For the original rules please read: https://tinyurl.com/yc3ks8tu
You will need the adapt the PowerPoint template depending on the language you want to drill/practice.
In consultation with year 9 and 11 today we have created some new rules as explained at the bottom of the worksheet.
You can now pick two icons from the blue box.
Bank robber - Rob somebody’s bank and transfer directly to your bank. This can be blocked with a shield.
Lottery ticket - Anybody with a ticket is in the draw for an amount of your choosing whenever you decided to do a mini-raffle with a random number generator.
Bank interest - Announced at the end of the game anybody with this icon can multiply their final score by somewhere between 1.1 - 2.0 to be decided by the teacher.
Prison - Send a classmate to prison for three rounds. They cannot unlock their boxes during these rounds.
Sell items - With this icon you can sell your mirror/shield to the highest bidder.
This follows a lesson on an introduction to social issues and an explicit lesson on the present subjunctive with opinion triggers. The latter taken from my GCSE grammar workbook.
Match up and talk about the social issues, use the diamond 9 rank to get a discussion going. Talk through any which students are unaware of.
Categrosie them. Are they local, national or global issues.
Match up the solutions on page 2.
Explain hace falta plus infinitive as to suggest something needs to be done.
Move onto the present subjunctive, model and practise on MWBs.
Complete the pages from the GCSE grammar workbook on the opinions section of the present subjunctive.
A side quest of our Madrid trip was photographing street signs with accessible language ranging from easy to hard. The result is this resource!
This was inspired by a similar resource by @MrFrancisMFL who created a Bilbao version a few years ago!
Ideal for a pre or post-Madrid trip lesson for those trip attendees and those who didn’t make it.
25 global issues and 21 infinitive verb phrases to introduce potential solutions.
This will fit into a series of lessons in which we look at obligation structures such as deberíamos/hay que/tenemos que. Potentially even the present subjunctive
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.
Pre-reading vocab builder
Mini-sentence builder
1st to 3rd person sentence manipulation
Listen and follow along, pause and say next word
Paragraph headings discussion in pairs/groups
Practice questions
This is now onto version 3, hope it’s helpful. If you want me to change the background colour/image of me then get in touch and I can try and sort something out.
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
This is a parallel reader of Lorca’s La Casa de Bernarda Alba complete with an index at the back.
The English translations is open-access via Poetry in Translation and A. S. Kline.
All design is by myself.
Over the years I have collected press cuttings from the website todocoleccion. These have never been organised but I’ve put a few together now and highlighed what I think are key phrases and useful bits of information. Obviously there is so much more you can do with this given the texts themselves but as a first lesson I’m going to get my students to build a person profile for Pedro Almodóvar using information gleaned from the multiple texts to find out about him, what makes him tick, what he likes style wise etc etc
I have no idea which magazines these belong to so I’m weary about the copyright here but it’s for an educational purpose so I’m hoping that it’s all okay.
Inspired by Ousmar Uman’s story and can’t wait to share it with my year 13s. There’s so much that can be done with this transcript that I’ve kept it simple.
I am aware there are some errors in the transcription but it reflects what was said by Ousmar Uman and imo any attempt to correct his Spanish would be distasteful. The opportunity is there though to have that conversation with your students if you happen to find one.
This is a cleaned up version combining two resources I use every year but which are one separate documents over a combined 4 pages. One of those was from AQA and the other I’m not sure despite searching on TES.
With this resource students will have support for writing about theme, character, plot, quotes, context and more all on one page.
This is a free resource but I have two premium bundles; one on Volver and one on La Casa de Bernarda Alba.
https://www.tes.com/teaching-resource/la-casa-de-bernarda-alba-grammar-translation-quotes-theme-index-12048901
https://www.tes.com/teaching-resource/volver-bundle-12175732