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World Cup 2018 Booklet- El Mundial 2018 Cuadernillo

World Cup 2018 Booklet- El Mundial 2018 Cuadernillo

¡Hola! Here is a booklet suitable for KS KS3 and KS4 Spanish to cover the World Cup! It covers all four skills (reading, listening, writing and speaking) through a variety of activities (12 in total) that include wordsearches, colouring, reading, songs and much more! It is tailored to the new GCSE so that students can practise key skills such as translation or describing a picture- scaffolding is provided! It also has the **solutions **to the activities so that pupils can autocheck their progress. ¡A disfrutar! :)
SonrieinSpanish
AQA GCSE Spanish - Reading (A, B, C), Writing (1-4 aka Speaking Conversation) and Speaking (Photo card and Role Play) (Foundation/Higher) answer strategies

AQA GCSE Spanish - Reading (A, B, C), Writing (1-4 aka Speaking Conversation) and Speaking (Photo card and Role Play) (Foundation/Higher) answer strategies

These are the templates that I prepared for my higher year 8 Spanish students and early KS4 in relation to answering Reading (A, B, C), Writing (1-4 aka Speaking Conversation) and Speaking (Photo card and Role Play). They include different sets of reading activities and games to answer the questions of the AQA GCSE exam. The tasks are set for my Foundation tier but might as well work for Higher if mildly redacted. Please let me know how it goes!
madsheep_123
AQA GCSE Spanish - Reading Sections A, B, C (Foundation) answer strategy

AQA GCSE Spanish - Reading Sections A, B, C (Foundation) answer strategy

These are the templates that I prepared for my higher year 8 Spanish students and early KS4 in relation to answering Reading Foundation Sections A, B and C. They include different sets of reading activities and games to answer the questions of the Reading AQA exam. The tasks are set for my Foundation tier but might as well work for Higher if mildly redacted. Please let me know how it goes!
madsheep_123
AQA GCSE Spanish - Reading Section B (Foundation) answer strategy / Aste Nagusia

AQA GCSE Spanish - Reading Section B (Foundation) answer strategy / Aste Nagusia

This is a template of a set of activities that I prepared for my higher year 8 Spanish students and early KS4 in relation to answering a Reading Section B Foundation task (questions and answers in Spanish) with elements of Part A to explain the main concepts. Please note that this is a template and can be reused for different topics. This one is related to the topic of festivals and celebrations. It is based on the texts about Aste Nagusia. The students read the texts aloud (Oracy!) in turns as a class and then play an ‘air writing’ game which basically means they are trying to locate the words that the teacher asks them to find. Next they do a similar task, trying to answer in Spanish in which line is the word the teacher asked them to locate. Next they annotate keywords in groups trying to translate as many unknown words as possible (in a group - coaching each other). They then play a quick tenses game to revise how to identify present, past, immediate future and conditional verbs and how to correctly translate them into English. Consequently they revise the strategies for approaching Reading Part A/B tasks and play a quick translation game. I then thought it would be useful if they quickly revise the Spanish question words by playing an online game (from the Language Gym website - free and useful!) and complete the Reading Part B task (differentiated). Please let me know if there are any problems / ideas!
madsheep_123
AQA GCSE Spanish - Reading Section C - SP-ENG translation (Foundation) answer strategy

AQA GCSE Spanish - Reading Section C - SP-ENG translation (Foundation) answer strategy

This is a template of a set of activities that I prepared for my higher year 8 Spanish students and early KS4 in relation to answering a Reading Section C Foundation task (SP-ENG translation). Please note that this is a template and can be reused for different topics. This one is related to the topic of festivals and celebrations. First of all students discuss the task and top tips with each other (All speak / write round robin) and then move on with discussing separate phrases in terms of grammar. Then they use the help / hints to translate the text individually. Then they check the answers, discuss them with each other and self-peer assess their work. Please let me know if there are any problems / ideas!
madsheep_123
Spanish-speaking countries flags (display posters)

Spanish-speaking countries flags (display posters)

