Contains three parts, each 10 questions long: Verbs, Nouns, and DIY ( students translate whole sentences). The quiz is on the easy side - top sets may need more stimulation - but see for yourself.
NB: Slides 8, 34, and 37 mention me by name - change to your own! Otherwise all is non-specific.
An extended activity that could take up to a whole lesson, depending on the students' level of French. Designed to reinforce the Daily Routine topic in a slightly more entertaining way.
Students read the text and fill in the gaps using words from a list. They then complete two more activities: answering reading comprehension questions in English, and doing a multiple-choice exercise in French.
NB: The two files are an EASY and a CHALLENGING version of the same thing; see what suits your class best.
A good challenge for KS3. May be suitable for lower-achievement KS4.
I follow this up by making them pick a cartoon/book character and write about his or her day in a creative way.
Two starter activities on the Machismo y feminismo chapter of the 'Igualdad de los sexos' module of the new AQA specification.
The first activity asks pupils to unscramble words to find synonyms of some of the topic vocab.
The second activity asks them to translate some expressions into Spanish. The expressions have been specially selected as they contain little 'traps', such as a difference in articles, false friends, etc.
Pupils may use the textbook for vocab tips (pp. 54-55).
An essay I wrote as an example to follow for Year 13 Spanish students studying Gabriel García Márquez's 'El coronel no tiene quien le escriba', as there are currently no exemplars on this text on the AQA website.
The essay answers the following question, from the June 2016 paper: Analiza las acciones de dos personajes principales en la novela que has estudiado. En tu opinión, ¿qué revelan de su personalidad y actitudes?
The document includes a plan to illustrate the thought process that went into the essay, followed by the essay itself.
I made my students count the number of different tenses employed, highlight 'impressive' vocabulary, spot different ways in which points are exemplified and justified, etc.
Students read a text and fill out a grid with details in order to discover the murderer. Aimed at high-ability KS3, may be suitable for low-ability KS4. Designed with aim of consolidating topic of time in French.
A sample A2 essay anwering the question: ¿Qué aspecto o aspectos de la película Volver te parecen más interesantes?
The close reading exercises that follow focus on paragraph structure, and lead to an independent writing task in which students take a stab at writing a clear, structured paragraph of their own.
A couple of PowerPoint presentations introducing students to a few basic phrases in the conditional (voudrais, serait, aurait...) and practicing talking about one's ideal partner.
Also deals with adjective placement and agreement.
To complement the Year 13 Spanish 'Jóvenes de hoy, ciudadanos de mañana' module: 1-2 lessons' worth of exploration of the 15-m social protests of 2011 in Spain, focussing on the activism of the young.
A starter activity asking students to analyze real placards brandished by young protesters.
An extended video worksheet, with answers, to go with interviews of two young protesters: transcript with listening gapfill; answer questions in Spanish; find the Spanish for...; find subjunctive in transcript; translate a paragraph of the transcript into English.
To develop comprehension and fluency, an overview of fillers and interjections:
match-up of Spanish and English, then a video making fun of celebrities who use a lot of fillers, then a speaking activity in which students are required to use as many fillers as possible.
For AQA A-Level English Language, an extended PowerPoint explaining:
1. Grice's Cooperative Principle, with Robin Lakoff's Politeness Principle, and the maxims involved.
2. Violating and flouting maxims.
3. Implicatures given rise to by flouting.
Also included are a one-page summary handout of all of the above (for students to keep handy) and a worksheet on flouting and implicatures.
English Language A-Level lesson (AQA) to introduce students to the terminology of: embodied knowledge, schematic knowledge, co-text. Offers regular opportunities for pupils to write on the board collectively to contribute and to reflect on what they've learnt.
A video worksheet to accompany a Spanish TV news segment about Penélope Cruz's film on child leukaemia (2016). To accompany the 'Influencia de los ídolos' module of Year 1 A-Level Spanish.
Exercises included in the worksheet:
Comprehension: 1 out of 3 (in Spanish)
Vocabulary: circle the correct definition of new words in the video
Grammar: re-write sentences about the video using Indirect Object Pronouns.
A series of exercises to engage with the following video: https://www.youtube.com/watch?v=0LypbOR9Wnc Offers a more critical look at celebrity culture within the 'La influencia de los ídolos' module of the new AS Spanish specification.
Exercises include: listening comprehension questions to be answered in English. Searching for Spanish translations of useful expressions in the video. Searching for synonyms in the video. A translation into Spanish using the new vocabulary.
A worksheet to accompany the following video extract from a talk show programme in the Dominican Republic: https://www.youtube.com/watch?v=nHnmCUn4pfI
Contains a variety of listening comprehension tasks. Full answers are included on the second page.
Designed to complement the new AQA A-Level Spanish specification, topic Valores tradicionales y modernos. Nice to follow up with a discussion of students' own views of marrying vs. living together.
A thematically-organized reference of literature-related vocabulary in Spanish and English, plus a PowerPoint with comprehension and translation exercises of increasing difficulty for putting the vocabulary to use. It equips students with terms for expressing a variety of ideas when discussing a work of literature (plot, character, protagonist, antagonist, event, precede, follow...).
The sentences to translate are tailored to El coronel no tiene quien le escriba, but can easily be tweaked to fit any text you are teaching.
A starter activity in which students get introduced to some crime vocab by actively guessing it, using their knowledge of English cognates and a few hints. This tends to be quite popular with students.
A comprehension worksheet to go with a video (link in the document) featuring an Argentinian news clip on drones.
Can be used for Scientific Progress module or for Crime module, since it discusses the uses of drones by the police.
A fun activity to consolidate vocabulary of places in town. Students cut out words and stick them onto the right picture, then draw a map of Seville based on the resulting text. This can take the better part of a lesson.
NB: For the sake of simplicity, I have taken liberties with geographical positioning - it is not all true to life...