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GCSE 150-word ES - PROBLEMAS JÓVENES
Writing mat for the GCSE writing task:
Lees un blog que se llama ‘Lo bueno y lo malo de ser joven’.
Decides participar con esta información:
• un día divertido que pasaste con tus amigos recientemente
• tus opiniones sobre los problemas que tienen los jóvenes.
2-SIDED DOCUMENT (One side = present subj support, 2nd side = imperfect subj support)
Coule be used at KS5 to practise higher level writing.
Includes subject specific vocabulary around the borders, higher-ability grammar support - subjunctive made simple, also includes a few common idioms for students to try and include in their writing.
Spanish Coverwork: Las líneas de nazca
Authentic texts on the Nazca lines:
A - find the phrase exercise (41 terms)
B - Comprehension exercise in English based on the texts (20 questions)
C - Write a small paragraph on the Nazca lines (includes support box)
D - Translation (Spanish - English)
E - Design a tourist poster with information about the Nazca lines
Menciona:
• Una descripción de las líneas de Nazca
• Información sobre las líneas de Nazca
• Opiniones de otros turistas que han visitado las líneas de Nazca
A-Level Spanish Revision Class 4 - Direct and indirect objects versus reflexive verbs
Class designed to isolate grammatical elements and transfer them into exam skills. Full Ppt with detailed, animated grammar explanations plus printable worksheet included.
Recall Starter
Revising how to identify Subject, Verb, Direct and Indirect Objects in a sentence and translate them accurately into Spanish - including Indirect Object Replacement pronoun (se)
Revising reflexive verbs
Revising how to translate sentences using the correct pronoun.
Deliberate why it’s “le gusta” not “lo/la gusta” - Common misconception cleared up and explained.
Use revised knowledge to complete the exam-style gap-fill question
Reflection Plenary
A-Level Spanish Revision Class 5 - The six different uses/functions of "se" in Spanish
Class designed to isolate grammatical elements and transfer them into exam skills. Full Ppt with detailed, animated grammar explanations plus printable worksheet included.
Re-call Starter
Revision of: Reflexive Se, Indirect Object Replacement Se, Impersonal Se, Reciprocal Verb Se, Passive Se, Accidental Se with practise exercises and notes.
Sentence translation to apply knowledge from the lesson.
Exam-Style Grammar questions with “se”.
Reflection Plenary
A-Level Spanish Revision Class 1 - Synonyms, Sentences with 2 Subjects and translating "as soon as"
Class designed to isolate grammatical elements and transfer them into exam skills. Full Ppt with detailed, animated grammar explanations plus printable worksheet included.
Synonym match up and complete an exam-style synonym question.
To revise rewording sentences with two subjects to include THAT when translating into Spanish (E.g., The mother wants the husband to listen - The mother wants that the husband listens. La madre quiere que el marido escuche )
To study three different ways of translating ‘as soon as possible’ with a focus on grammatical accuracy. Nada más + infinitive, en cuanto / tan pronto como + indicative (past event) / subjunctive (future event).
Reflection Plenary
WRITING COMMON ERRORS 2
Lesson 1 - Foundation Structures for the Speaking and Writing exams
Lesson 2 - WRITING COMMON ERRORS (Lifting from the bullet points but not changing it from the “tú” form to the “yo” form )
Lesson 3 - WRITING COMMON ERRORS (mi vs me / Contractions / Leaving it in the tú form)
Lesson 4 - WRITING COMMON ERRORS (mi vs me / nuestro vs nos / “gustamos” “gusto” for “nos gusta” and “me gusta”)
LESSON 3 OF 4
Lesson includes:
Do it now - me gusta sentences
Foundation structures revision
Grammar focus and practice
TEXT: Apply the knowledge and correct the text
Blooms plenary slide
SPANISH REGULAR VERBS IN ALL TENSES AND MOODS
Learning Intention: To practice using different verb tenses in both indicative and subjunctive moods.
Success Criteria:
To complete the verb table in the different tenses and moods.
To focus on different sections of the table and translate sentences with a strong awareness of tenses and moods.
To dissect a paragraph and translate into Spanish.
This lesson (easily 2 hours worth of work included)
Ppt with animated grammar explanations.
A4 Notes for students
All lessons have Learning Intentions and success criteria on every slide and a reflection plenary slide at the end.
AS LEVEL CAMBIOS EN LA FAMILIA LESSON 1
Learning Intention: To study how the Spanish family has changed in recent years.
To be able to recognise different family models and recall family members and possessive adjectives.
To be able to identify topic-specific key vocabulary from a text and isolate and practise grammar elements.
To either summarize the text in five sentences OR create a diagram with the most important ideas from the text.
Resource includes:
Full PowerPoint with value added pop ups (E.g., poco/pocos/un poco; por sí solo/sola/solos/solas; sólo v solo)
Full A4 NOTES handout for students
AS LEVEL IGUALDAD DE LOS SEXOS LESSON 5
Module 3 of AS Spanish Course: La Igualdad de los Sexos
Lesson 5 -** El Machismo y el Feminismo**
Learning Intention: To look at machism, feminism and domestic violence amongst genders
Success Criteria:
To discuss five texts that give the views of Spanish teenagers on machism and feminism.
