settled in?
  4. What happened during the family visit to Serón in April?
  5. Why did Fátima decide to leave for Éibar after the Lamb Festival?

🧠 3. Language Lab

Comparativos y superlativos + Present Perfect (ever/never)

Comparativos y superlativos (comparando las dos casas, las dos culturas, los dos países) combinados con Present Perfect con ever/never, para hablar de experiencias vitales de los abuelos.

Grammar Drill

  1. The roads in Spain are than the roads in the Middle Atlas. [smooth]
  2. Ali Boukrim said the sky at night was in Ouaoumana than in La Cañada. [dark]
  3. Of all the family's houses, Zahra's flat is one. [lively]
  4. Fátima never anything without long sleeves, whatever the weather. [wear]
  5. Both grandparents turned out to be than most Spanish patients half their age. [healthy]
  6. Ali Boukrim ever so many stars as he did back in Ouaoumana? [see]
  7. This was, by general agreement, feast the family had organised all year. [big]
  8. Fátima admitted it was lamb she had tasted since leaving Morocco. [good]
  9. Itto never her father follow a toddler around with so much energy. [see]
  10. The house felt than expected, even with modern heating. [cold]

📚 4. Vocabulary Check

Repaso de vocabulario ya trabajado en la unidad: completa con la palabra o expresión correcta en inglés.

  1. Mustapha needed a folder of proving his parents had no support in Morocco.
  2. The family finally received approval for , allowing the grandparents to come to Spain.
  3. Ali Boukrim and Fátima had to at the town hall soon after arriving.
  4. A full medical revealed that both grandparents were in great health.
  5. Sebastián, Zahra's husband, runs his own in La Cañada.
  6. In Serón, the family visited a local who still raised sheep the old-fashioned way.
  7. The Lamb Festival is a occasion for the family, not just a meal.
  8. Sebastián took charge of the , cooking the meat with visible pride.
  9. After the festival, there were more than the family knew what to do with.
  10. Fátima decided to leave for Éibar for a change of .

🗣️ 5. Production

Speaking (en parejas)

Comparad dos lugares que conozcáis bien (dos ciudades, dos casas, dos países) usando comparativos y superlativos, como hace la familia al comparar Marruecos y España.

Writing

1. Escribe 4 frases comparando dos lugares o dos situaciones, usando comparativos y superlativos.

2. Escribe 3 frases sobre experiencias de tu vida usando Present Perfect con ever o never.

3. Imagina que eres Ali Boukrim: escribe un breve mensaje de voz a un amigo en Ouaoumana contándole tus primeras impresiones de España.

🔄 6. Mediation

Un vecino que no habla inglés te pregunta cómo consiguió Mustapha traer a sus padres a España tan rápido, si normalmente los trámites tardan meses.

"There are people who know how to get things done faster, if you're desperate enough."

Tarea: Explícaselo en español, sin traducir literalmente, transmitiendo la idea de un canal extraoficial.

🎵 7. Sing Along

The Rolling Stones – Angie (1973)

Escucha la canción y localiza algún comparativo o superlativo, si aparece. Comentad en parejas el tono emocional de la canción.

🌟 8. Ampliación / Refuerzo

Trabajo opcional para casa — Libro 4: 50 Selected AI Songs for A2

Sons of Ashes – You Found Me In The Rain

Escucha esta versión en casa. ¿Qué tipo de reencuentro imaginas al escucharla? Compáralo con el reencuentro familiar de esta unidad.

🎭 9. Roleplay

Escena de roleplay

Imagen generada con Google Gemini Flash-Lite

En parejas, representad la primera noche de Ali Boukrim y Fátima en casa de Julio e Itto: una persona es Ali Boukrim, comparando España con Marruecos; la otra es Julio, escuchando con paciencia. Usad al menos dos comparativos.

SdA A2·8 · Clase 6

The Summer That's Coming

Repaso de A2·7: el verano de 2026, el viaje familiar y la incertidumbre de septiembre

Julio
Julio
Itto
Itto
Consuelo
Consuelo
Cristóbal
Cristóbal

⏱ Reparto del tiempo

BloqueMinContenido
Listening15Audio + V/F
Reading & comprensión20Recap + preguntas
Review Language Lab20Futuro simple, be going to + First Conditional
Vocabulary Check10Repaso de vocabulario A2·7
Production15Speaking + Writing
Mediation5Tarea de mediación
Sing Along + Ampliación + Roleplay10Canción 48 + cierre

🎧 1. Listening: "A Long Trip, An Open Ending"

Escucha el audio de la narración (sin leer el texto) y marca True (T) o False (F).

