<p>This lesson is the fifth in a series of lesson on the topic of school (mi insti) from the Viva 1 exercise books.</p> <p>The objective of this lesson is to describe school facilities in Spanish and to understand how to use “hay” and “no hay” .</p> <p>This lesson is differentiated by outcome and pupils are given extra support where needed and further challenged where appropriate.</p> <p>The structure of this lesson is as follows: Do it now activity- unscramble the word snakes - containing vocabulary from previous lessons. Higher ability pupils are expected to write their own sentences giving opinions and reasons on school subjects, as learnt in the previous 2 lessons.<br /> Beat the teacher - School facilities are introduced through a game of beat the teacher.<br /> Listening: <strong>Access to activeteach is required for this activity</strong> The pupils are required to write the the facilities they hear. This task is differentiated based on the information pupils are required to understand.<br /> Contra el ratón - A fun activity in which pupils translate the sentences on mini white boards and have to beat the mouse. Pupils are expected to translate differente parts of the sentence depending on their ability.<br /> Reading: This reading activity is in the lay out of an assessment question and is designed to familiarise pupils with the format of such questions. Depending on pupils’ abilities they should start at different points on the worksheet.</p>

A excellent way to introduce your new classes to French. This resource is great for both primary school pupils and new year 7 classes!<br /> <br /> It consists of a starter activity which tests their prior knowledge of basic French greetings. The lesson then moves on more broadly to discuss the French speaking world and highlights how widely the language is spoken. Once this has been covered, the pupils are introduced to basic French greetings and are expected to create a comic strip acting out what they have learnt. <br /> <br /> The lesson also consist of a fun quiz in which pupils are tested on their knowledge of where French is spoken and the phrases that they have learnt during the lesson.

A excellent way to introduce your new classes to Spanish. This resource is great for both primary school pupils and new year 7 classes!<br /> <br /> It consists of a starter activity which tests their prior knowledge of basic Spanish greetings. The lesson then moves on more broadly to discuss the Spanish speaking world and highlights how widely the language is spoken. Once this has been covered, the pupils are introduced to basic Spanish greetings and are expected to create a comic strip acting out what they have learnt. <br /> <br /> The lesson also consist of a fun quiz in which pupils are tested on their knowledge of where Spanish is spoken and the phrases that they have learnt during the lesson.

This resource is an introduction on how to use the Mrs Vandertramp verbs in French past tense. It starts off by revising how to form the passé composé with verbs that take &quot;avoir&quot; as an auxiliary. There is an opportunity to formatively assess pupils' understanding on how to conjugate the past tense with avoir through a translation activity on MWBs, and the task is differentiated with support and challenge embedded within the instructions. <br /> Once the pupils are familiar with avoir verbs, the lesson moves on to introduce être verbs through the use of a song. The pupils are expected to write down the past participles for the être verbs that they see/hear in the video. Again this activity is differentiated by outcome, the verbs that the pupils are expected to find are colour-coded by traffic light colours.<br /> The pupils are also introduced to agreements of the past participles and tested on their understanding with a correct the errors activity.<br /> Finally, the main task of this lesson is a worksheet which is, again, differentiated by outcome. The pupils are given the choice on where they wish to start on the worksheet depending on how confident they feel. This sheet tests their understanding on which verbs take avoir or être.<br /> This lesson would fit seamlessly into a topic on holidays as all of the additional vocabulary is related to a holiday in Paris.

This lesson is perfect for primary school or KS3. It revises basic greetings such as &quot;hola, buenos días and qué tal.&quot;. Once the basic greetings from the previous lesson have been covered, the pupils are introduced to giving basic information about themselves including &quot;me llamo, tengo ... años and vivo en...&quot;.<br /> <br /> The pupils are expected to write a role play using the new vocabulary, based on a model provided. In order to further challenge the pupils, they are provided with additional language to manipulate the role play to make it their own. This provides the pupils with the opportunity to perform their role play in front of the class who are expected to listen out for their classmates' responses.<br /> <br /> The lesson also covers numbers from 1 to 21 and months through fun songs. There are also a number of games suggested within the powerpoint which the pupils love!

This resource firstly starts off with a look at revision of the conditional tense in French, including both regular and irregular stem verbs. Once this has been covered the lesson moves on to how to form the past conditional with simple explanations and formative assessment opportunities at various points. <br /> <br /> The lesson covers the past conditional using both avoir and être as auxiliaries and further reinforces the importance of agreements of past participles with être verbs and direct object pronouns. There is AfL opportunity in the form of MWB translations and probing questioning to check students' understanding. <br /> <br /> The final activity of this lesson is a fun exercise where the pupils have to write an advice column for Goldilocks (simplified text provided in French), using the past conditional to say what they would have done in her situation. The activity is differentiated by outcome and provides a great opportunity for peer-assessment.

