Power-point and two additional articles that can be used as extension work, homework or follow-up on the next lesson. List of activities: Translation of the lesson objectives: To understand why Mexico has become one of the most dangerous countries in the world for journalists. To practice listening skills and to assess a series of strategies in order to improve performance. To use listening resources in order to gather useful information to allow us to express our own point of view. La libertad de prensa en el mundo. Students to look at a map of freedom of press in the world and work out patterns. Listening 1: “Morir por informar”, a documentary by BBC Mundo. Students to fill in the gaps. Listening 2: “Los peligros del periodismo en México”, a news report from Univision. Students to decide which statements are true and which are false. Listening 3: “Libertad de expresión”, a documentary by the Comisión Nacional de Derechos Humanos. Students to answer a series of questions in the TL. Review of strategies: tackling difficult listening tasks. "La situación de México, en números". Summary of useful data to use in backing up student’s opinion and points of view. “¿Qué pueden hacer las autoridades al respecto?”. Students to practice using the Subjunctive mood, particularly in subordinate clauses of possibility. Directed Writing: ¿Está amenazada la libertad de prensa en algún país hispanohablante que conozcas? Students are provided with a success criteria. Plenary: “Algunas palabras típicas del español hablado en México”. Both articles (a short and a long one) have a list of different activities too in order to identify key words and check understanding.
Worksheet on music streaming, adapted from an article published in “El Pais”. In includes: An activity for students to locate key words, with an extension on synonyms and antonyms. An activity for students lo identify phrases and to work out the infinitive of some verbs. It includes a writing extension for students in which they must finish several generic sentence starters. Reading comprehension task: “who says what?” Statements in both Spanish and English. Writing activity with clues in the TL and bullet point format, following Edexcel’s Writing Exam structure.
A worksheet about the popularity of NETFLIX in Spain, adapted from an article published by El País, and a series of tasks: Students to find a list of key words from the text. Students to answer a set of questions in English in order to demonstrate understanding of the detail in the article. Multiple choice in the TL. This could be followed by a writing and/or speaking activity: ¿Te gusta ver programas a través de Netflix? ¿Por qué? ¿Qué tipo de programas de televisión prefieres? ¿Me puedes dar un ejemplo? Homework: Research the popularity of NETFLIX in the UK and make a list of the most popular series. How does it compare with Spain?
A worksheet with grammar explanations for the formation of the Near Future Tense and the conjugation of the Conditional and Simple Future tenses in Spanish. It includes a variety of tasks for students to practice on the topics of future education and jobs, including translation from Spanish to English and questions in English on a paragraph in Spanish.
A worksheet about the popular series “Narcos” from NETFLIX and its portrayal of Pablo Escobar, adapted from an article published by El País. It includes a series of exercises: Students to find a series of key sentences/phrases in the text. Students to entitle each paragraph. Students to fill in the gaps with words from the text and translate. **Extension: **Students to answer 4 questions from basic to more complex/abstract. This could be followed by a debate/discussion on the effects of TV on young people.
PPTX preentation and accompanying student’s worksheets on the topic of Cuban music. It contains several reading activities suitable for A Level students of Spanish. Learning Objectives: Introducció: orígenes de la música cubana y caractersticas sobresalientes. La internacionalización de la música cubana: el fenómeno de “Buena Vista Social Club”. Summary of paragraphs and reading tasks: Texto 1: Historia de la música cubana. Finding key words, underlying main ideas and expressing them with a different wording. Texto 2: Historia de la música cubana 2. Questions in English. Texto 3: La presentación del documental “Música para vivir” de Manuel Gutiérrez Aragón en el Festival de Nuevo Cine Latinoaméricano de La Habana. Questions in Spanish. Texto 4: La fusión de diferentes estilos musicales en la isla (influencias). Finding key words. Texto 5: Riqueza de los géneros musicales cubanos. Fill-in the gaps. Texto 6: “Buena Social Club”. True or False.
Reading Comprehension Worksheet on the topic of "My House". It includes one paragraph using the near future tense and other expressions of future. List of activities: 1. Students to find a list of words in the text. 2. Students to find a set of phrases in the text. 3. Students to answer in English a set of questions about the text. 4. Students to label a plan of the house described, identifying the exact location of each room. 5. Translation from Spanish to English. Each to choose between paragraph 4 (low-ability), paragraph 5 (medium-ability) and paragraph 6 (high-ability) and translate it in the space provided. 6. AfL. Student's to self-assess their performance and to write a comment for "WWW", "EBI" and "Target". 7. AfL. Borrowing List. Students to fill-in the squares with useful nouns, adjectives, verbs, complex grammar structures, opinions and connectives. They can cut the list and use it afterwards in order to improve their own writing.