Great resource to decorate your classroom! All you’ll need to do is print, laminate and display them in your MFL classroom. There is also a world map and a Spanish map that illustrates the different Spanish historical territories. Also available, the Spanish speaking city names to do all sorts!
CECE86
Festivals and Celebrations bundle Cultural / SMSC

Festivals and Celebrations bundle Cultural / SMSC

This bundle includes a collection of eight lessons created for few international celebrations such as Christmas and Easter as well as some traditional Spanish Festivals (e.g. Las Fallas, San Fermin, La Tomatina). I have tried to use some videos and games to make it more engaging whilst still providing students with some grammar / AQA GCSE exam practice. I also included the cultural starters I used as well as a template of my drill for teaching students how to answer AQA GCSE Reading parts A and B based on the text about Aste Nagusia, a Basque festival.
madsheep_123
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 Escuela & Las Asignaturas - Spanish Speaking Bundle

Mi Escuela & Las Asignaturas - Spanish Speaking Bundle

9 x No prep pairwork speaking activities Topic: Mi Escuela & Las Asignaturas Encourage fluency and confidence using Spanish with thematic conversation activities. 1) Educación 2) Idiomas 3) Religión 4) Historia 5) Geografía 6) Ciencia 7) Arte 8) Números 9) Musica 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 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
Tiempo - Spanish Speaking Activity

Tiempo - Spanish Speaking Activity

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

Geografía - Spanish Speaking Activity

No prep pair-work speaking activity. Topic of conversation: Geografía 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
fingertips-resources
Problemas Globales y Soluciones

Problemas Globales y Soluciones

Two lessons for Y11 based on new spec Spanish GCSE (edexcel), Global issues & solutions. The lessons use global problems as the context, with grammar points such as comparatives & superlatives, expressing & justifying opinions & using set phrases + infinitive (to say what needs to be done), & also es + adjective + que + subjunctive. Included is a card matching game (will require some cutting & sticking from teacher to prepare it, the instructions on how to play are at the bottom of the document) & also differentiated worksheets on solving global problems. There are other translation activities also in the presentations which have some differentiation. (NB: One reading activity is taken form Viva textbook, so I have not been able to include the text here due to copyright laws). Hope it helps.
sarahbailey1907
SPANISH-SPEAKING PORTUGUESE-SPEAKING COUNTRIES

SPANISH-SPEAKING PORTUGUESE-SPEAKING COUNTRIES

PERFECT FOR CREATING AN INSTANT INTRODUCTION TO THE SPANISH AND PORTUGUESE-SPEAKING WORLD AND GREAT FOR READING, SPEAKING AND PRONUNCIATION PROMPTS TOO - 31 FLASHCARDS / POSTERS SHOWING SPANISH AND PORTUGUESE-SPEAKING COUNTRIES, CAPITAL CITIES AND FLAGS! Create and instant introduction to SPANISH and PORTUGUESE-speaking countries with this set of 31 flashcards/posters showing a range of world countries and territories where SPANISH or PORTUGUESE is an official language. Each poster shows the country and capital city in SPANISH, and its national flag, and together they give your classroom a great multicultural look and feel. Introducing and practising language with flashcards is a really successful directed teaching and learning activity, and these are the ideal size for use as both learning flashcards and all year-round learning display posters. At the same time, they promote SPANISH as a living language, spoken widely across the world, and featuring in the everyday life of your learning environment. There may be a number of countries and capital cities that students do not know, or are not aware of, so the posters also help them develop their general awareness, knowledge and understanding of world geography. The posters look great displayed horizontally across a particular learning area - alphabetically works well, though non-alphabetically is perfect for a country quest activity! This is a single non-editable pdf file. Please read the TERMS OF USE carefully - the resource is copyright, and for single-teacher/purchaser use only. ¡MUCHAS GRACIAS Y BUEN VIAJE!
LivelyLearning
Geography of Spain Partner Puzzle Speaking activity