To translate sentences in the present perfect and be able to use statistics to form opinions on domestic violence in Argentina.
To complete a listening picking out key information on help centres for domestic violence against men in Spain.
All lessons include:
DO IT NOW starter based on recalling knowledge from previous lessons
Sequenced learning
5-question quickfire Plenary Quiz
Reflection Plenary (Bloom’s Taxonomy)
Full Printable Handout of lesson for students.
AS LEVEL IGUALDAD DE LOS SEXOS LESSON 3
Module 3 of AS Spanish Course: La Igualdad de los Sexos
Lesson 3 -** Los Quehaceres**
Learning Intention: To study gender roles and household chores with a focus on discourse markers.
Success Criteria:
To discuss statistics surrounding household chores and gender roles, including discourse markers in our responses.
To study indefinite adjectives and pronouns and key terms for gender equality.
To complete a listening and reading exercise on gender roles and household chores.
All lessons include:
DO IT NOW starter based on recalling knowledge from previous lessons
Sequenced learning
5-question quickfire Plenary Quiz
Reflection Plenary (Bloom’s Taxonomy)
Full Printable Handout of lesson for students.
AS LEVEL CAMBIOS EN LA FAMILIA LESSON 4
Module 1 of AS Spanish Course: Los Valores Tradiionales y Modernos
Lesson 4 -** Los modelos de la familia**
Learning Intention: To study the current trends surrounding family make up in modern society
Success Criteria:
To be able to identify key information from six facts surrounding current societal topics such as adoption, religion, marriage, birth rates etc.
To translate a paragraph into English about how family has changed over the last 50 years.
To identify 12 sentences in listening bingo and translate them into Spanish.
All lessons include:
DO IT NOW starter based on recalling knowledge from previous lessons
Sequenced learning
5-question quickfire Plenary Quiz
Reflection Plenary (Bloom’s Taxonomy)
Full Printable Handout of lesson for students.
A2 SPANISH TRANSLATION FOCUS SESSION 2
A2 SPANISH TRANSLATION FOCUS SESSION 2
ENGLISH-SPANISH TRANSLATION TASK: JOVENES DE HOY
Ppt includes:
Vocab support
Dissecting the task down to its basic grammar elements to increase accuracy with translation
Recap of Si clauses
Recap of Subjunctive starters
Worksheet includes:
All notes and working space from the ppt. [10]
A2 SPANISH TRANSLATION FOCUS SESSION 3
A2 SPANISH TRANSLATION FOCUS SESSION 3
ENGLISH-SPANISH TRANSLATION TASK: RACISMO / INMIGRACIÓN
Ppt includes:
Vocab support
Dissecting the task down to its basic grammar elements to increase accuracy with translation - FOCUS: se ha vuelto + adj / se ha vuelto a + inf
Worksheet includes:
All notes and working space from the ppt. [10]
A2 SPANISH TRANSLATION FOCUS SESSION 7
A2 SPANISH TRANSLATION FOCUS SESSION 7
SPANISH-ENGLISH TRANSLATION TASK: MONARQUÍA
Ppt includes:
Vocab support
Dissecting the task down to its basic grammar elements to increase accuracy with translation
Worksheet includes:
All notes and working space from the ppt. [10]
A2 SPANISH TRANSLATION FOCUS SESSION 6
A2 SPANISH TRANSLATION FOCUS SESSION 6
ENGLISH-SPANISH TRANSLATION TASK: DICTADURA
Ppt includes:
Vocab support
Dissecting the task down to its basic grammar elements to increase accuracy with translation
Recap of Present Perfect
Recap of Past Perfect
Worksheet includes:
All notes and working space from the ppt. [10]
Spanish Halloween Quiz - Quiz in easy target language!
Click on the windows and door of the house on the main menu to be navigated to the following rounds.
Ronda 1: Películas y libros de Halloween
Ronda 2: Conocimiento general de Halloween
Ronda 3: Famosos disfrazados
Ronda 4: Identifica la canción (1 punto), el artista (1 punto) y el sonido de Halloween escondido en el audio (1 punto).
Ronda 5: ¿Qué soy? (Haz clic en las calabazas para descubrir pistas y adivina que carácter de Halloween soy)
Ronda 6: ¿Dónde está Felipe el fantasma? (Mira las fotos de Felipe el fantasma de sus vacaciones - en qué país está Felipe en cada foto?)
Easy navigation through buttons such as “siguiente pregunta” “respuesta” “volver al menú”, etc.
Answers for each round included! Not specific to this year so can be used year on year with different year groups!
¡Espero que os divertáis mucho con este quiz!
Guerra Civil Espanola - 15 creative tasks
Ideal for Cover Work or Independent/Home Learning - 15 tasks with stimulus and attractively presented!
