Welcome to the twenty-third edition of i-c@fé español. This edition covers a variety of topics to interest all students.

The magazine has primarily been designed as a fun, but educational, way to encourage students to read Spanish. The topics, written with teenagers in mind, the underlying support, and instant results and feedback make it easy for students to use i-c@fé español at home, as well as in school, extending their exposure to Spanish. The underlying support has been designed so that students can print it out and keep it as a record.

In order to help you get the most out of i-c@fé español, we have listed all of the articles that appear in this edition, and added a short description of each one. Beneath this are just some of the ways in which articles could be used.

Certain articles are more suitable for certain age groups. We have coloured coded each one, green for the easiest articles, blue for intermediate articles and red for the most difficult articles. For example, some of shorter articles on the Entre amigos page are suitable for lower levels, while the Noticias article is more suited to higher ability classes or students. The articles on the Sobre la pista page are also differentiated – the first one being the easier of the two.

Noticias
Refugiados en las playas: An article on the refugees arriving in the Canaries. This comprises the article, underlying support and 2 interactive activities: drag and drop with immediate feedback and a template for students to fill in and send to us.

Entre amigos
Deporte: An article about the Bernabéu and Camp Nou stadiums. This article comprises an underlying reading strategy and a multiple-choice quiz with immediate feedback. Used with the underlying support, this article is ideal for less-able students, who could read the article, with the help of the glossary and then complete the quiz. KS4 students could be encouraged to read the article, either in class or at home, and complete the quiz without using the support.

Sara Baras: A short article about this dancer. This has an associated matching quiz and underlying glossary.

Sopa de Letras: a wordsearch based on the other articles on this screen.

Astronauta español: A profile of the astronaut, Michael Cocina, with a hotspot quiz. This also has immediate feedback and underlying support.

Sobre la pista
Hablar inglés, español, francés…: An article on celebrities who can speak more than one language. The article offers underlying support and a drag-and-drop quiz, and is ideal to use in class alongside the course book.

Gary Lineker: This popular former footballer has learnt several languages. This has an underlying reading strategy and a multiple-choice quiz. This article is ideal to use in class alongside the course book.

En directo
Antonio Gaudi: An article about the architect, Antonio Gaudi. This comprises a jumbled sentence quiz and crossword, both with immediate feedback. There is also underlying support which makes the article accessible to KS3 students.

Cambio
A short word game for students of all abilities.

Tengo un amigo: A template for students to fill in and send to us with the chance of seeing their work displayed in the next issue.

Ways to use the magazine

Individually
Encourage students to read articles that interest them and to complete the associated activities at home. Ask them to report back, describing the article to the rest of the class, perhaps even completing the activity on a screen in front of the class.

In class
i-c@fé español can be used in class, alongside the course book (especially the Sobre la pista articles), or to revise or reinforce vocabulary or topics that have already been covered in class:

Shared modelling of reading
Read through the article as a class and then analyse the text, using the underlying support and the activities as points of discussion.

Competitions
Read through an article as a class, or in groups and then have a competition. Split the class into 2 teams. The teams take it in turns to answer a question/drag a word into a space. The team that gets the most answers correct wins.

Similarly, teams could complete an activity against the clock. The team that can complete the paragraph correctly in the shortest amount of time wins.

Get the class to read the articles in small groups and then work as a whole class. Ask each group in turn to answer one of the quiz questions.

We welcome any comments you may have about i-c@fé. If you have any feedback, or ideas, about i-c@fé, please send an e-mail to .