Geography of Spain Partner Puzzle Speaking activity

Partner speaking activity. One puzzle has all of the down words and one has all of the across words. Words include rivers, mountains, regions, surrounding countries and bodies of water; all names are in Spanish. Partners converse in Spanish until they complete their puzzles.
jer520
Maps of Europe in Spanish packet

Maps of Europe in Spanish packet

Set of 3 maps of Europe - map of Europe for the countries, map of Europe for the bodies of water, map of Europe for both countries and bodies of water. 2 page key with capitals included.
jer520
SPANISH INTERACTIVE CULTURAL PROJECTS Descubriendo El Nuevo Mundo Vol.1: Central America

SPANISH INTERACTIVE CULTURAL PROJECTS Descubriendo El Nuevo Mundo Vol.1: Central America

SPANISH INTERACTIVE CULTURAL PROJECTS Descubriendo El Nuevo Mundo Vol.1 Central America - Reading Comprehension - Cut and paste Activity - Group Discussion - Poster Design & Creation - Writing Activity The following project pack contains 3 sections: 1. COUNTRY INFORMATION EXTRACTS 2. PICTURE ELEMENTS 3. POSTER TEMPLATES COUNTRY INFORMATION EXTRACTS are short texts containing information on the country in question. Students are to read each extracts and make notes of the important points as a reading comprehension activity. The PICTURE ELEMENTS have been specifically designed to portray information contained in the extracts. Students are then presented with the POSTER TEMPLATES, there is 1 poster template for each of the countries in question. Each template has 4 blank spaces each of which should contain a cutout of a picture element. Next to each space there are blank lines for a short paragraph to be written. An option would be to divide students into small groups and assigning a different central american country to each group. Within each group, students will discuss the main information points relevant to the country assigned, select 4 picture elements relevant to the country and together come up with 4 short paragraphs relating the picture to the country on the basis of what they have learned from the extract. This is a multi-level project activity as the length and complexity of the paragraph can be adjusted to the level of the students in questions. EXTENSION: This project can lead onto a bigger and more independent activity, where students go on to carry out their own research on the assigned country (in other words they create their own extracts) and proceed to nd suitable images or even their own drawings to create large posters. Ultimately they would have to produce short paragraphs relating their images/drawings to the information collected. Total no. of pages: 31
giomanuel
PRIMARY SPANISH FACTS ACTIVITIES 1

PRIMARY SPANISH FACTS ACTIVITIES 1

PERFECT FOR INTRODUCING AND EXPLORING THE SPANISH-SPEAKING WORLD! - 20 FASCINATING FACTS CARDS, 28 CHALLENGE CARDS, DIFFERENTIATED WRITING/COMPREHENSION ACTIVITIES AND WHOLE-GROUP PRESENTATION / DISCUSSION ACTIVITY ABOUT ALL THINGS SPANISH! This resource really does help to create a lively language learning environment, and offer a popular alternative to more traditional, teacher-led ’information about Spain’ lessons. Children can develop their knowledge of SPAIN AND SPANISH - and through guided whole-group discussion - their home/host country too, in a cooperative, communicative and interactive way, in part independently of the teacher. There is a bonus multi-focus on listening, speaking, pronunciation, reading, writing and spelling, and is a great way of aligning language learning with developing literacy skills in English. This resource comprises the following: 20 FACTS CARDS - there are four facts in each of the following five topic groups: GEOGRAPHY, COUNTRY, LANDMARKS, LANGUAGE and FOOD. There are four cards per A4 sheet, making them the perfect size for young learners. The language on each of the cards ranges from fairly basic to more advanced, which challenges and enhances children’s English skills. WRITING/COMPREHENSION CHALLENGE 1 - there are 2 options: either 2 or 4 fact recording boxes per A4 page. Children read their selected facts, and copy the information in the boxes. Encourage children to be as accurate as possible with their spelling and punctuation, to pay particular attention to the spelling and accents of the SPANISH words that are included, and of course to make sure they are recording the facts in their best handwriting. WRITING/COMPREHENSION CHALLENGE 2 - there are also 2 options: 2 or 4 fact recording boxes in this challenge level. However, there is a more open-ended task: responding to the question “What did you learn?”. This requires children to read their fact card, process the information, and then recreate it in their own words, describing the fact in the context of what they have learned. 28 DIFFERENTIATED COMPREHENSION CHALLENGE CARDS, with answer sheet WHOLE-GROUP PRESENTATION/DISCUSSION ACTIVITY, with every fact included in the presentation resource - I’ve found this a really useful means of encouraging and stimulating classroom discussion. Children can reflect on what they already know about SPAIN, and share it with their peers. Use the facts themselves to prompt discussion about the home/host country, eg “What is our capital city? Is it also our largest city?”, which really does create a successful cross-curricular learning environment. This pack comprises 6 non-editable files in a zipped format. Please read the TERMS OF USE carefully - the pack is copyright, and for single-teacher/purchaser use only. ¡MUCHAS GRACIAS Y BUEN VIAJE!
LivelyLearning
Introduction to Spanish: 6 lessons to start you off!