Optional Task 1:
Crea una lluvia de pensamientos sobre la Guerra Civil Española
Optional Task 2:
Escribe una carta a tu enamorado que está luchando en la guerra civil. Descríbele las actualizaciones en cuanto a la situación en tu pueblo.
Optional Task 3:
Escribe una entrada de diario desde el punto de vista de un soldado. Decide si eres republicano o nacionalista.
Optional Task 4:
Crea un webinar informando a otros estudiantes sobre la Guerra Civil Española
Optional Task 5:
Crea un rap acerca de la Guerra Civil Española – Decide si quieres escribirlo en castellano o en inglés… o una mezcla de los dos.
Optional Task 6:
Traduce la descripción de atrás del libro al inglés
Optional Task 7: Imagina que fueras la niña del libro. Escribe el primer capítulo de la novela.
Optional Task 8:
Lee el artículo publicado por el periódico “Ejército Popular” y escrito por el gobierno republicano español el 5 de mayo de 1938. Escribe un artículo para el periódico “La Nación” del punto de vista nacionalista declarando por qué lucha el bando nacional.
Optional Task 9:
Elige uno de los cuatro párrafos del artículo “Terror en los paises fascistas” y tradúcelo al inglés.
Optional Task 10: Inventa un párrafo pequeño sobre lo que ocurre en un país fascista europeo con el objetivo de dar miedo a la gente.
Optional Task 11:
Lee esta parte del discurso que dio el caudillo Francisco Franco en el desfile de la Victoria, Madrid, 19 de mayo de 1939. Imagina que hubiera ganado los republicanos. Escribe un discurso de Victoria para ellos. Tienes que declarar las políticas que vas a poner en marcha. Por ejemplo, la unidad de España, la liberalización económica, y las medidas contra la corrupción. Queda mucho por hacer, y hay mucha gente pasándolo mal. Es importante mencionarles. Finalmente hay que unir a todos. Por ejemplo, «todos somos españoles por encima de las ideologías…¡Arriba España!»
Optional Task 12:
Escribe un cuento infantíl basado en la Guerra Civil Española o un evento que pasó durante la guerra, como el Guernica (castellano) / Guernika (vasco)
Optional Task 13:
Busca en YouTube para videos sobre la Guerra Civil Española (pueden ser en inglés o en castellano, con o sin subtítulos). Elige el video que más te guste y escribe un resumen de la información que imparte. Envia el enlace a tu profesor/a.
Optional Task 14:
En grupos lee el siguiente extracto de la obra de teatro «Las bicicletas son para el verano».
¿Podéis interpretarlo de manera dramática?
¿Qué significa en inglés? – ¡Tradúcelo!
Optional Task 15:
Continúa la escena con tus propias ideas.
¿Qué más noticias del comienzo de la guerra van a escuchar a continuación en la radio?
¿Cómo van a reaccionar los personajes?
SPANISH XMAS LESSON -EASY TL SLTFRIENDLY
46 slides with printable worksheet.
DO IT NOW: Multiple Choice General Knowledge in simple target language
Extension: Name the toy
Grammar: The Diminutive (ito/ín/ico)
Carol: Ay del Chiquirritín - Underline all the diminutive forms
Carol: Ay del Chiquirritín - Find the phrases
Carol: Ay del Chiquirritín - Translation activity
Carol: Ay del Chiquirritín - Phonics
Carol: Ay del Chiquirritín - Listen and sing along
Quiz Round: Christmas True or False in simple target language
Quiz Round: Use the vocab box to help you translate the slogans in order to work out which popular chocolate is being advertised.
Quiz Round: Name the Pantomime Character - Sixteen pantomime characters have had all the vowels and spaces removed from their name – can you work out who they are?E.g.,
CPTNHK = Captain Hook
PHOTOCARD: Describe the Christmas photo
ROLEPLAY: Prepare the Christmas Role-play card then use the teacher scripts to complete the role play in partners.
Caters for all levels - choose the activities to suit your class’s ability.
Recommendation:
KS3 - Print Slides 1-2 of worksheet
KS4 - Print Slides 1-4 of worksheet
SPANISH SPELLING COMMON ERRORS - 8 TESTS WITH ANSWERS
I have some native students that come through but their grasp of Spanish orthography is horrific! I have created 8 mini tests with accompanying answers to address some of the common errors.
Could also be used as Do it Now’s for KS4/KS5 students.
Intro to Como Agua Para Chocolate and symbolism of food in literature
Learning Objective: To gain an understanding of the general plot surrounding the book and to consider what different common food types symbolise in literature
Success Criteria:
To read and translate into English the profiles of each of the main characters that appear in the book
To consider common food types that appear in literature and what they represent (Apple; Pumpkin; Beans; Gingerbread, Rose petals)
To transfer acquired knowledge of food symbolism arisen from the prior discussion to thinking about how food might be symbolised in Como Agua para Chocolate
Included:
Full interactive/animated ppt
Full printable notes
Articles for further reading