🎧 Coloca el archivo audio/sda8_sesion6_listening.mp3 junto a este HTML para que suene aquí.

1. Julio's complaint was resolved completely in his favour. →

2. The head teacher decided to retire at the end of the school year. →

3. The family visited four different cities on their summer road trip. →

4. Majda arrived home with a signed work contract that let her return to Paris legally. →

5. Everyone in the family already knows exactly what will happen in September. →

📖 2. The Story: "The Summer That's Coming"

Repaso narrado en clase: el contrato de Majda y una foto familiar

Escena de la sesión

Imagen generada con Google Gemini Flash-Lite

🎧 Coloca el archivo audio/sda8_sesion6_story.mp3 junto a este HTML para que suene aquí.

Julio unfolds a paper contract on the desk and places a family photograph beside it. "The most recent unit," he tells the class, "and the one where I still don't know how the story ends."

The unit opens with an uneasy conversation: Julio's complaint was closed, but not in his favour — the head teacher isn't retiring, and nobody knows what he's planning for next year. Julio warned that he'll take indefinite sick leave, or escalate the complaint further, if things get difficult again. There was better news too: with help from an AI tool called Claude, Julio was finally close to finishing the whole Alkayasí project.

On his own birthday, the third of July, Julio combined a notary appointment in Serón with a swim at the Balsa de Cela and a visit to the Calar Alto observatory, Amín pressing his face against the car window the whole way up. Before the family's big summer trip, three phone calls set everything in motion: Saadia, promising to have her mother's bag ready; Aurelia, already planning a special dinner; and José Luis, who decided, without asking, that he'd make a paella for Itto's birthday.

The trip itself covered four cities in four nights — Mérida, Porto, León, Éibar — collecting Fátima along the way, before the family finally reached José Luis's table in Valencia for that promised paella, "the best birthday present" Itto had had in years. And when they finally arrived home, the door burst open before Julio had even finished parking: Majda, contract in hand, ready to return to Paris legally; and, right behind her, an entire crowd — Tarik with Mohamed, Zahra and Sebastián, and, impossibly, Ali Boukrim, brought home early from Morocco by Hamid. For one loud, chaotic hour, the whole street belonged to their family.

Comprensión escrita — responde con frases completas:

  1. What did Julio learn about his complaint, and about the head teacher's future plans?
  2. What AI tool did Julio start using to help finish the whole Alkayasí project?
  3. What three phone calls did Julio make before the summer trip, and what did each person promise?
  4. Which four cities did the family visit on their summer road trip?
  5. Who was waiting at the door when the family finally arrived home, and why was it such a surprise?

🧠 3. Language Lab

Futuro simple (will), be going to + First Conditional

Futuro simple (will) y be going to, combinados con First Conditional, para hablar de planes, predicciones y condiciones reales sobre el curso que viene.

Grammar Drill

  1. If the head teacher makes things difficult again, Julio indefinite sick leave. [take]
  2. Julio the complaint to the Provincial Delegate if they don't let him work in peace. [escalate]
  3. The family visit four cities on their way to Éibar — it was already planned. [visit]
  4. If Majda signs the new contract, she to return to Paris legally. [be able]
  5. Nobody knows exactly what happen in September. [will]
  6. Claude help Julio finish the whole project by the start of next year, he believes. [will]
  7. José Luis make a paella for Itto's birthday — he'd already decided before anyone asked. [make]
  8. If the colleague who reported Julio doesn't find another post, she back in September. [be]
  9. The family drive through Mérida, Porto and León before reaching Éibar — that was the plan. [drive]
  10. Next September be complicated, Julio suspects, but tonight isn't the night to think about that. [will]

📚 4. Vocabulary Check

Repaso de vocabulario ya trabajado en la unidad: completa con la palabra o expresión correcta en inglés.