Introduction to Spanish: 6 lessons to start you off!

Give your learners a great start, with practice greeting their friends, and asking how are you? Show learners how easy Spanish is with cognates from the world of work, from taxistas to futbolistas. Present a little grammar, with personal pronouns from yo to ellos, and a few verbs including ser, hablar and tener. Study un poco de geografía en español, and talk about la familia.
mcsquarkle
5. Countries and nationalities in Spanish

5. Countries and nationalities in Spanish

Learn the words for man and woman, and learn that adjectives sometimes change for different genders. Label a map with English, Welsh, and others. Match sentence halves that describe people, eg., Jeremy Corbyn is an English politician. Practice your geography finding out if Montenegro is un país, a country, or a city, una ciudad; then answering questions about where some cities are ... ¿Dónde está Buenos Aires? Children can extend these activities by using an atlas and making their own questions to flumux their colleagues.
mcsquarkle
SPANISH CITIES WORD SEARCHES

SPANISH CITIES WORD SEARCHES

PERFECT FOR DEVELOPING LANGUAGE SKILLS AND DISCOVERING MAJOR CITIES IN SPAIN - FIVE DIFFERENTIATED WORD SEARCHES WITH ANSWER KEYS AND GRID TEMPLATE FOR STUDENTS TO CREATE THEIR OWN SEARCHES FOR EACH OTHER! SOPAS DE LETRAS are a fabulous way of encouraging students to engage with the written word in SPANISH, refreshing and reinforcing language as they complete the grids. This set features five differentiated word searches, with each consecutive grid increasing in challenge. Students can tell in which direction the words are written by looking at the arrow key on each grid. There is an answer key for each word search, so that students can check their own or each others’ answers - or use for a little extra help if they need it! There's a reference sheet of all cities included in the searches, which you can share between small groups of students, or give one to each student to stick into their learning workbooks as an all-year-round reference. Use as starters, refreshers, plenaries, pick-me-ups or fun-time fillers at any time during the school year, as well as when you’re discussing the geography of SPAIN. For a real focus on the cities of SPAIN, and to facilitate learner independence, photocopy all the grids as a workbook, and let students simply work their way through. The workbook format is great for home learning activities too. The differentiated word search templates are a great way of getting students to apply their knowledge of SPANISH a little more practically and creatively - they create word searches either individually or in teams to share across the classroom - completing these and the pre-prepared grids against a timer works well too! Encourage students to explore SPAIN a little further, and include what they consider to be major cities that are not already featured. The resource consists of 3 non-editable files. Please read the TERMS OF USE carefully - the resource is copyright, and for single-teacher/purchaser use only. ¡MUCHAS GRACIAS Y BUEN VIAJE!
LivelyLearning
Survival pack for Spanish Teachers (Trainee/PGCE/SCITT/NQT)

Survival pack for Spanish Teachers (Trainee/PGCE/SCITT/NQT)

