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.
RESOURCE: IMPERFECT SUBJUNCTIVE BOOKLET
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.
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
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!
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.
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 am almost out of space on this blog, so while I save up for the upgrade, I’m posting on the TES website. On the link below you will find a reading resource for A level Spanish in the topic area of Jóvenes de hoy – ciudadanos del mañana. It focuses on a Spanish street artist (Pejac) and how this art form can be used as a means of social protest.
As I explained in a post a week or two ago, we are trying to prepare our Year 11 students for their A level studies from September. We are putting together transition packs, but are doing this in two phases. Attached is the work I have created for phase 2. I really want to get the balance right between engaging them to do some work and pushing them beyond GCSE while at the same time not putting anyone off taking the subject! Not sure whether I’ve managed it here, but you can adapt it yourselves to your own context. Students work through the three tasks independently.
Spanish Teaching Resources and Ideas 