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Ciudades Spanish GCSE skills booklet

Ciudades Spanish GCSE 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.
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.
corcuera
Está al lado de ... (It is next to ...)

Está al lado de ... (It is next to ...)

In this worksheet you will find vocabulary which will help you say where something is, using prepositions that take ‘de’. There are 2 exercises (Spanish to English and English to Spanish) and all necessary vocabulary is provided. Suitable for all levels of ability. Answers provided.
vettyjames
Está al final de la calle (It is at the end of the road)

Está al final de la calle (It is at the end of the road)

In this worksheet you will find vocabulary which will help you say where something is, using a range of simple prepositions. There are 2 exercises (Spanish to English and English to Spanish) and all necessary vocabulary is provided. Suitable for all levels of ability. Answers provided.
vettyjames
KS3 Spanish My town and local area bundle - 8 resources

KS3 Spanish My town and local area bundle - 8 resources

Useful collection of power points and activities which cover places in town, describing your local area, directions in town, maps, near or far. Power points are fairly well structured but can be amended as needed for your classes. Plenty of pictures to use within the power point or create flashcards from. Lots of possibilities.
LTarantini-Amor
¿Hay un ... por allí? (Is there a ... around here?

¿Hay un ... por allí? (Is there a ... around here?

In this worksheet you will find vocabulary relating to asking politely if there is a particular building/place in the vicinity. It introduces the concept of places being ‘masculine’ or ‘feminine’ for 25 common buildings/places. There are 2 exercises (Spanish to English and English to Spanish) and all necessary vocabulary is provided. Suitable for all levels of ability. Answers provided.
vettyjames
SPANISH GCSE present and past CITY reading and writing

SPANISH GCSE present and past CITY reading and writing

SPECTACULAR TWO sheets, beautifully edited with great artwork. Reading activity about Madrid and Barcelona about a visit to the city, dealing with specific vocab and slang expressions, plus a writing activity as a class activity or homework for students to come up with their own. Ideal for revision before the exam (READING AND WRITING EXAM PRACTICE) or during the term as a class activity as you teach places in town and city descriptions.
GarciaWeston-LanguageResources
De Compras en Barcelona Lessons 1 and 2

De Compras en Barcelona Lessons 1 and 2

For KS3 Spanish. Builds shops, items, places in Barcelona with translation, dialogue and reading work. Can be used as a revision for places in town for a Foundation KS4. Print off the slides for reading, speaking and translation as a desk resource in lieu of a textbook.
LTarantini-Amor
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
Viva GCSE Higher - Módulo 5 Ciudades - Punto de partida 1 y 2

Viva GCSE Higher - Módulo 5 Ciudades - Punto de partida 1 y 2

. This resource is a Power Point (21 slides) to introduce Module 5 Ciudades. It follows the textbook AQA GCSE Viva Higher. . I also include a worksheet with all the vocab, activities and explanations on a word document which is easy to print for your students and the lessons will go smoothly and quicker than if they have to copy everything down. . If you have any questions do not hesitate to contact me: gimenez.srta@gmail.com
Miriam_84
The Imperfect Tense - Describing your town - Giving descriptions - Using Present and Imperfect tense

The Imperfect Tense - Describing your town - Giving descriptions - Using Present and Imperfect tense

LO: to be able to give descriptions of my town using the imperfect tense This resource can be used as an introduction or revision of the Imperfect tense. It is detailed and to the point. This resource will allow students to use the imperfect tense using the most common verbs - tener, haber, estar and ser. This verbs are key to form the imperfect tense and a variety of activities are included - vocabulary, match up, translation, reading and writing. This lesson focuses on helping students to fully grasp the use of the imperfect tense for descriptions. The lesson can be easily adapted to describing a school instead of a town. It has scaffolded activities and is also suitable for a mixed ability class. I have started with the present tense of these verbs, then introduced the imperfect and then this leads to using both the present and the imperfect in translation and writing work. All answers to activities are included :) I hope you enjoy using it . Please leave a review - gracias :)
teachlearnlovelanguages
Mi Trabajo - Spanish Speaking Activity Bundle

Mi Trabajo - Spanish Speaking Activity Bundle

6 x No prep pairwork speaking activities Topic: Mi Trabajo Encourage fluency and confidence using Spanish with thematic conversation activities. 1) Negocios 2) Publicidad 3) Trabajo 4) Noticias 5) Technología 6) Dinero 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
Mi Mundo - Spanish Speaking Bundle

Mi Mundo - Spanish Speaking Bundle

9 x No prep pairwork speaking activities Topic: Mi Mundo Encourage fluency and confidence using Spanish with thematic conversation activities. 1) Animales 2) El Campo 3) Naturaleza 4) Naciones 5) Tiempo 6) Medio ambiente 7) Ciudades 8) Edificios 9) 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
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
Problemas Sociales - Spanish Speaking Bundle

Problemas Sociales - Spanish Speaking Bundle

7 x No prep pairwork speaking activities: Topic: Problemas Sociales Encourage fluency and confidence using Spanish with thematic conversation activities. 1. Crimen 2. Educación 3. Política 4. Salud 5. Dinero 6. Religión 7. Futuro 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 Role Play Practice - Town and region

Spanish Role Play Practice - Town and region

A role play task based on the AQA specimen speaking exam covering vocabulary for talking about where you live. The sheet is laid out in the same way as the exam paper with suggested questions at the bottom to be deleted before being given to students. Could be used for modelling, practice assessments or pair work in preparation for the speaking assessment.
MFLActivities
Primary Spanish & Geography WHOLE UNIT: KS2 Level 1 Wider World (Summer 2)