This lesson firstly revises the imperfect tense in French and requires the pupils to think about how the imperfect tense is formed. <br /> <br /> Once the pupils are familiar with the imperfect tense, the lesson moves on to how to form the pluperfect tense with opportunities for formative assessment throughout, in terms of targeted questioning as well as peer assessment. <br /> <br /> The powerpoint contains opportunities for the pupils to practice their translation skills as well as their free writing. <br /> <br /> The main task of this lesson is for the pupils to write a travel blog using the passé composé, imperfect tense and the pluperfect interchangeably. The task is differentiated by outcome to provide extra challenge for the high attaining pupils and to support the lower attainers.

A fantastically engaging and spooky Halloween lesson for both Primary and Key stage 3.<br /> <br /> This lesson compromises introducing Halloween costumes in Spanish and has the objective of being able to say what you are dressing up as for Halloween in Spanish by the end of the lesson.<br /> <br /> The objective is achieved through engaging games such as choral repetition, beat the teacher, &quot;which is missing?&quot;.<br /> Once the vocabulary has been practiced with the pupils, it is time for them to get out of their seats and solve a mystery involving the characters to whom they have just been introduced! The mystery involves solving a number of clues by answering questions in Spanish based on familiar vocabulary. The pupils take the first letter of each answer and are left with an anagram of the culprit to the crime. The first pupil/pair/team to rearrange the anagram and find the culprit are the winners.<br /> <br /> Once the mystery is solved, the pupils learn how to ask and answer what they are dressing up as, for Halloween. They are also encouraged to challenge themselves by giving reasons for their chosen costume by learning a number of Halloween related adjectives. The pupils then consolidate this new vocabulary by undertaking a survey of other pupils in the room to find out their Halloween costumes. <br /> <br /> Note: The clues in the &quot;Who stole the Queen's lunch&quot; should be cut up and placed around the room for the pupils to read. Mix these up so that they don't reveal the answer too easily!<br /> <br /> Included in the survey slide and the &quot;¿quién es el culpable?&quot; slide are 2 embedded videos with Spanish Halloween songs to create a spooky atmosphere for when the pupils undertake the tasks.<br /> <br /> Also included in this lesson are Halloween Flashcards, these are to be used as the &quot;suspects&quot; when solving the mystery. It is useful to print these off and lay them out somewhere visible for the pupils when solving the anagram as they include the correct spellings.

<p>This is the first lesson for Module 3 for the Viva 1 work book. <strong>Access to activeteach is required in order to do the listening activity for this lesson.</strong></p> <p>It is ideal for KS2 or KS3 and has the objective of teaching pupils school subjects in Spanish.</p> <p>This lesson is differentiated by outcome to 3 different levels depending on the pupil’s target grade and has opportunities for self/peer assessment.</p> <p>The lesson follows the following structure: Do it now activity - revision of vocabulary from modules 1 and 2 (hobbies and about yourself)<br /> Beat the teacher: Introduction to the vocab by playing beat the teacher.<br /> Listening activity: The Pupils have to label the images with the correct school subject in Spanish - <strong>Access to activeteach is required for this.</strong><br /> Trapdoor - A game to encourage the pupils to talk about school subjects. The pupils have to guess what their partner has chosen as their option, if they guess incorrectly they have to go back to the start and guess all of the “trapdoors” again.<br /> Desafío de puntos - A worksheet with 14 phrases/sentences in English to be translated to Spanish. Each sentence is worth a particular number of points depending on difficulty. The pupils are expected to earn a certain number of points depending on their target grade.<br /> Plenary - Get the pupils to choose a colour. Press the colour on the powerpoint and a sentence will light up. The pupils have to write an answer to the sentence, encouraging them to reflect on their learning.</p>

<p>This is the third lesson in a series based on the Viva 1, module 3 topic of Mi Insti. **Access to activeteach is required for a listening activity in this lesson. **</p> <p>In this lesson, the objective is for pupils to say which school subjects they like and to understand the difference between me gusta and me gustan. This lesson is also differentiated by outcome with extra challenge added for the higher attaining pupils, to encourage them to explore Spanish language independently.</p> <p>The structure to this lesson is as follows: Do it now activity: - Match up of opinion phrases in Spanish and English - pupils are supported with the use of well known “emojis”. Higher ability pupils are challenged to write their own opinions and reasons on school subjects.<br /> -Think pair share: Differentiated questioning included in the slide - Lower attaining pupils to discuss the difference between singular and plural in English. Higher ability to give examples of adjectival agreements in Spanish. At this point, pupils are introduced to the definite articles and hour to identify masculine/feminine/singular/plural nouns in Spanish.<br /> -Worksheet: The pupils are expected to sort the school subjects into Singular or plural or masculine/ feminine and singular/plural - depending on their ability/target grade.</p> <ul> <li>Introduction to me gusta/me gustan - The pupils are introduced to the difference between me gusta and me gustan and complete the second page of the worksheet to test their understanding.</li> <li>Listening activity- <strong>Access to activeteach is required.</strong> The pupils listen out for the opinions on school subjects. This task is differentiated by outcome.</li> <li>Writing activity - The lower attaining pupils complete the sentence starters in Spanish whereas the Higher ability pupils are challenged to give more details and different grammatical structures. This task is intended as an extended writing task in order for a deep mark and to give pupils feedback to which they will respond in Lesson 4.</li> </ul>

This lesson is intended for year 7 and follows on from a lesson on the futur proche. The first part of the lesson is focussed on revision of the Futur Proche and should be used to encourage the pupils to explain how the near future is formed. The 4th slide is sentences in the future proche that are to be translated into French on mini white boards. <br /> <br /> Once the pupils have been introduced to the opinion phrases with the infinitive, there is a slide for them to practice consolidating it in pairs with a game using dice. This slide can also be used to formatively assess them, before moving onto a written task in which the pupils are expected to reply to a pen friend, discussing their plans for the weekend and the opinions on said activities.

