Twenty years as Spanish and French teacher, specialist in Latin American culture, particularly film and Literature. My resources are very creative and students find themselves developing curiosity about the culture as well as being challenged to take risks with the language. They are engaging for the teacher too and they will inject some fun in to your lessons if like me you like to be creative and encourage your students not to play it safe. They do link to assessment requirements too.
Twenty years as Spanish and French teacher, specialist in Latin American culture, particularly film and Literature. My resources are very creative and students find themselves developing curiosity about the culture as well as being challenged to take risks with the language. They are engaging for the teacher too and they will inject some fun in to your lessons if like me you like to be creative and encourage your students not to play it safe. They do link to assessment requirements too.
I use this to get students in to the topic of food which can be a bit boring. I get them to prep their own answers, and then speed date to ask and answer with as many partners as possible. I am trying to get them to be more authentic in their responses to get those top marks in Speaking.
Knicked the idea from GCSE text book and then created a whole series of resources around a group of Spanish speaking characters marooned on an island. You can then do daily routine of the survivors, water sports rather than conventional sports/Who caused the plane to crash and why/ who is having an affair with who and so on-relationships. It lends itself to anything you like in the end. Suddenly boring topics become more fun and students have really run with the idea. will add more of my stuff on this soon
More than one lessons worth for teaching how to describe home/bedroom. Students can then use to write about own house and create Ads to sell their dream home. I also get them to write a description of their dream bedroom because more creative-changing rooms idea. Properties in the sun is a challenge to get them using more interesting vocab.
Silly points is someone else's game so thank you to whoever put that on TES- but I have made it in to describing home- Play with it so you can see why it is called silly points. Students absolutely love it and they work really hard on the tasks- You can adapt any way you like and at any level- so you can do things like -10 seconds to give me 10 words for....
I created a whole SOW around the idea that Y9 were making a low budget latin american version of LOST-see KS$ GCSE textbook for Edexcel for original idea.
So when we do sports we do water sports and introduce them via likes and dislikes before introducing more conventional sports
This was created after a student in my Y11 class asked at what age you can drink in Spain. I am always looking for ways in to topics that give them a flavour of A Level and we were just about to start the health topic when it occured to me to link the idea of health issues and youth problems to legal age of consent and the fact that young people are in too much of a hurry to grow up.
This goes with article about legal age of consent and problems facing young people.
I think they will respond to the A level style theme. Much more fun than doing what is your daily diet and do you get enough exercise.
Instead of approaching Daily routine as a lexical task which is what we often do with Year 7, this approach focuses more on verbs and daily routine is simply the context, so in the end what matters is that they can apply the rules not that they know 10+ phrases for describing routine. My Year 7 can now define a regular/irregular and reflexive verb. They know what an infinitive is and what to conjugate means.
We then went on to look at the gap fill more closely so that they can add connectives and time phrases to a description of their daily routine as I am sure you all do. The difference now is that when they prepare for their speaking assessment at the end of this term they will hopefully, some at least add activities they do in the evenings that I haven't taught them.
Not particularly original but I have quite a lot of fun reading out the story for the listening activity and being a Spanish 'Vicky Pollard'- also I find the card sort really gets them thinking about metalanguage and how verbs work- I find mind mapping a really good way to get them to figure out the rules instead of giving it to them- pre-populate a mind map with sub headings so they only have to fill in details and that works well. I also like getting them to work with infinitives and verb tables because they don't use them effectively if you don't actively show them how.
Quite a challenging reading task for Y9, but do insist they don't mindlessly tick boxes but have to make a note of new language. I get them to use the language in order to then write a lengthy paragraph about cinema going habits and preferences. I have got them to ask and answer the questions in pairs as well.
I think I've shared this before but this is a slimmer version for Y8 or Y9 beginners as opposed to GCSE.
Aim to make doing routine and working with present tense a bit more fun by describing the day of a Vicky Pollard type character.
I have done this as a running reading.
Students have the reading sheet in teams. They all get the first question, find the answer and Number one comes up with answer written down to collect the next question. Wrong answer and they have to go back and re-confer. Everyone in team has to take it in turns to come up. If you have not tried this as a way of getting them to work on a text do have a go.
Aim is to do invitations and modal verbs but make it more fun by having a scenario where A is keen on B but B does not want to go out on a date and ends up having to be blunt. There are typical excuses with je dois + infinitive but then a dictionary/translation skills exercise that adds in such things as It is a full moon and I am going to turn in to a werewolf. When they write their own dialogues they end up having more fun than the classic text book dialogue that has them saying they cant because they've got to go to visit their gran.
This is not quite finished so if I develop it further I will add.
My Y9s are really getting in to it and they absolutely love the crime scene investigation.