  1. Nobody knew whether the head teacher would or stay on for another year.
  2. Julio started using an artificial intelligence called Claude for his project.
  3. Mustapha signed a second power of at the notary's office in Serón.
  4. The family had a busy summer , visiting four cities in four nights.
  5. Standing above the Douro river, the family admired the scenery of Porto.
  6. When they finally arrived home, Itto felt completely by the size of the welcome.
  7. Majda's new work contract meant she could return to Paris , not informally.
  8. The family's , the moment they arrived home, was loud and chaotic.
  9. Julio still doesn't know if the colleague who reported him will get another job .
  10. Everyone agreed it had been a long- reunion.

🗣️ 5. Production

Speaking (en parejas)

¿Qué planes tenéis para el próximo curso? Usad will y be going to para distinguir entre predicciones y planes ya decididos, como hace Julio con su proyecto.

Writing

1. Escribe 3 predicciones sobre tu propio futuro cercano usando will.

2. Escribe 3 frases sobre planes ya decididos usando be going to.

3. Escribe 2 frases condicionales (First Conditional) sobre qué harías si una situación laboral se complicara, como hace Julio.

🔄 6. Mediation

Un amigo que no habla inglés te pregunta si Julio está tranquilo de cara al curso que viene, después de todo lo que ha pasado.

"So I genuinely don't know what he's planning to do next year... And that worries me. A lot."

Tarea: Explícaselo en español, transmitiendo la incertidumbre real, sin dar una respuesta más optimista de la que da el propio texto.

🎵 7. Sing Along

Tina Turner – Private Dancer (1984)

Escucha la canción y localiza algún verbo en futuro, si aparece. Comentad en parejas qué sensación general transmite la canción.

🌟 8. Ampliación / Refuerzo

Trabajo opcional para casa — Libro 4: 50 Selected AI Songs for A2

Adele – It's Okay

Escucha esta versión en casa. ¿Crees que el título encaja con el tono de incertidumbre abierta con el que termina esta unidad? Justifica tu respuesta.

🎭 9. Roleplay

Escena de roleplay

Imagen generada con Google Gemini Flash-Lite

En parejas, representad el momento del reencuentro caótico en la puerta de casa: una persona es Itto, sorprendida por la llegada de tantos familiares a la vez; la otra es Majda, enseñando su contrato con orgullo. Usad al menos una frase con will y otra con be going to.

SdA A2·8 · Clase 7

Official A2 Exam Simulation

Simulacro completo estilo EOI, ajustado al Nivel A2 — protagonista: Itto

Julio
Julio
Itto
Itto
Francisco
Francisco
Carmen
Carmen
Consuelo
Consuelo
Cristóbal
Cristóbal
Pilar
Pilar
Rogelio
Rogelio
Tarik
Tarik
Trini
Trini

📚 Antes de empezar

El aula reorganizada como sala de examen

Imagen generada con Google Gemini Flash-Lite

Julio reorganiza las mesas, deja un reloj bien visible y reparte los cuadernillos. "Hoy, Itto, tú eres la protagonista", dice, sonriendo. "Vamos a hacer el examen que harás de verdad en junio." El resto de la clase — Francisco, Carmen, Consuelo, Cristóbal, Pilar, Rogelio, Tarik y Trini — hace el mismo simulacro con ella, en silencio, cada uno a su propio ritmo.

🎓 Parte 1. Comprensión de textos orales (25 minutos orientativos)

Vas a escuchar dos audios relacionados con la vida de Itto y Julio. Escucha cada uno dos veces y responde a las preguntas.

Audio A — Mensaje de voz de Zahra

🎧 Coloca el archivo audio/sda8_sesion7_listening_a.mp3 junto a este HTML para que suene aquí.

  1. According to Zahra, how many days do they have to get their parents to Spain?
  2. What has Mustapha already started looking for?
  3. Why does Zahra think the ferry might be safer than a flight?
  4. What does Zahra ask Itto and Julio to help with?
  5. What does Zahra promise to do at the end of the message?

Audio B — Anuncio en el ferry

🎧 Coloca el archivo audio/sda8_sesion7_listening_b.mp3 junto a este HTML para que suene aquí.

  1. At which gate does boarding take place?
  2. What two documents should drivers have ready?
  3. How many minutes before departure does boarding close?

