I am sharing a homework task I have just put together for my A level Spanish students. I am going back over some of the topic areas we have previously covered. Summary skills have been an area they have struggled with, so I have been using homework to give them frequent practice. Hope this is of use.
My A level students often struggle with pronouns in Spanish – direct, indirect and prepositional. Although we have covered all of these and done practice work, I have made the attached guide to draw everything together. I thought that going through all of this in one go could be a bit much. Sometimes I see them losing the will! So, I have split it up with a speaking activity in the middle discussing the use of pronouns in the trans community. Seems relevant and provides some necessary speaking practice.
RESOURCE: GRAMMAR Guide to Spanish pronouns
I have covered the imperfect subjunctive with my Year 13 students, but it is an area which still causes some difficulty. To support them I have put together the attached booklet. The imperfect subjunctive is something I want them to incorporate into their discursive language esp. in their individual research topics for the speaking exam and they also need to look out for it in the translation into Spanish in the summer exam. So, with this in mind the attached resources has emerged + I hope it will be of use to some other people.
The attached resource is something I have put together for my Year 13 students to quickly revise SER + ESTAR. They are quite good at this now, but I want them to start incorporating some idioms etc. into their language. This element of grammar frequently appears in translation into Spanish work, so it’s always worth revisiting.
RESOURCE: SER + ESTAR
Thanks to a comment on the blog I have been reminded that I was going to post a boOklet on translating from English into Spanish (A level AQA). As there is very limited space left on this blog, I have posted it on the TES site – for free. It is based on past paper translations as well as those from the specimen papers. The AQA way of dealing with translation into Spanish does require a bit of technique and practice esp. using the text provided successfully. Hope this is of use.
Guerrero, Una Vida, Muchas Batallas (Warrior, One Life Many Battles) is a short film covering the life of Manuel Guerrero Ceballos and his son also called Manuel (Guerrero Antequera). Manuel Guerrero was the head of the Teacher’s Union in Chile under Pinochet. Along with two others, Manuel Guerrero was murdered in what became known as Caso Degollados (Slit-throat Case). Stories like these are powerful and I wanted to use the film trailer so my students could see the impact of dictatorship at a family level. I could probably develop this further, but for the moment I have made two translation tasks which can be downloaded below.
I have been putting things together so that I can do revision of topics that were covered during lockdown – I will want to pop back to some of them as we move through the first term. One part of this is a resource based on an interview with the Venezuelan trans producer ARCA. I have also taken the opportunity to take a look at suffixes in Spanish. When you see the resources you will see how I have shoehorned that in!
WARNING – You may not want to show too much of the video. I’m only showing the bit up to where the lyrics end on the worksheet.
POWERPOINT: You can download the PPT from the TES resources website – the file is too large for this blog + I’m still saving up to pay for more space on here. I’m halfway there!
The idea of using the video for the song SOY YO by Bomba Estéro has been commented on by other people with blogs sharing resources. I used it with my Year 7 to add a bit of variety to our lessons and to give them some cultural input. We watched the video first WITHOUT the sound and we tried to describe what was happening. This was obviously very much led by me and they were agreeing or not with what I was saying (thumbs up / down). They had been introduced to the verb SER already, so we were trying to describe the personality of people we saw. We then looked at the written description and picked that apart before watching the video again. With older students you might then take a look at the lyrics, but this would have been a step too far for my lot.
POWERPOINT: THE VERB SER + BOMBA ESTERO
I have made another post on the TES resources site in order to keep my blog going. The resources focus on colonialism and its impact. I could not upload the PowerPoint as it was too large – I guess this is why I have almost run out of space on this blog (!) – so I had to upload it as a pdf. Not ideal, but …
I’m not normally one for promoting companies via my blog, but ….. A few months ago we had a theatre group come in to perform to our Year 10. It was great! We will have them in again. However, what is even greater (!) is their venture into making films for language learning. Years ago we used to have some great things produced by the BBC and Channel 4 for leaning Spanish (Aventura vascas, etc.), but they have all disappeared. Now the same company that does the theatre productions is making films which I think are great. Their website is www.onattifilms.com. We are about to take out a subscription + plan to embed some of the resources into our schemes of learning.