A fantastically engaging and spooky Halloween lesson for both Primary and Key stage 3.<br /> <br /> This lesson compromises introducing Halloween costumes in French and has the objective of being able to say what you are dressing up as for Halloween in French by the end of the lesson.<br /> <br /> The objective is achieved through engaging games such as choral repetition, beat the teacher, &quot;which is missing?&quot;.<br /> Once the vocabulary has been practiced with the pupils, it is time for them to get out of their seats and solve a mystery involving the characters to whom they have just been introduced! The mystery involves solving a number of clues by answering questions in French based on familiar vocabulary. The pupils take the first letter of each answer and are left with an anagram of the culprit to the crime. The first pupil/pair/team to rearrange the anagram and find the culprit are the winners.<br /> <br /> Once the mystery is solved, the pupils learn how to ask and answer what they are dressing up as, for Halloween. They are also encouraged to challenge themselves by giving reasons for their chosen costume by learning a number of Halloween related adjectives. The pupils then consolidate this new vocabulary by undertaking a survey of other pupils in the room to find out their Halloween costumes. <br /> <br /> Note: The clues in the &quot;Who stole the Queen's lunch?&quot; should be cut up and placed around the room for the pupils to read. Mix these up so that they don't reveal the answer too easily!<br /> <br /> Included in the survey slide and the &quot;qui est le coupable?&quot; slide are 2 embedded videos with French Halloween songs to create some atmosphere for when the pupils undertake the tasks.<br /> <br /> Also included in this lesson are Halloween Flashcards, these are to be used as the clues when solving the mystery. It is useful to print these off and lay them out somewhere visible for the pupils when solving the anagram as they include the correct spellings.

<p>This lesson has the objective of pupils discussing their favourite school day in Spanish. It is differentiated to 4 different levels, based on pupils’ target grades, the most challenging tasks are not explicitly taught in the lesson and encourage pupils to explore the Spanish grammar for themselves.<br /> There are also opportunities for peer/self assessment in this lesson.<br /> <strong>Note: Access to activeteach is required for the listening task.</strong></p> <p>This lesson follows the following structure: -Do it now activity: Recap of the school subjects learnt in lesson 1. Pupils have to write the Spanish and English for the subjects. Extra support is added for the lower attaining pupils and higher attaining pupils are expected to use the subjects in a paragraph with opinions and reasons.</p> <ul> <li>Think, pair, share: recap of days on the week and questions to prepare them for the reading task to follow. It guides pupils on how to approach written texts in Spanish, despite them not understanding all of the vocabulary.</li> <li>Reading task: Pupils have to fill in the gaps on a timetable based on the text. The key information is underlined to further support the pupils who need it. The pupils are to start at different points on this sheet based on their target grade.</li> <li>Listening task -** Access to active teach is required for this task** The pupils have to listen out for the favourite school days and write reasons. This is differentiated by outcome, based on what information the pupils are expected to understand.</li> <li>Writing task. - The pupils are provided with sentence starters to write about their favourite school day in Spanish. This is once again differentiated by outcome.</li> </ul>

A worksheet with a list of 100 Spanish high frequency words. Students to fill in as many as they know and then provided with the answer sheet to check their answers.

<p>This lesson is the fourth in a serious of lessons following the Viva 1 exercise book and is on the topic of school (Mi insti).</p> <p>This lesson objective is that pupils will be able to give opinions and reasons on school subjects. Due to lesson 3 requiring pupils to do an extended writing task, the first part of this lesson was dedicated to pupils responding to feedback, hence why there are not many activities for this lesson. If you wish to use this as a full lesson, please see my <a href="https://www.tes.com/teaching-resource/me-gusta-o-me-gustan-giving-opinions-on-school-subjects-viva-1-module-3-lesson-3-11845607">lesson 3</a> on this topic as there are some activities from there which tie into this lesson, and may not have been taught if you are following this series of lessons.</p> <p>This lesson is differentiated by outcome and provides opportunities for peer/self assessment.</p> <p>The structure for this lesson is as follows: Do it now activity: Pupils are to write sentences based on the images on the board. This task is differentiated by expectations, with the most able pupils expected to give more details.<br /> Vocabulary test: Either set as homework the week prior or as a test to see how well pupils are retaining the vocabulary.<br /> Treasure hunt: Pupils to circulate the room reading the clues on the wall and translate the opinions and reasons into English. Pupils are further challenged to find extra information from the texts such as future tense.<br /> Translation: Pupils are expected to translate the sentences into Spanish. This task is differentiated by outcome and is colour coded based on expectations.</p>