This worked very well indeed and was followed by a writing task in which students had to convince somebody that their reasoning was the best. We used ‘se puede’ with the infinitive verbs from the second page, combined with the GCSE writing mat that I have uploaded as well.
Enjoying experimenting with a more olicav design style.
This is a pre-watching Volver film so students can build up their knowledge of the director and his status as an acclaimed international director.
The resource is a compilation interview including small details about Hable con ella, Volver, Todo sobre mi madre and Dolor y gloria.
I have included some exam based questions to familiarize students with specific question types likely to come up in their AS exam.
I am asking students to use Quizlet every day and have found a way to make them accountable, inspired by a resource I saw on Facebook.
This is specific to year 11 but I have included a Word document in case you want to edit it starting in September.
Students colour code the vocab sets (these can be found on Quizlet, search @olliemfl and then folders there is a WJEC Spanish one). They are then tasked with colour coding the days with the set they have studied. From October to June, based on 5 minutes a day, there are 20 hours more or less of revision available. This goes up hugely if you double or treble that time.
I have added a row at the bottom of each month for a parental signature which the teacher can then check.
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
A quick reading to go over various film genres and opinions, I plan to then ask ss to write an opinion of a film genre themselves and to use the numbered grid to write an answer worth as many points as possible.
It’s a .doc so feel free to adapt, apologies if there are any inaccuracies, this was a quick one.
Classifying arabisms according to the semantic field they belong to.
Words taken from the book History of the Spanish Language by Ralph Penny. (pg 217 -220)
This took a while, I’ve compiled lots of interviews into one big interview. I have edited only one or two things so they flow better. This is a pre-La Casa activity so students can get to know the man who went on to be murdered by the Nationalist regime.
There’s a focus on La Barraca, russian cinema and propaganda and it’s probably worth discussing after why the nationalist regime would have found Lorca’s love for russian cinema for the masses an issue.
This took surprisingly long to make. A combination of Illustrator and Indesign. I really hope it works.
I’m planning to teach compass points on the whiteboard and follow up with this resource. Students will have to read the statements and write the correct cities under the correct dots. Some cities have already been given to act as reference points and these are marked with a pin symbol.