A summary of things relating to Lorca/LCDBA

A menu of traditional platos típicos with phonetic translations (albeit these are my own). A model for saying what you would like to try at the bottom of page 1.

Lots of people from varying nationalities with varying levels of education and experience. They all have a reason for emigrating, some due to war and some due to retirement. Extra information is provided for each person to get students thinking (hopefully) I asked my class to deny entry to four of them and explain why.

Trying to develop subject knowledge on an unfamiliar topic I have combined information gleaned from a research paper titled Las aportaciones positivas de la inmigración : miradas desde Andalucía and the widely referenced 1955 study* by UNESCO. The result is this resource containing 35 verbs with a matching up task of important verbs and the pirate game. The Andalusian report containts many accounts from immigrants in Spain which I will use as readings. We did a diamond 9 rank activity which I’ll follow up with a speaking and maybe some kind of classification of the benefits into categories (economic, societal, local etc) Will possibly follow up with a reading on public opinion and response writing: https://www.tes.com/teaching-resource/opini-n-p-blica-sobre-la-inmigraci-n-12582405

35 verbs/things to do online Practice page for present tense conjugations Narrow reading comp PPT drilling sophisticated opinions + infinitive verbs

Cities and things to do

Infinitive structures to exploit in a variety of ways

PRINT IN A3 Questions taken from WJEC 2018 higher and foundation cards. After matching them up we will look to improve any answers we judge to score 1/3 and then answer the questions randomly on MWBs when I call out a number from the left column below. Answers: 1-12 10-26 14-4 29-36 17-24 34-11 16-22 28-38 21-15 7-32 13-20 30-6 19-37 23-8 18-5 9-25 33-3 35-27 39-2 31-40

99 high-frequency words taken from the spec and past exams with a few extras thrown in

Something for my year 13s who will be analysing lots of simbolism and messages in SCW posters from the 30s.

Hopefully after making this I will see less aburrido, importante, divertido and interesante. I am working on breadth of vocabulary with my year 11s at the moment and using synonyms and upgrading out adjective use is on the agenda next week. I plan for this 99 adjectives worksheet to form the backbone of the lesson. Update: This is now on version 2, I have now included some really advanced adjectives like fanfarrón, tacaño, hospilatorio, bruto etc

Infinitive structures can be a life saver for those students who find conjugations tricky. If you know an infinitive structure for the present, past and future then you can rest assured you are working in three tenses as a minimum. Check out a resource I uploaded years ago on infinitive structures: https://www.tes.com/teaching-resource/resource-12093780

20 ways to be more eco-friendly, each with a present perfect sentence explaining what somebody has done to do their bit.

Plenty of varied opinions about Pedro.

A resource to work in with the Hodder unit on smart phones. A starter to explore the vocabulary of what our smartphones allow us to do.

Reading resource with varied opinion about immigration. Not included on page 2 but something I will be doing is rolling a 20-sided die and asking students to formulate a response/question to each person on MWBs. Each person has a number in the bottom corner. Use in conjunction with my resource on showing agreement or disagreement: https://www.tes.com/teaching-resource/resource-12578846

Vocab taken from https://mydailyspanish.com/spanish-agreeing-disagreeing/

A starter for my year 12s to reinforce tenses taight during the GCSE.

Gist translate the quote from Zafon Translate vocabulary from exercise 1 Create a mind-map of Almodóvar’s likes/dislikes/influences etc based on Volver

A back from half-term resource to remind students of Lorca’s personal context and get them searching for truth in fiction.