I haven’t added a crime scene document because you will have to create that yourself depending on how much time and effort you want to put in but I have explained what I do in the ppt notes. It says things like -they found fingerprints on a bottle of wine left on the table-there was a …under the bed-and in fact it isn’t under the bed it is somewhere else in the room- for things like the bed- I place photos in the room-I then have a glass with lipstick on it-I have a fingerprint kit-costs £4-I have crime scene tape, and chalk-again cheap- toy murder weapon-or in this case some fake pearls from charity shop. So you see you can set it up as you like and use whatever props you like.
In previous years I have got them to act out the inspector interviewing them-so where were you at, what were you doing when, what did you do between…and,
What is missing is who actually killed Luisa- I always have an idea but the best activity is when the students decide and you write the ending together. In my version Carmen was the intended victim even though she is pregnant and the murderer was Felipe- he found out that she was pregnant with someone else’s child and acted out of jealousy-he also didn’t want his plans to marry Luisa to be ruined by Carmen lying to her husband and telling him that the baby is Felipe’s, something she told Felipe she would do if he didn’t help her get away from Don Navarro.
Hope someone out there wants to have a go and like I say it is ripe for adaptation.
I have done this for Y9/Y10 before but not Y7. Just to get away from same old same old- getting them to learn how to describe the weekend of a teenager from hell V the Saturday of a good two shoes- so I always leave the toilet seat up and shut myself in my room instead of I play football and I watch TV. Or I always go to the supermarket with mummy and I do my homework the minute I wake up. It isn't that much more difficult actually and they respond well to it.
I've just added some conventional matching tasks on end-nothing new but good cover.
Hispano Americano is defined as a Spanish speaking person of Spanish or Latin American origin or descendance, typically living in the USA. This original and creative resource opens the door to the rich and diverse culture of the many Hispanic Americans living in the USA, examines their struggles to find a voice and sense of identity through a look at some of the stories you may not know about their history in the States, and at some of the icons who have shaped that story, which is also the story of black history and the LGBTQ+ LatinX communities. It also looks at music, cinema and TV, such as the rise of Reggaeton and Latino Trap, Jennifer Lopez but also Indya Moore the first transgender actor to appear in a top fashion magazine. It is aimed at GCSE students aiming for 7+ and at A Level students. All the texts have GCSE and A Level tasks, sometimes the text is the same but the tasks are different, sometimes the text is also different. They all come with answers so students can do them at home, or as extension work when school starts again. Some of the A Level tasks come with opportunities for debate with peers. The tasks match exam task types and also help students develop text attack skills (reading skills). They can of course just enjoy reading the texts for pleasure.
It is a shame you cannot see a preview due to the number of texts provided. I have given you multiple texts here so even if you just use one or two you are getting good value. I would love it if someone would send out a review so that more teachers download it. I would love to see more of us daring to be creative and not getting bogged down by exam pressure.
Can be used at any level. The slides have commentary so you can see what I do with it.
Great for Speaking and or writing-great just before Easter- great for getting students to use the preterite accurately, great for expressing interesting opinions.
You’ll be surprised at how much speakng they do, how much attention they pay to verb endings if you turn it in to collaborative writing instead. You’ll be surprised how they remember there are alternatives to delicioso after using this activity.
When they’ve finished the collaborative writing I ask them to count number of words and they often find they’ve written more than 150 and so you can then say to them that this is the number of words for Higher writing now at GCSE. Obviously it isn’t GCSE task but they do like realising that 150 words isn’t such a big deal.
I do it in conjunction with an activity that I have uploaded before about the History of chocolate because it comes from Mexico and the song el chocolate by Jesse y Joy-on Youtube- really easy to hear the lyrics if you have not come across these two before. I also link it to como agua para chocolate for GCSE classes-look at an extract from the novel with an able motivated class perhaps-watch bits of film-not the saucy bits-I sometimes just show the wedding scene.
Y7 coursebooks always use classroom objects to teach colours. That never strikes me as a great idea. Singular/plural yes and masculine and feminine but not a yellow pencil. So I use it to practise dictionary skills and it really works. The whole idea is to get to the challenge which is the things you shouldn’t have in your school bag, hence the slide with the pet toad, the conkers and the fake note from home about homework. The last slide is the boy a bit older. The students I had today were happily adding their own ideas and they really understood the need to record whether noun was masculine or feminine. I uploaded the French version ages ago and so this is the exact same thing but in Spanish. It is aimed at Y7 but the principle behind it could be useful at all levels. Then we wont have to answer that annoying child who says “It’s not in the dictionary.” Later in the year I will do part of a lesson showing them on-line dictionaries, more and more schools are allowing use of phones for learning in classroom. This to me is 10 times more valuable than duolinguo.
I may have shared this before but it is about verbs linked to daily routine and getting students to use metalanguage. I love this kind of focus on describing language and students respond well if you really feel confident it is worthwhile. I don't like students to think verbs are doing words so I talk about stative and dynamic verbs and it does not scare them.
The second ppt about practising routine-not new and you have probably got one of your own already-but do have a look.
I have attached some word worksheets I have used in conjunction with PPT and a silly points game-have a look and you will see why it is called silly points-great idea and not originally mine.