Power point presentation with accompanying worksheet that has been differentiated according to student's ability. Learning Objectives: 1. To use a model in order to build up/develop student's response. 2. To discuss health issues related to tobacco. 3. To provide detailed and precise answers. List of activities: 1. Students to guess (cognate recognition, context) or find in the dictionary a list of key words. 2. Students to categorise each person according to their opinion on tobacco by using some of the key words on Q.1. 3. Students to analise whether each opinion is positive, negative or both and to explain the reasons provided. 4. Speaking activity: students to ask each other two simple questions where they have to give an opinion. 5. AfL: students to reflect on the progress of the lesson, noting what they already knew, what they have just learnt and what they need to ask. 6. Set of 3 speaking activities (present, past and future), including extra vocabulary and peer-assessment practice. 7. AfL: revision of objectives. 8. Homework: writing task.
Presentation and two differentiated worksheets to introduce the grammar rules on the Conditional Tense in Spanish. Lesson Objectives: 1) All students will remember how to conjugate Regular Verbs in the Conditional. 2) Most students will be able to use three Irregular Verbs. 3) Some students might start using the structures for "Should" and "Could" in Spanish. Activities: 1) Short Introduction: Use of the Conditional. Formation. 2) Students to practice conjugating three different verbs in the Conditional, including the opinion verb "Gustar" (To like). Teacher to elicit the different formation of Opinion Verbs "Gustar" and "Encantar" (To love) by drawing comparisons with the Present Tense. 3) Students to work out the whole conjugation of the irregular verbs "HACER" (To do/make), "PODER" ("to be able to/Can") and "TENER" (To have) after being shown the first person singular. Teacher to elicit the stem pattern. 4) Reminder of the particular conjugation of Reflexive Verbs: Reflexive Pronouns. Teacher to stress differences between these and the ones used for Opinion Verbs above (third person singular and plural). 5) Presentation of the structures for COULD (Conditonal Tense of "Poder" + INFINITIVE) and SHOULD (Conditional Tense of "Deber" + INFINITIVE). Students are provided with two examples as models and have to complete two conjugation grids. ALL students must complete exercises 1-2 MOST students should complete Exercises 1-4 SOME students will complete Exercises 1-5 Having completed Exercise 5, able students could use this grammar with regards to any given topic being covered at the time to apply it accordingly by writing a paragraph. Follow-up: Combining both the Immediate Future and the Conditional.
Reading worksheet with four fictional characters describing what their future partners will be like. Lesson Objectives: 1) To use confidently the Future Tense in Spanish. 2) To describe personalities and physical attributes. 3) To revise connectives and opinions. Activities: 1) Text comprehension. 2) Identification of connectives. 3) Writing exercise combining highlighted verbs in the Future and the connectives from Exercise 2. 4) Analysis of opinions. 5) Identification of useful words and expressions to be applied on student's own writing. 6) Grid to practice tenses, manipulating the verbs from the text. ALL students must complete exercises 1-3 MOST students should complete Exercises 1-5 SOME students will complete Exercises 1-6 It includes a vocabulary box for extra support. Having completed Exercise 5, able students could use the useful words/expressions to write their own description on future partners. Follow-up: Students ask each other what qualities will their future partners have.
Reading and Writing Worksheet on asking and receiving advice on health issues. Learning Objectives: 1. To identify both key words and useful set phrases on the topic of "Healthy Lifestyle". 2. To understand the conditional forms of DEBER and PODER (Should & Could) in order to provide advice. 3. To practice the conjugation in the Future and Conditional tenses. List of activities: 1. Vocabulary (specific words), with an extension for more able students. 2. Vocabulary (set phrases): ALL must do 1-3; MOST should do 1-4; SOME will do 1-6. 3. Giving advice & translation of underlined set phrases. 4. Writing: Providing advice using the text on Q.3 as a model. 5. Writing: Adapting the language on Q's 3-4 to give an account on what they could and should do to improve their well-being.