This handy bundle includes: - an excellent, engaging first/introductory lesson for a Y7 or Y8 beginner Spanish class using the investigative approach. This is differentiated and works well with set and mixed ability classes - a list of target language expressions to use in the classroom (written by a native speaker) - Flashcards/display posters (27) to label classroom items or hang from the ceiling or even make smaller and put into pupil books - A guide to using Pinterest as an educator
lovelylaurent
Research project (Motivational triggers) for KS3 Spanish - Buen Viaje (Holidays) (AQA new spec)

Research project (Motivational triggers) for KS3 Spanish - Buen Viaje (Holidays) (AQA new spec)

This is a research project lesson (or two lessons really) that I created for my year 7 Spanish students. The writing example can be easily adapted if more structures are to be added. The idea is to promote independent learning via research. Students have to research information about the place that they would like to visit (any place in world really but I encouraged to visit Spain). Students decide on the task and start researching relevant information about the chosen location using their iPads/ Chromebooks. At the same time they create a poster or a travel brochure with pop-up images (!!!) about the chosen location. During the second lesson they distribute the writing task bullet points in-between the members of the group and complete a piece of writing as per success criteria and model answer. In the end they stick their written notes (or attach them) to their poster /travel brochure. The whole process takes about 2 lessons and is perfect for the end of the topic as you can incorporate all of the structures / vocabulary learned during the term! Note: the writing example is oriented on the revision of tenses studied this year, holidays, weather and location vocabulary. Please let me know if you have any other ideas on how this project can be implemented. If you still have some time left you can enjoy few games I have inserted to simply have fun during the (possibly) last lesson of the year.
madsheep_123
Qué tiempo hace - Lesson 1

Qué tiempo hace - Lesson 1

This lesson can be used as an introduction to the weather vocabulary in Spanish. It contains various tasks to get students learning and becoming familiar with basic vocabulary & the types of verbs you use with weather phrases The lesson includes mini white board tasks, writing a weather forecast & a word search plenary. All is editable for your individual class needs. Enjoy Claddagh Classroosm
CladdaghClassrooms
El tiempo (The weather)

El tiempo (The weather)

A very comprehensive set of resources to study the topic of the weather in Spanish. Suitable for students of all levels, the presentation starts with simple vocabulary activities and little games (Simon says, Battleship, human dominoes) and it builds up from there (weather forecasts, leisure activities in different kinds of weather). It also includes a range of reading activities to do with the weather and the climate in Spain. Additionally I have included several reading and writing activities about Spanish geography to provide the students with a better understanding of Spanish geographical features (and at the end of the topic they will even believe you when you say that it does indeed snow in Spain; quite a lot, actually!)
corcuera
Spanish GCSE - El medioambiente_Desastres y catástrofes

Spanish GCSE - El medioambiente_Desastres y catástrofes

This resource includes 4 articles that talk about 4 different catastrophes that have had an impact on the environment (Prestige, Fukushima, Eyjafjallajökull and the Thailand Tsunami). You can use it as a carrousel activity and get every group to read a different text and then complete the sheet. I have also included 2 speaking games (hundir la flota), 2 Angry Verbs (future and perfect tense) and 1 Ruleta de la fortuna game.
shara_nuku
Spanish Days - cinco de mayo

Spanish Days - cinco de mayo

This is a ten slide presentation and worksheet resource for Cinco de Mayo (May 5th ). It contains slides on information of the holiday and some simple Spanish phrases- for fun beginners' chat. In addition there are worksheets - to make bookmarks, a Happy Cinco de Mayo card, acrostic poem templates, a story title and template. Have fun on this fiesta! Great for Spanish class
LearnersLabyrinth
Mi ciudad - Activities in town, photo card worksheet and project AQA GCSE

Mi ciudad - Activities in town, photo card worksheet and project AQA GCSE

This is a brief bundle for the young GCSE Spanish class or for the revision of the older students. I included 2 versions of my observation lesson (practice of Section C reading exam task), a photo card help worksheet (can also be used for the topic writing practice) and a research project about a favourite town with the model answer that practically summarises the topic vocabulary and can also be used for the revision tasks (can be amended if needed).
madsheep_123