A text on el machismo with a pre-reading task. A follow-up task with agree/disagree statements about Pepe which students should respond succinctly to with evidence to justify their selections.
A rather tricky task putting together a family tree based off of people’s explanations of how they are related to Nuria.
A vocab bank on page 2 will help.
Write the name of each family member in the box on the tree (or beside).
Colour code the box according to male/female.
Some boxes will not be filled.
A perfect task before moving onto creating your own family trees.
Note: Some family vocabuary has been left out of the box on page 2. Going over step-parents and siblings will be essential.
A grid to revise some thematic content.
In column one students clarify what they know about the theme in English. In column two they write down any key vocabulary using vocabulary lists from Hodder/Kerboodle and in column three we write down a fact gleaned from a Boletín using the index to cherry pick editions.
A mini-series of regional identity themed scripts for a cast of four students who will along the way meet an array of helpful locals. The scripts are written at CEFR level B1.
Casa Botín (Gastronomy)
El Día de Ganso (Basque country/curious festivals)
Semana Santa en Sevilla (Religious festivals)
Over the years I have collected press cuttings from the website todocoleccion. These have never been organised but I’ve put a few together now and highlighed what I think are key phrases and useful bits of information. Obviously there is so much more you can do with this given the texts themselves but as a first lesson I’m going to get my students to build a person profile for Pedro Almodóvar using information gleaned from the multiple texts to find out about him, what makes him tick, what he likes style wise etc etc
I have no idea which magazines these belong to so I’m weary about the copyright here but it’s for an educational purpose so I’m hoping that it’s all okay.
A menu of traditional platos típicos with phonetic translations (albeit these are my own). A model for saying what you would like to try at the bottom of page 1.
Hopefully this PDF is editable. Each box has a text field input which should be printable. If it doesn’t work then get in touch.
The idea is that circle questions are easy, diamonds are moderatly challenging and star questions are challenging. I’ve made this with questions such as “what can you use to find new vocabulary”, very simple and reinforces some basic classroom routines.
Next time I do this I will change the star questions to diamonds and move everything else up a row so a circle row disappears off the top. I will then write new star questions at the bottom.
The quote at the top is from Kate Jones’s brilliant Retrieval Practice book.
Gist translate the quote from Zafon
Translate vocabulary from exercise 1
Create a mind-map of Almodóvar’s likes/dislikes/influences etc based on Volver
A lesson on some of the controversies surrounding the World Cup in Qatar. Students will learn the vocabulary for some of the issues, compare them with a comparative grid and then write whether they are for or against.