Writing Worksheet on fashion and clothes. Learning Objectives: 1. To understand adjective agreement when describing items of clothing. 2. To practice using comparatives in Spanish. 3. To learn the grammar rules that apply to the verb "COSTAR" (To be worth/cost). 4. To challenge students to use both a future tense (Near Future) and a past tense (Imperfect). List of activities: 1. Describing clothing items. Students to write a brief description based on a visual clue and a list of adjectives in English. 2. Translation (in line with the new GCSE specification). Students to practice with the comparative structure (SER+MÁS/MENOS+ADJ+QUE). 3. Prizing in Spanish ("cuesta - cuestan"), followed by questions that require students to use the superlative structure (i.e. "el/la más caro/a es"). 4. Prize comparison (COSTAR + QUE). 5. Wearing different outfits for different occasions. Students to extend their descriptions in order to address several scenarios. 6. EXTENSIONS (brief grammar explanations included): a) The Near Future in Spanish. Students to write a paragraph on the space provided on what they are going to wear next week-end. b) The Imperfect. Students to write a paragraph on the space provided on what they wore or used to wear when they were younger.
Presentation and two differentiated worksheets to introduce the grammar rules on the Future Tense in Spanish, with two differentiated worksheets to cater for all abilities. Lesson Objectives: 1) All students will remember how to conjugate Regular Verbs in the Future. 2) Most students will be able to use at least three Irregular Verbs. 3) Some students might start using opinion reflexive verbs in the Future. Activities: 1) Short Introduction: Use of the Future Tense. Formation. 2) Students to practice conjugating three different verbs in the Future, including the opinion verb "Gustar" (To like). Teacher to elicit the different formation of Opinion Verbs "Gustar" and "Encantar" (To love) by drawing comparisons with the Present Tense. 3) Students to work out the conjugation of several irregular verbs after being shown the stem changes. 4) Reminder of the particular conjugation of Reflexive Verbs: Reflexive Pronouns. Teacher to stress differences between these and the ones used for Opinion Verbs above (third person singular and plural). Students to complete the conjugation of the verb "LEVANTARSE" (To get up). Having completed Exercise 4, able students could use this grammar with regards to any given topic being covered at the time to apply it accordingly by writing a paragraph. Follow-up: Combining both the Immediate Future, the Conditional and the Future Tense.
Scheme of work (at least two lessons depending on ability), which includes a printable worksheet with the student's resources and an extension worksheet for the high-ability pupils to complete. List of activities: 1. Reading Exercise 1 to revise the use of the Near Future Tense in Spanish. ALL students must complete the first column of the grid. SOME students will be able to complete the second column. 2. Introduction to JOBS (LAS PROFESIONES), including a fill-in the gaps exercise to check accurate spelling. 3. Classification. Students to sort the list of jobs between five different categories. 4. Reading Exercise 2. "Who wants to be what and why?" 5. Writing: "What do want to do in the future?". Attached to the slide is a grid of with extra vocabulary and a simple writing frame. 6. Reading Exercise 3. Students to read a paragraph and answer a set of questions in English. The last slides include an AfL plenary for students to self-assess their performance in the lesson(s) and two writing frames intended as extensions; one of which I have added in a word document so that it can be printed out. Most of the slides include different questions and answers for students to practice their speaking skills throughout the course of the unit.
Power point presentation with accompanying worksheet. All tasks are based on authentic Spanish resources, in line with the new GCSE requirements. Learning Objectives: 1. To learn key vocabulary regarding stress (ALL). 2. To give advice on how to keep stress levels in check (MOST). 3. To learn how to tackle original, un-edited reading materials in Spanish (SOME). List of activities: 1. Stress symptoms: Students to match English and Spanish statements, followed by an oral task (class survey) for recap on adverbs of frequency ("¿Con qué frecuencia estás estresado/a?"). 2. Panic attack: Students to translate the different steps that lead to a panic attack from Spanish to English. This task will require the use of dictionaries and is meant to be completed in pairs/groups. An extension has been provided for more able students in which they have to write a paragraph including all of the physiological statements translated. Sentence starters have also been provided to that end. 3. Consequences of stress: matching-up exercise. 4. Dealing with stress: Revision of structures to give advice. Students to combine these with a set of five strategies to tackle stress orally. This could be followed by students writing a short paragraph providing hints on how to alleviate stress. 5. Translation that brings together, the causes, symptoms and ways to fight stress together. 6. Reading tasks: 6.1: "Daños ocasionados por el estrés". Short paragraph followed by questions in English. 6.2: "Mexicanos estresados". Short paragraph. Students to find four words in the text and to translate a further four into English.
