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
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.
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