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Spanish Y7 Revision booklets

Spanish Y7 Revision booklets

Excellent revision booklets to teach Spanish Y7 (VIVA book) which will help you organise the 5 topics having the all the vocabulary, 5 pieces of homework and grade descriptors for each of 4 skills. Much easier for your students. It will make the difference when it comes to revision. Mr Garcia :)
jogarcia3789
Mira 2 Skills booklets

Mira 2 Skills booklets

A collection of 5 booklets, designed to stretch and challenge KS3 students, providing them with extensive practice in the skills now required for GCSE. Designed to complement MIra 2, but can be used independently. There is a students workbook of approximately 14 pages for each module of work, providing practice in all skills: translating, writing, conversation questions, picture card and role play. There are opportunities throughout for students to assess their progress and re-draft their work. Translation answers are included for some of the modules.
eliad1907
Mira 2 Mod 2 la gente

Mira 2 Mod 2 la gente

A booklet designed to give students practice in the skills now needed for the new GCSE right from the offset. Designed to complement Mira 2, but could also be used independently. Provides extensive translation practice, written tasks, picture question, role play and conversation questions, with provision for students to write and re-draft their work. Feedback on tasks could be either teacher or peer assessed. Also suitable for KS4 revision. Activities/opinions, describing friends, comparatives and superlatives, daily routine, nationality.
eliad1907
Mira 1 Skills booklet bundle

Mira 1 Skills booklet bundle

A workbook focusing on the skills required for the new GCSE, providing students with practice from the outset. Each booklet contains translations, role play, picture card, writing tasks , with opportunities for feedback and improvement on work throughout. There are powerpoints with the translation answers for most modules. Can also be useful for GCSE revision.
eliad1907
Mira 1 module 3 Mi familia family, pets, descriptions

Mira 1 module 3 Mi familia family, pets, descriptions

A booklet designed to give students practice in the skills now needed for the new GCSE right from the offset. Designed to complement Mira 1, but could also be used independently. Provides extensive translation practice, written tasks, picture question, role play and conversation questions, with provision for students to write and re-draft their work. Feedback on tasks could be either teacher or peer assessed. Can also be used as revision/support materials for GCSE. Also contains powerpoint with translation answers.
eliad1907
Mi Familia, Mira 1 family, pets.adjectives, hair and eyes

Mi Familia, Mira 1 family, pets.adjectives, hair and eyes

A booklet designed to give students practice in the skills now needed for the new GCSE right from the offset. Designed to complement Mira 1, but could also be used independently. Provides extensive translation practice, written tasks, picture question, role play and conversation questions, with provision for students to write and re-draft their work. Feedback on tasks could be either teacher or peer assessed. Could also be used for revision tasks for year 11. Brothers and sisters, numbers to 100, pets, colours, descriptions, hair and eyes.
eliad1907
Key Stage 3 Spanish - Me, my family and friends - New GCSE style activities

Key Stage 3 Spanish - Me, my family and friends - New GCSE style activities

This 58 page booklet (including answers) contains new GCSE style reading, writing, speaking and translation activities for Key Stage 3 students. This booklet contains activities on the topic of Me, my family and friends, from the AQA theme Identity and Culture. There are 6 subtopics: Introducing myself, family members, pets, physical appearance, personality and relationships. For each of these subtopics, there are 6 activities: a reading task, translation (short paragraph) from Spanish into English, sentences to translate from English into Spanish, a writing task (short passage similar to the foundation writing exam), a photo (like in the foundation writing exam) and a role-play. There are also 6 extension activities which bring together all of the subtopics: a longer reading task, a paragraph translation from English into Spanish, a 90-word task, a 150-word task and a photo card (like in the speaking exam). This booklet can be used in KS3 or for revision in KS4 (foundation). It can either be used to supplement work in lessons as you teach the topic of me, my family and friends, or for assessments. It could also be set as cover work, as the answers are included. A free sample of the booklet is available here: https://www.tes.com/teaching-resource/key-stage-3-spanish-introducing-myself-11907640
katelanguages
GCSE Spanish Skills booklets bundle

GCSE Spanish Skills booklets bundle

A collection of 3 booklets aimed at giving students lots of practice in the skills required for the new GCSE specification. There are extensive translations and grammar exercises, writing tasks, role play and picture card questions and conversation questions. The booklets cover the topics of home and environment, family friends and relationships, and free time.
eliad1907
Mi familia, amigos y yo -  GCSE Spanish skills booklet

Mi familia, amigos y yo - GCSE Spanish skills booklet

A GCSE resource designed to give students practice in the skills required for the new specification. A booklet containing extensive translation exercises, exam style written tasks, photo questions and role-play practice, as well as conversation topic questions. There are opportunities throughout for students to evaluate and re-draft their work. Covers the topics of general descriptions, personality and relationships, physical description, pets, status, future plans. Also contains grammar exercises on preterite tense, present tense, key phrases, ser/estar/hay.
eliad1907
New Spanish GCSE writing support bundle