Primary Spanish & Geography WHOLE UNIT: KS2 Level 1 Wider World (Summer 2)

Learn as you teach KS2 Level 1 Primary Spanish series empowering primary teachers and TAs teaching the 7-11 age range to both learn and teach alongside their pupils whilst making strong links with geography - this unit focuses on UK countries, map and capitals whilst beginning to explore Europe looking at France & Spain. The unit includes: * A cover and contents of the unit detailing the six lesson objectives: 1. To name some countries and capitals; 2. To say where you’re from; 3. To say your nationality; 4. To say where you live; 5. To locate some towns; 6. To understand a presentation; * Six full colour animated power point shows with attached authentic French speaking sound files, listening, speaking, reading and writing activities as well as music for songs, raps and interactive programmed classroom games for every learning objective: * A set of six screen by screen guidance lesson plans, with a plain speak vocabulary for all the language in the unit, grammar notes and answers for power point show and workbook activities. * An A4 b/w illustrated workbook in A3 format folding to A4 relating to the main body of the show with six pupil worksheets featuring three differentiated tasks for every objective complete with a pupil self evaluation smiley face record sheet for the for pupils and teachers to record progress. The workbook is also available in A4 format * In addition there is a 24 page colour classroom display/flashcard pdf featuring the colour illustrated vocabulary in A4 and A5 format covering all the language in the unit. * A full colour illustrated pupil vocabulary learning mat which can be laminated and left with pupils for additional support. * A FREE Level 1 (Years 3-6 - UK/Grades 2-5 - USA) MFL work scheme detailing all the units and language in the scheme in order. Did you get everything you need? Review and I will reply and, if needed, update. You should be able to re-download an updated resource at no extra charge from the site. Enjoy!
scwebster
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 2

Spanish Speaking Activity Bundle 2

16 x No prep pair-work speaking activity. Encourage fluency and confidence using Spanish with thematic conversation activities. 1) Entretenimiento 2) Fama 3) Familia 4) Fiestas 5) Futuro 6) Geografía 7) Historia 8) Humor 9) Idiomas 10) Infancia 11) Internet 12) Inventos 13) Medio ambiente 14) Moda 15) Música 16) Naciones 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
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
Transporte - Spanish Speaking Activity

Transporte - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: Transporte 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
Política - Spanish Speaking Activity

Política - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: Política 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
Negocios - Spanish Speaking Activity

Negocios - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: Negocios 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
Naciones - Spanish Speaking Activity

Naciones - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: Naciones 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
Infancia - Spanish Speaking Activity

Infancia - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: 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
fingertips-resources
El Campo - Spanish Speaking Activity

El Campo - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: 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
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Edificios - Spanish Speaking Activity

Edificios - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: Edificios 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
Casas - Spanish Speaking Activity

Casas - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: Casas 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
Ciudades - Spanish Speaking Activity

Ciudades - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: Ciudades 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 Spanish local area speaking gameboard and sentence starters

GCSE Spanish local area speaking gameboard and sentence starters

Everybody to answer questions Move onto gameboard, students can refer back to their written answers for support if needed I originally downloaded the template for the gameboard from TES, I adapted it from French. Original here: https://www.tes.com/teaching-resource/aqa-gcse-french-role-play-board-game-11810385
OliverWalsh
Bumper Revision Pack - New GCSE Spanish

Bumper Revision Pack - New GCSE Spanish

Get your students exam ready and fully prepared for the new GCSE writing exam. This pack includes: 1 translation worksheet (english to spanish) for each module of the Viva textbook Vocabulary tests for each module of the viva textbook A foundation and higher tier sample writing paper for each module of the viva textbook A huge saving of £30 when you purchase these items as a bundle!
MySpanishTutor
Voy a Vs. Voy a ir

Voy a Vs. Voy a ir

Lesson comparing the use of voy a & place vs. voy a ir & infinitive. By the end of the lesson pupils can write where they are going, and what they are going to do. Includes vocabulary introduction, picture and vocabulary matching, slap the board game, sentence building activity, translation exercises and reading task. Places Include: Voy al restaurante Voy al cine Voy al parque Voy al polideportivo Voy al museo Voy al centro comercial Voy al estadio Voy a la piscina Voy a la bolera Voy a la playa Voy a la catedral Voy a la estación Infinitives include : ir ver comer jugar beber
j_pooley58
Unit 1 Everyday life at home and school (Section A) - Edexcel International GCSE (9-1) Spanish

Unit 1 Everyday life at home and school (Section A) - Edexcel International GCSE (9-1) Spanish

This resource includes a 151 slide ppt presentation I prepared to teach the new Edexcel International GCSE 9-1 for my Year 4 group. As the textbook isn’t great, I created many extra resources to combine with working on the textbook. What’s included: resources for Unit 1: Everyday life at home and school, which at the same time includes activities for section: 1A House and Home --> 1A.1 Donde vivo yo; 1A.2 Esta es mi casa; 1A.3 Que haces en casa; 1A.4 Las habitaciones de mi casa. It comes with two extra reading activities I made up to extend my students, two versions of vocabulary tests to be done at the end of every-subsection, and overall a good range of activities that train the 4 skills, and grammar. I have also attached the list of vocabulary provided by the textbook for the Unit 1 Everyday life at home and school, corresponding to sections 1A to 1D, ALREADY FILLED IN WITH THE TRANSLATIONS for students to use as revision if you dont want to spend time from the lesson/homework to get them to write them down. I have different bundles available on my profile for the next sections: 1B School life and routine, 1C Food and drink, 1D Common ailments and healthy lifestiles.
Vicky9bp