This lesson first has a worksheet where students categorise words into physical and human geography (this is from an idea from Neil Jones - thank you Neil) Then the follow up activities look specifically at a map of Peru.
This task develops students' ability to form simple descriptive sentences and to begin to ask a variety of questions. This resource forms part of a project looking at ways to encourage learners to interact more in the target language, developing the skills of both planned and unplanned (or spontaneous) talk.
It was designed with Y7 in mind, but with very little work could be differentiated for Y8, Y9 or even KS4 classes – this is because it’s the teacher questioning that sets the level of challenge.
Instructions for teachers are on the notes page of the PowerPoint slide.
(Visuals reproduced with permission from Asset Languages)
This package contains a range of materials for the teaching of GCSE and A level Spanish. I have included some tracking documents using both the Old KS2 levels and the new Scaled score levels as a starting point. Each of the trackers comes with an analysis tool so that you know where you are with the cohort and you can identify the different groups of learners (PP, AEN etc). They are ideal for driving effective intervention. Please add me on Twitter @thenortherner19 for questions and updates.
The materials include the rollowing:
- A2 SPANISH revision materials and assessment guidance
- GCSE SPANISH COMPREHENSIVE REVISION MATERIALS
- Superb AS Spanish REVISION AND SUMMARY resources
- MFL 1-9 Grade Tracker with ANALYSIS of whole cohort (GCSE or KS3 - as long as you use 1-9) Using the old KS3 levels as a starting point
NEW MFL 1-9 Grade Tracker with ANALYSIS of whole cohort (USING SCALED SCORE KS2)
- 70 + AfL activities for all teachers (Generic for all MFL Teachers)
Including translations and creative writing opportunities with new specification grammar, this set of 9 lessons encourages pupils working in their second year of GCSE Spanish or higher to build sentences and paragraphs about where they live as well as Hispanic cities.
AQA Theme 2: Local, national, international and global areas of interest
Topic 1: Home, town, neighbourhood and region
Topic 3: Global issues - The environment - Poverty/homelessness
Topic 4: Travel and tourism
1 Describing your own home (basics)
2 Describing the home layout, appearance and applying prepositions
3 Stating what you can do in your city
4 Stating what you do in your city
5 Stating what is available in Hispanic cities for tourists
6 Comparing advantages and disadvantages of certain tourist activities in Hispanic cities
7 Discussing issues in your city (generic - but refers to Hull)
8 Discussing possible solutions to problems in your city
9 Describe your ideal city
Please do contact me if there are any issues with links to internet videos.
I did this presentation for my year 9 and 10 students. I followed MIRA Foundation. What's going on TV? Why do you like or dislike a program? I hope you and your students find it helpful! The most of the activities are differentiated.
- Objectives differentiated
-Links to Youtube
-Listening activity from MIRA book
-True/ False activity
-Activities from MIRA book.