New Spanish GCSE writing support bundle

A series of resources to support GCSE students preparing for their GCSE writing exams. The bundle includes three GCSE writing papers at both foundation and higher level, one for each theme of the new course, and a booklet with 24 90-word questions, eight for each theme (two per topic). This booklet has been picked by TES to be part of their GCSE revision hub. Finally, the resource includes a Complex structures guide, with a variety of tenses and structures to encourage the higher ability students to work independently and use increasingly complex language. Finally, the bundle includes a “Correct the mistakes” activity, which includes 54 sentences (covering all topics) with mistakes in them for the students to correct, all based on some of the most common mistakes I keep seeing in students’ work.
corcuera
KS3 Spanish Viva 1 Module 1.3 Tienes hermanos 75-minute lessons - Lesson 1 and 2 bundle

KS3 Spanish Viva 1 Module 1.3 Tienes hermanos 75-minute lessons - Lesson 1 and 2 bundle

Continues the first module of Year 7 using the Viva 1 textbook as a basis for the course. My 75-minute lessons are very structured with clear learning objectives and learning checks for each lesson objective. The learning objectives go over the two lessons and the lessons reference each other to reinforce learning, Several starters to choose from which allows you to customise the learning for your pupils. Easy enough to edit into 2 lessons if you teach hour-long lessons or lesson plus extension activities. Best when used with the textbook and the electronic resources.
LTarantini-Amor
KS3 Spanish Viva 1 Module 1.6 como soy - 75 minute lesson

KS3 Spanish Viva 1 Module 1.6 como soy - 75 minute lesson

Well-planned Spanish lesson with Year 7 using the Viva 1 textbook as a basis for the course. My 75-minute lessons are very structured with clear learning objectives and learning checks for each lesson objective. Several starters to choose from which allows you to customise to your pupils. Easy enough to edit into 2 lessons if you teach hour-long lessons or lesson plus extension activities. Best when used with the textbook and the electronic resources.
LTarantini-Amor
KS3 Spanish Viva 1 Module 1.2 que tipo de persona eres - 75 minute lesson

KS3 Spanish Viva 1 Module 1.2 que tipo de persona eres - 75 minute lesson

Well planned Spanish lesson with Year 7 using the Viva 1 textbook as a basis for the course. My 75-minute lessons are very structured with clear learning objectives and learning checks for each lesson objective. Several starters to choose from which allows you to customise to your pupils. Easy enough to edit into 2 lessons if you teach hour-long lessons or lesson plus extension activities. Best when used with the textbook and the electronic resources.
LTarantini-Amor
KS3 Spanish Physical and Character Description Bundle - 8 resources

KS3 Spanish Physical and Character Description Bundle - 8 resources

Extremely useful and easily editable set of power points which can be used as is for 3-4 lessons or edited into your own creation. Lots of good graphics and clear activities. Variety of activities can be flexibly used for plenaries, starters, SEN or more advanced class activities. Cut down your planning time for any class needing self description revision or introduction.
LTarantini-Amor
French personalised Father's Day card - adjectives and dictionary skills activity

French personalised Father's Day card - adjectives and dictionary skills activity

Pupils choose 8 rays to describe an important man in their life, match them to the French, decorate them and glue them to the sun template. The centre says “My dad is” but also has options for step-dad, carer and a blank option. All vocabulary is provided in English and French, there is a vocabulary list and blank rays to add adjectives if needed. These could be made into a lovely personalised card. For more French and Spanish resources visit my shop - just click on the bumblebee!
lisadominique
Spanish personalised Father's Day card - adjectives and dictionary skills activity

Spanish personalised Father's Day card - adjectives and dictionary skills activity

Pupils choose 8 rays to describe an important man in their life, match them to the Spanish, decorate them and glue them to the sun template. The centre says “My dad is” but also has options for step-dad, carer and a blank option. All vocabulary is provided in English and Spanish, there is a vocabulary list and blank rays to add adjectives if needed. These could be made into a lovely personalised card. For more French and Spanish resources visit my shop - just click on the bumblebee!
lisadominique
GCSE Revision Spanish Speaking Practice New AQA