🎓 Parte 2. Comprensión de textos escritos (45 minutos orientativos)

Lee el siguiente texto y responde a las preguntas.

🎧 Coloca el archivo audio/sda8_sesion7_story.mp3 junto a este HTML para que suene aquí.

Julio's cousin Mariquita, seventy-five years old, lives near the old family house in Serón, a small village in the mountains of Almería. Every spring, she welcomes visitors from the family with the same warm hospitality: fresh bread, homemade jam, and stories about people nobody else remembers anymore. This April, she met Itto's parents for the first time, and it was as if she had known them for years. After lunch, she walked with them slowly around the old castle above the village, the oldest building either of them had seen since leaving Morocco. Before they left, Mariquita gave Fátima a jar of her own quince jam. "Come back in summer," she told her, "and I'll show you where the best figs grow." Fátima promised she would.

  1. Where does Mariquita live?
  2. How old is Mariquita?
  3. What did Mariquita give the visitors after lunch?
  4. What building did the group visit after lunch?
  5. True or False: Fátima had already met Mariquita before this visit.
  6. What does Mariquita promise to show Fátima if she comes back in summer?

🎓 Parte 3. Expresión e interacción escritas (50 minutos orientativos)

Elige una de las dos tareas propuestas.

Elige UNA de las dos tareas y escribe entre 100 y 130 palabras.

Tarea A: Escribe un correo electrónico a un amigo o amiga contándole cómo fue el viaje familiar de este verano (dónde estuvisteis, qué hicisteis, cómo os sentisteis al llegar a casa).

Tarea B: Escribe una entrada de diario describiendo un día importante de tu vida reciente, explicando qué pasó y por qué fue importante para ti.

Rúbrica de corrección EOI-A2: adecuación, coherencia y cohesión, corrección gramatical y riqueza léxica (a detallar en el PDF imprimible).

🎓 Parte 4. Expresión e interacción orales (15 min. preparación + 10-12 min. prueba)

Esta parte tiene dos tareas: A) un monólogo breve a partir de una fotografía, y B) una simulación de interacción con el examinador. Se incluye un guion de ejemplo ya resuelto.

Fotografía de apoyo para el monólogo

Tarea A — Monólogo (fotografía)

Se muestra una fotografía de una familia numerosa comiendo al aire libre alrededor de una barbacoa. La candidata debe describir la imagen y relacionarla con su propia experiencia (1-2 minutos).

Guion de ejemplo resuelto (Itto):

"In the photo, I can see a big family eating outside, around a barbecue. There are grandparents, children, and a man cooking the meat. Everybody looks happy and relaxed. This reminds me of a real celebration my own family had this year, when my parents finally came to live in Spain. We organised a big lamb festival with all our relatives — my sister Zahra's husband cooked everything on the barbecue, just like in the photo, and there was so much food that we had leftovers for two more days! For me, this kind of celebration is very important, because it brings the whole family together, even people we don't see very often. I think food and family always go together in my culture, and I was very happy that my parents could finally be part of a celebration like this one in their new home."

Tarea B — Interacción con el examinador

El examinador hace preguntas de seguimiento relacionadas con el monólogo.

Guion de ejemplo resuelto (Examinador / Itto):

Examinador: "How often does your family organise celebrations like this one?"
Itto: "Not very often, maybe two or three times a year, but they're always big when we do."

Examinador: "What do you usually eat at a family celebration in your culture?"
Itto: "It depends on the occasion, but there's usually meat, bread, and a lot of mint tea and sweets at the end."

Examinador: "Do you prefer big celebrations or quiet family time?"
Itto: "Honestly, I think I need both. I love the big celebrations, but I also really enjoy quiet evenings with just my husband and a cup of tea."

Examinador: "What are you looking forward to next year?"
Itto: "I'm looking forward to finishing my cooking course, and I hope my parents will still be here with us for a long time."

🎵 5. Sing Along

Tom Jones – Green Green Grass Of Home (1967)

Después del simulacro, escuchad la canción como pequeño premio por el esfuerzo. ¿Qué sentimiento transmite el título, después de un examen así?

🌟 6. Ampliación / Refuerzo

Trabajo opcional para casa — Libro 4: 50 Selected AI Songs for A2

Bleeding Strings – Ashes of my name

Escucha esta versión en casa, sin prisa, como cierre relajado de la sesión de examen.

