AIM
To revise students’ existing knowledge of vocabulary relating to jewellery.
MATERIALS
Images of Jewellery (here)
Worksheet (here)
LINKS TO THE CURRICULUM
Senior Cycle:
I. Basic Communicative Proficiency, 8
II. Language Awareness, 2
METHODOLOGY
Give students a worksheet with vocab on accessories/jewellery and ask them to fill it out. They can then correct it in pairs.
Present students with pictures of the man or woman with jewellery. Ask them to talk in groups and describe what they see.
Give them some structures to help them:
- Ella/Él lleva…
- Parece muy linda/fea porque…
- Lleva un/una…
Elicit some answers from the class. Ask anyone if they know the names of the precious metals or stones in Spanish.
Then ask students if they know where gold comes from? Is it found/farmed etc? What countries does it come from?
Elicit some answers, then tell them gold is mined from the ground in a lot of countries, including Peru and Ireland.
CONNECTIONS WITH IRELAND AND TAKING ACTION
Invite your students to research ethical jewellery, e.g. ‘blood diamonds’ and to put together a visual campaign to encourage people to buy it, and not jewellery from unethical sources.