GCSE Revision Spanish Speaking Practice New AQA

I created these resources for use with my own year 11s coming up to their speaking exams. I wanted to provide them with sample role plays, photos and general conversations so they could physically have the handouts in front of them containing the role play and photo, as well as instructions on the back so they could practice the whole speaking with their partner. The main idea was to facilitate a practice as close to the real thing as possible for my students AND provide them with exemplar answers and key vocab and verbs to help them improve their speaking answers before or after they had practiced with one another. The handouts include the following: FOUNDATION STUDENTS: The themes of the photo, role play and general conversation are: Family and relationships (role play) , Technology (Photo) and Where I live (Part 2, general conversation). HANDOUT 1: Foundation role play and photo for Student A on page 1, with page 2 containing the questions which A will ask their partner B. Clear instructions are there for each part of the speaking exam, together with the unpredicted questions. These will be different from the unpredicted questions which B will have on their handout. HANDOUT 2: Foundation role play and photo for Student B on page 1, with page 2 containing the questions which B will ask their partner A. Clear instructions are there for each part of the speaking exam, together with the unpredicted questions. These will be different from the unpredicted questions which A will have on their handout. HANDOUT 3: Sample answers for both A and B foundation students with key vocab provided. In my lessons, I got students to prepare their answers first (gave them 12 minutes) then got them to read through the sample answers and use these to improve their own answers. Then they practiced the speaking with their partners. HIGHER STUDENTS: The themes are as follows: Future / Marriage (role play) , Technology (Photo) and Where I live (Part 2, general conversation). HANDOUT 4: Higher role play and photo for Student A on page 1, with page 2 containing the questions which A will ask their partner B. Clear instructions are there for each part of the speaking exam, together with the unpredicted questions. These will be different from the unpredicted questions which B will have on their handout. HANDOUT 5: Higher role play and photo for Student B on page 1, with page 2 containing the questions which B will ask their partner A. Clear instructions are there for each part of the speaking exam, together with the unpredicted questions. These will be different from the unpredicted questions which A will have on their handout. HANDOUT 6: Sample answers for both A and B higher students with key vocab provided. You could do as suggested above for foundation students or use it as a reading / translation exercise.
Miriam81
AQA GCSE Spanish Revision Resources for Speaking and Writing Environment Family Technology Culture

AQA GCSE Spanish Revision Resources for Speaking and Writing Environment Family Technology Culture

This bundle contains revision resources based on the following themes: environment, family, technology and festivals and culture. They are differentiated, with sample speaking role plays, photos and general conversation questions which you can guide your students through. There are also notes included for each theme which provide key vocab, great complex expressions, key verbs for those four themes for the students. The bundle is based on the AQA exam criteria for the speaking.
Miriam81
Repaso de vocabulario 2 -  Paquete de juegos de cartas (Spoons)

Repaso de vocabulario 2 - Paquete de juegos de cartas (Spoons)

These games are designed to revise the following basic Spanish vocabulary: seasons months days of the week parts of the day weather numbers clothes and accessories colors describing adjectives (peoplel) emtions INSTRUCTIONS The game is similar to Spoons. The objective of the game is to make four of a kind as soon as possible. In each group there is 1 picture card illustrating a particular farm animal and 3 sentence cards describing that animal. The game can be played in groups of 8 students. If there are less than 8 students, you must take out the corresponding number of four-of-a-kind group of cards. If there are more than 8 students, you may print another copy of the game and add the corresponding number of four-of-a-kind group of cards. Shuffle well and deal 4 cards to each player. All cards must be dealt. All the students put down one card, discarding to their left. Then, they all take the card on their right. They keep doing it, silently, until they all reach four of a kind. The last student to reach four of a kind is the burro (loser).
didade
Mi personalidad - Card Game Bundle

Mi personalidad - Card Game Bundle

This game is a version of the classic I-Have-Who-Has game. This game is a way for the students to practice asking for and giving basic personal information (name, nationality, age, birthday, siblings, pets, hobbies, physical and character traits etc). There is a beginner version (with answer prompts) and an intermediate version (with clues). Print the document one-sided, laminate it and cut out the cards. Distribute all the cards randomly to the students. Select a student to begin by reading his card out loud and then putting it down. The other students listen attentively to each question, answer it if they have the answer card and then they read the next question. The game is over when all the cards are down. It is a great game to practice the newly taught vocabulary, as well as speaking and listening skills.
didade
Edexcel Revision Guide 9-1 GCSE Spa When I was younger p7

Edexcel Revision Guide 9-1 GCSE Spa When I was younger p7

What do you do when your students are overwhelmed by the textbook? Teach from the revision guide! This series of lessons are based on the material from 1 or 2 pages of the purple Edexcel Revision Guide GCSE Spanish 9-1. They cover all or most of each page mentioned in the title. Most effective if used with the Edexcel Revision Guide. This covers page 7.
LTarantini-Amor
Edexcel Revision Guide 9-1 GCSE Spa Character Description and Family p3

Edexcel Revision Guide 9-1 GCSE Spa Character Description and Family p3

What do you do when your students are overwhelmed by the textbook? Teach from the revision guide! This series of lessons are based on the material from 1 or 2 pages of the purple Edexcel Revision Guide GCSE Spanish 9-1. They cover all or most of each page mentioned in the title. Most effective if used with the Edexcel Revision Guide. This covers page 3.
LTarantini-Amor
Edexcel Revision Guide GCSE Spa 9-1 Lesson on Character Description p2

