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 have a lower ability Year 9 Spanish set and we are on the topic of freetime. The attached resources are for the introduction and practice of the main verbs needed to talk about what you like to do. The aim is to try and build up towards a level 5 (albeit a low level 5!) where the students make reference to what they would like to do next weekend. There is also some time spent on possessive adjectives.
Hopefully people are familiar with the “Contra el ratón” slides I made a while ago (from slide 46) . The students have mini whiteboards + have to write down the Spanish + show this to me before the mouse gets into the hole.
I have used a video from the BBC Learning Zone. However, as the level is a bit difficult in parts for my group, I have only used sections, as will be apparent from the worksheets. On slides 77 + 80 you just click on the pictures and a hyperlink takes you to the BBC Learning Zone website.
The sheet titled “Reading BRAVO” is not mine. Thanks to whoever originally made this. I have adapted it a bit for my group.
POWERPOINT: En mi tiempo libre FOUNDATION new WORKSHEETS: Reading ENTREVISTAS freetime INFINITIVES + FUTURE REFERENCE READING ocio y las nuevas tecnologías STARTER statistics Vídeo SPANISH SHORTS ENTREVISTAS worksheet SPANISH VERSION Vídeo SPANISH SHORTS JESUS LARA Y JASON worksheet Possessive adjectives Reading BRAVO
Just a quick post of something I did last week with my AS Spanish group. They have not got to grips with HAY in the different tenses, so we spent a bit of time on this. The PowerPoint is self-explanatory, I hope. The slides with pictures (1,3,4,5 + 6) are for the identification of the tense + translation. I printed out slide 2 for the students + they have to learn it all for a test this coming week.
The resources here are just updated versions of things I posted some time ago relating to the teaching of tenses (PREVIOUS POST – click here). The main addition I have made is to the activity towards the end of the PowerPoint where the students have to make up the plot of a series on Spanish TV. The programme I have used is called El Príncipe and this is shown on Telecinco. What I like about the series is that it is set in Ceuta and provides an opportunity to point out to students that Spain has two territories in north Africa. This will also be of interest to my students as the majority of them are Muslim.
Having spent a lot of time teaching the subjunctive over the two years of the A level course, I have decided to bring everything together in one booklet which students can download for revision purposes. A fair amount of these exercises have been posted before, but now they are all together in one document. Hope it is of use to people + please excuse any typing errors in there. I always spot them months later.
BOOKLET: THE SUBJUNCTIVE BOOKLET
The resources here are linked to the previous post about la inseguridad ciudadana. I have decided to start the unit by discussing what crime is (civil v. criminal law) which will eventually lead to looking at the death penalty and what crimes can lead to this in different parts of the world. Is not picking up what your dog has left behind a crime? This is what I will be asking the students. The headline of the news item (a quien no recoja …) also leads to us to the use of the subjunctive after indefinite antecedents.
NOTE: On slide 3 you get the students to memorise the vocabulary. Press the space bar / click to activiate the countdown bar at the top. After the 1 minute is up click again + the vocab is covered and the students have to write it all down. Click again + the students are asked to watch the video and come up with a summary.
A couple of years ago one of the discursive essay titles in the A2 examination (EdExcel board) was “Los futbolistas y los grupos de música pop que ganan muchísimo dinero no son buenos modelos para la juventud.” ¿Estás de acuerdo o no? Justifica tus opiniones. I have taken this as the theme for a lesson which hopefully builds towards the students being prepared to write their own response to the title as part of their homework. The main body of the lesson discusses the outcomes of a report carried out in Spain into the aspirations of young people today and I also look at the various ways of saying “to become” in Spanish. Below I have posted the resources as well as two videos where students are asked ¿A quién admiras? I only use the first one in the lesson. A translation exercise is included at the end of the PowerPoint as this is something we have to do in the exam – the students always benefit from the practice!
POWERPOINT: los adolescentes de hoy
The resources below are for the presentation + practice of the present progressive in Spanish. Following the presentation of the grammar and some time spent on spelling changes and reflexive verbs in the present progressive the focus is on practice. The video of Shakira and Piqué (now a long-standing couple + expecting their first child) is there as a cultural element. I ask the students to imagine that they are the paparazzi shouting out what is happening at each particular moment in the frenzy of getting pictures. I pause the video at various points to ask what is happening. On a technical point, you may prefer to embed the video yourself in the PowerPoint. The videos are below. The PowerPoint then goes on to present some verbs which will be needed to gain some understanding of the lyrics of the Shakira song “Estoy Aquí” which is then used for further practice of the present continous. Everything is rounded off with students having to describe what is happening in a scene on a beach. I have included another scene in the PowerPoint although this would require some presentation of the verbs needed to describe the picture in depth.
POWERPOINT: http://www.slideshare.net/njones40/present-progressive-in-spanish-14722620 ESTOY AQUI WORKSHEETS: Estoy aquí Estoy aqui TRANSCRIPT
This post specifically relates to teaching how to use the imperative in Spanish. This is quite an intense aspect of grammar for some students and I try to liven it up with some creative exercises. I have used things like commands to Cinderella, imagining that you are giving orders to Manuel in Fawlty Towers and allocating different moods and situations to students for them to come up with a lits of commands. In this case I use an advert for insurance from Icelandic television. The students are asked to imagine what is being said by the woman in Spanish. The context is that the advert relates to safe driving and keeping a safe distance between you and the car in front.
I have been putting together resources to teach about character / describing people. Inevitably this leads to some work on SER + ESTAR. Attached to this post is the PowerPoint with the resources leading up to the point where I tackle the two verbs for TO BE. My aim is for the students to be able to put together a description of a friend + what a good friend should be like. Included is a cartoon from Quino which I want the students to explain to me – that will be a challenge to them! I had considered doing something with the Toy Story song and the Simpsons clip (videos below), but they aren’t the ideal clips I was looking for and I really should push on with the topic. I have not had a great deal of luck finding any decent YouTube resources to support this part of the topic. Hope this post is of use to someone!