The Falla of Mancha Real
Origin
Duration
Target Group
Expected Learning Outcomes
● Aim: To develop students’ reading comprehension, vocabulary, critical thinking, and written mediation skills through the study of a local festival.
● Objectives:
1. Students will understand the origins and main features of the Falla of Mancha Real.
2. Students will use festival-related vocabulary accurately in context.
3. Students will critically discuss the adaptation of traditional festivals.
4. Students will practice mediation in writing, summarizing information clearly for an international audience.
Student knowledge
● Students may have some general knowledge of Spanish festivals but may not know specifics about the Falla of Mancha Real.
● Students may be familiar with the concept of mediation or summarizing information in English, but may need guidance in applying it to cultural topics.
Classroom Organisation
● Desks arranged for pairs and small groups.
● Projector or whiteboard to display the reading text or key vocabulary.
● Space for group discussion and role-play.
Software & Hardware
● Google Docs or Word (for writing tasks).
● Optional: Internet browser for students to look up images of the festival.
Description
1. Warm-up (5 min): Brief discussion about students’ knowledge of local or international festivals.
2. Reading Comprehension (15 min): Students read the text in pairs and answer comprehension questions.
3. Vocabulary in Context (10 min): Individual activity to practice key words from the reading.
4. Debate and Critical Thinking (15 min): Small groups discuss whether festivals should adapt to modern times or preserve traditions.
5. Role-play: Mediation Written Task (15 min): Groups of three simulate a conversation between a local organizer and a tourist; the mediator writes a short informative note or email summarizing the festival.
6. Optional extension: Students draw one personal item they would like to burn in a falla to stimulate cultural reflection and creativity.
Additional Information
● Pair and group work accommodates different learning speeds and social skills.
● Reading and vocabulary tasks support students with varying levels of English proficiency.
● Role-play allows students to engage according to strengths: speaking, listening, or writing.