Two lessons on Spanish numbers from 13 to 31 and a series of activities introducing the Maya culture and Mayan numerals. It includes a power point presentation, a worksheet with extensions for the medium/high ability and a simplified version for the low ability, plus three support sheets. Special attention has been put on improving cultural awareness of the Spanish speaking world, in line with the new GCSE specification. Learning Objectives: 1. Learn numbers in Spanish from 13 to 31. 2. Learn about the Maya Culture Success Criteria: * By the end of this lesson all students will be able to remember Spanish numbers from 13 to 20. * By the end of this lesson most students will be able to remember Spanish numbers from 21 to 30. * By the end of this lesson some students will have learnt some facts about the Maya civilisation. List of activities: 1. Mistake recognition task in which students have to find spelling, agreement and/or grammar mistakes on a set of five sentences. The slide includes a timer, some extra vocabulary for support and its is differentiated by outcome (ALL must complete 1-3, MOST will complete 1-4 and SOME will complete 1-5 in the time given: between 5'-10'). This task is to be peer-assessed: grade and target. 2. Presentation of numbers from 13 to 30. Teacher to elicit three patterns (i.e. "Dieci" + number 1-9). 3. Listening task. Teacher to read/spell the names of five individuals and to state their ages. Revision of the Spanish alphabet. Teacher to elicit the pattern for numbers from 31-39 ("Treinta y" + number 1-9). This task is to be self-assessed. 4. Oral Practice ("¿Qué número es?"). Teacher to check pupil's understanding (no "hands-up"). 5. Vocabulary Matching-Up. This task is to be completed in groups of 3 or more. Teacher to elicit cognate recognition. 6. Short presentation of the Maya Culture in the TL (CLIL), followed by a matching up of new words and pictures. 7. Dictionary task, followed by word classification (noun, verb and adjective). This task is to be completed in pairs. Praise points to be awarded to the couple that finishes first. 8. Fill-in the gaps exercise, recycling all vocabulary from tasks 5-7. It could be executed as a listening task, as I have inserted in the presentation a clip from the Museo Nacional de Antropología in Ciudad de México (http://www.youtube.com/watch?v=uZGxQAO8FLQ) 9. Presentation on Mayan numerals. Students are provided with a section of a Maya Codex and have to find as many numbers as they can spot. 10. AfL Exercise: Students to reflect on their own learning. Follow-up: Students should be encouraged to develop their own research on the Maya culture, either individually or in groups.
Reading activity based on an original article published by "El Pais" about the latest edition of the "Sonar" Music Festival in Barcelona. List of activities: 1. Multiple choice in the TL. 2. Vocabulary analysis. Students to fill-in a grid of key vocab. 3. Translation from English to Spanish using some of the words from the previous task.
Reading task on the topic of "Technology", including an original article from "El Pais", that delves on the increasing popularity of smartphones and tablets over laptops and computers. List of activities: 1. Set of seven questions in Spanish. 2. Vocab analysis. Students to find some of the key words in the text.
Worksheet on Healthy Eating adapted from an original source and thus in line with the reading expectations of the new GCSE specification. It explains what constitutes a balanced diet and criticises preconceived notions on skipping meals or limiting the food intake for dinners as means of loosing weight. There is a variety of tasks in order to help students to widen their knowledge of key words on this topic and to aid their understanding of the main ideas of the text. The final task will test students ability to "recycle" some of the above in a paragraph where, in their on words, they must explain their views on these issues.
Worksheet including a summary of the short novel "Caperucita en Manhattan" by renowned Spanish novelist Carmen Martin Gaite, followed by a set of questions in English to assess student's understanding. This resource is intended as an introduction to genuine, un-edited literary resources, in line with the demands of the new GCSE specification, with particular reference to the Reading Paper.
Worksheet on the advantages and disadvantages on veganism, adapted from an original resource and thus in line with the reading expectations of the new GCSE specification. It includes a variety of tasks to ensure student's understanding and to increase their knowledge of key words and set phrases in the topic of "Healthy Eating".