Edexcel Revision Guide GCSE Spa 9-1 Lesson on Character Description p2

What do you do when your students are overwhelmed by the textbook? Teach from the revision guide! This series of lessons are based on the material from 1 or 2 pages of the purple Edexcel Revision Guide GCSE Spanish 9-1. They cover all or most of each page mentioned in the title. Most effective if used with the Edexcel Revision Guide. This covers page 2.
LTarantini-Amor
Mi Vida - Spanish Speaking  Bundle

Mi Vida - Spanish Speaking Bundle

11 x No prep pairwork speaking activities Topic: Mi Vida Encourage fluency and confidence using Spanish with thematic conversation activities. 1, Rutinas 2. Familia 3. Vecinos 4. Personalidad 5. Amor 6. Sentimientos 7. Casas 8. Fiestas 9. Aficiones 10. Comida 11. Infancia Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Spanish Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: En primer lugar, En segundo lugar, Finalmente Sin embargo, Por otra parte, Mientras que Además, También, Es más Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (explicado en español)
fingertips-resources
GCSE Spanish Vocab Lists: New Spec 2018

GCSE Spanish Vocab Lists: New Spec 2018

This 9 page document contains key vocabulary for all the different topics covered in the new Spanish GCSE (2018). Pupils can use this to revise key words and phrases, and to test each other as they prepare for their exams. Each vocabulary list is brightly coloured and clearly presented - can be printed A5, A4 or A3 size (could even be printed poster size!)
wrightcv
Spanish Speaking Activity Bundle 3

Spanish Speaking Activity Bundle 3

18 x No prep pair-work speaking activities Encourage fluency and confidence using Spanish with thematic conversation activities. 1) Naturaleza 2) Negocios 3) Noticias 4) Números 5) Personalidad 6) Política 7) Publicidad 8) Religión 9) Rutinas 10) Salud 11) Sentimientos 12) Technología 13) Televisión 14) Tiempo 15) Trabajo 16) Transporte 17) Vecinos 18) Viajes Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Spanish Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: En primer lugar, En segundo lugar, Finalmente Sin embargo, Por otra parte, Mientras que Además, También, Es más Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (explicado en español)
fingertips-resources
Spanish Speaking Activity Bundle 1

Spanish Speaking Activity Bundle 1

16 x No prep pair-work speaking activities Encourage fluency and confidence using Spanish with thematic conversation activities. 1) Aficiones 2) Amor 3) Animales 4) Arte 5) Casas 6) Ciencia 7) Ciudades 8) Colores 9) Comida 10) Compras 11) Crimen 12) Deporte 13) Dinero 14) Edificios 15) Educación 16) El Campo Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Spanish Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: En primer lugar, En segundo lugar, Finalmente Sin embargo, Por otra parte, Mientras que Además, También, Es más Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (explicado en español)
fingertips-resources
Sentimientos - Spanish Speaking Activity

Sentimientos - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: Sentimientos Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Spanish Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: En primer lugar, En segundo lugar, Finalmente Sin embargo, Por otra parte, Mientras que Además, También, Es más Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
fingertips-resources
Vecinos - Spanish Speaking Activity

Vecinos - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: Vecinos Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Spanish Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: En primer lugar, En segundo lugar, Finalmente Sin embargo, Por otra parte, Mientras que Además, También, Es más Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
fingertips-resources
Personalidad - Spanish Speaking Activity

Personalidad - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: Personalidad Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Spanish Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: En primer lugar, En segundo lugar, Finalmente Sin embargo, Por otra parte, Mientras que Además, También, Es más Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
fingertips-resources
Amor - Spanish Speaking Activity

Amor - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: Amor Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Spanish Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: En primer lugar, En segundo lugar, Finalmente Sin embargo, Por otra parte, Mientras que Además, También, Es más Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
fingertips-resources
GCSE Past paper Listening Questions Higher - Mi Gente

GCSE Past paper Listening Questions Higher - Mi Gente

Topic - Mi Gente Foundation tier listening paper collated from the AQA bank of past paper questions and sample assessment material. Once purchased send me an e-mail with the details of which paper you have bought and I will send you a zip file of the listening tracks - info@spanishtutoruk.co.uk
MySpanishTutor
GCSE Past Paper Listening Questions Foundation - Mi Gente

GCSE Past Paper Listening Questions Foundation - Mi Gente

Topic - Mi Gente Foundation tier listening paper collated from the AQA bank of past paper questions and sample assessment material. Once purchased send me an e-mail with the details of which paper you have bought and I will send you a zip file of the listening tracks - info@spanishtutoruk.co.uk
MySpanishTutor