SdA A2·8 · Clase 8

Tea, Sweets, and Goodbyes

Fiesta de fin de curso — cierre real del Bloque A2, sin ficción de por medio

Julio
Julio
Itto
Itto
Francisco
Francisco
Carmen
Carmen
Consuelo
Consuelo
Cristóbal
Cristóbal
Pilar
Pilar
Rogelio
Rogelio
Tarik
Tarik
Trini
Trini

📖 1. Reading — A Real Tradition

Convivencia real de fin de curso

🎧 Coloca el archivo audio/sda8_sesion8_listening_a.mp3 junto a este HTML para que suene aquí.

At the end of every course, Julio's class does something a little different from a normal lesson: they celebrate together. Itto usually spends the morning before class preparing traditional Moroccan sweets at home — small almond pastries, dates, and sometimes a honey cake — and brings them into the classroom in a large tray. Someone makes a big pot of mint tea, sweet and strong, the way it's served in Morocco; someone else brings a thermos of coffee, for the people who prefer it. Everybody sits together, glasses and cups in hand, and for an hour, nobody talks about grammar at all.

It's a small tradition, but an important one. After a whole year of listening exercises, grammar drills and — this year especially — an entire soap opera about Julio and Itto's own lives, the class finally gets to sit down together simply as what they've always really been: a group of people who have spent a lot of time learning, laughing, and looking out for each other. Trini pours the tea. Francisco tells a story from thirty years ago. Consuelo asks Itto, again, for the recipe for the almond pastries, and Itto, again, promises to write it down properly one day. Nobody ever does.

Para comentar en grupo (sin nota, solo conversación):

  1. What does Itto usually prepare before this celebration?
  2. What two drinks are typically served?
  3. Why do you think this tradition matters to the group, beyond the food itself?
  4. Does your own class, or workplace, have a similar tradition? Describe it briefly.

💬 2. Vocabulario funcional — Ofrecer, aceptar, agradecer

  • Would you like some tea? / Would you care for a sweet?
  • Just a little, please. / Yes, please, I'd love some.
  • No, thank you, I'm fine for now.
  • This is delicious — did you make it yourself?
  • You shouldn't have gone to so much trouble!
  • Thank you so much for having us. / Thanks for everything this year.
  • Here's to a great year! (a toast)

🎭 3. Roleplay

En grupos de tres o cuatro, recread la escena de la convivencia: una persona ofrece té o dulces, otra los acepta con una frase de cortesía, y una tercera hace un pequeño brindis de despedida por el curso. Usad al menos tres de las expresiones de la sección anterior.

🎵 4. Sing Along — Canción de graduación

Canción: Vanessa Williams – Colours of the Wind (1995) / Lana Del Rey – My Heart Hurts

Escuchad juntos esta última canción del cancionero, como colofón de las cincuenta canciones trabajadas a lo largo de todo el Bloque A2. No hay ejercicio que completar — solo escuchad, y si alguien quiere comentar qué canción del curso recuerda con más cariño, es un buen momento para decirlo.

💛 5. Cierre y despedida

🎧 Coloca el archivo audio/sda8_sesion8_listening_b.mp3 junto a este HTML para que suene aquí.

This is where the story stops — not because there's nothing left to tell, but because real life, unlike a textbook, doesn't come with a tidy final chapter. Julio still doesn't know what September will bring. The head teacher is staying. A colleague might come back, or she might not. The project itself, though, is finished: eight units, fifty songs, two years of Itto and Julio's real life, gently fictionalised into a course that a whole class has now studied from beginning to end.

Whatever happens next year, this class will always have been the one that reviewed a true story — told mostly in the past tense, but written, in every session, with real hope for what comes next.

📷 6. Un último recuerdo — la comida en el Abén Humeya

Comida de fin de curso en el restaurante Abén Humeya

A few days later, the celebration continued outside the classroom altogether: a course-closing lunch at the Abén Humeya restaurant, on the 18th of June 2026. Everyone from these sessions was there, together with a few more classmates who couldn't make it to the classroom tea — proof, if any was needed, that this group's story doesn't really end with the last page of a book.