<p>This resource uses the AQA Spanish GCSE Higher listening specimen paper. There are various listening activities that enable students to focus on different skills required to be improve their listening skills and confidence. I have devised a series of resources I’ve called “LISTENING WORKOUTS”, that have received good feedback from students, based on Gianfranco Conti’s Listening as Modelling strategies:<br /> <a href="https://gianfrancoconti.wordpress.com/2017/05/06/listening-as-modelling-in-action-a-report-on-a-20-week-experiment-with-my-year-8-french-classes/" target="_blank" rel="nofollow">https://gianfrancoconti.wordpress.com/2017/05/06/listening-as-modelling-in-action-a-report-on-a-20-week-experiment-with-my-year-8-french-classes/</a><br /> The key is repetition and building student self-efficacy.</p>

Explanation of postion, and practice of, direct and indirect object pronouns.

I have used this with year 7 as an assessment and as a homework. You could simplify or add to this worksheet to differentiate.

Might be useful for cover lesson/end of term/non-Spanish speaker.

<p>This is a comprehensive set of resources to teach year 7 French (any errors apologies - corrected version on there now). There is lots of repetition, each section revisits and builds on the last - so lots of practice and retrieval opportunities. There is lots of focus on pronunciation, listening, translation along with speaking, reading, writing, low-stakes assessments (quizzes) - I’ve also managed to include some French culture/geography - twin towns etc. Lots of sentence builders (to use as Knowledge Organisers).<br /> I have done this on powerpoint so that this can be used for presentation purposes - so lots of modelling.<br /> I have used my own ideas and taken a wealth of ideas from brilliant MFL people, in particular: @gianfrancocont9 , @spsmith45, @rachelhawkes60, @JessicaLundx, @janebrierly, @BarryNSmith79, @MrVinalesMFL and @cathsbruv, and CatherineSydney TES resource on accents.<br /> Please let me know what you think - a few of the “quiz” pages are blank, to be filled in as we go along and see what needs “quizzing”.<br /> I’m really looking forward to teaching this from September and continuing to adapt and improve with the help of my wonderful and talented MFL colleagues at school.</p>

<p>Want year 10 to have pieces of writing and speaking by the end of July that will enable them to feel they have accomplished something that they can use for exam preparation in year 11.<br /> This is an example of AQA 90 word writing task. I have prepared listening and parallel translation tasks to enable students to revise previous vocabulary and structures and to access the task.<br /> (We always start lessons with Listening Workouts - in this lesson, they are possible GCSE speaking questions)<br /> Then the writing task is modelled - going through with students how they might approach the task - to develop their metacognitive skills too.<br /> By the end of the lesson, students have 2 worked examples of a perfect 90 word piece of writing on which to model their own.</p>

(Thanks to AQA advisor for this resource idea) I use these to encourage spontaneous speaking with higher ability KS4 (or simplified for less able) and KS5 as starter/plenary/game. Use in groups or with whole class. Pupils pick a card and have to incorporate the structure or idea into a sentence on the topic they are studying. Colour-code for difficulty and add to 'excitement' by adding time pressure or team competition.

<p>I have put this resource together for year 12 on the topic of Cultural Heritage - Art and Architecture<br /> I have tried to do something that they can work on independently at this time. Once they return their work to me, it will be easy to mark too.<br /> I am trying to create A’level resources in the style of @gianfrancocont9</p>

<p>I have put together my thoughts on an MFL recoverry curriculum in the form of a presentation for my MFL colleagues.</p> <p>You will also see I have audited what we are currently doing well and how we can continue to do well and to improve. I wanted to recognise and celebrate the incredible efforts of my wonderful colleagues (in particular, at this time).</p> <p>Might be helpful for other colleagues to adapt.</p> <p>Let me know your thoughts.</p>

<p>Modelled essay writing to show students how to approach AQA A’level essay title: "Como agua para chocolate trata fundamentalmente del conflicto entre la tradición y la revolución. ¿Estás de acuerdo? Justifica tu respuesta.<br /> Includes translations into English, with answers and explanations about what constitutes excellent response.<br /> Students use this as scaffold to be able to then write their own essay.</p>

Several listening grids on varied GCSE topics, with answers and key vocabulary. Listening files from Mira Rojo (topic and track no on each slide)

60 important keywords used in AQA listening and reading papers for pupils to learn. Grade improvement plan used with year 11s this year (2013). They fedback that it was useful.

<code>AQA GCSE Spanish writing - higher 150 words x 3 examples with metacognitive prompts. Shows students what is needed to score 32/32. Modelled examples x 3 with translations into Spanish and English - giving students plenty of practice and showing them how to tackle bullet points (even if they aren't sure exactly what they mean).</code>

<p>AQA GCSE Spanish Writing - 90 words.<br /> 4 examples from past GCSE writing papers with metacognitive prompts, modelled answers - to translate into Spanish and / or into English.<br /> Shows students what a perfect 16/16 answer looks like with reminders to cover each bullet point and what to look out for.<br /> Plenty of repetition to embed structures and vocabulary.</p>

<p>Full lesson - presentation, student resources and answers on the Spanish Royal family - good for year 12 (could use with year 11 too) to learn about the Spanish Royal family and to build speaking confidence and fluency<br /> Translation activity, speaking activity - involving lots of repetition.<br /> Language is not too complicated on purpose - idea is to increase student-self-efficacy - thanks to <a href="https://gianfrancoconti.com/2015/05/30/self-efficacy-the-most-neglected-motivational-factor-in-the-foreign-language-classroom/" target="_blank" rel="nofollow">https://gianfrancoconti.com/2015/05/30/self-efficacy-the-most-neglected-motivational-factor-in-the-foreign-language-classroom/</a></p>

<p>I designed this resource by taking a speaking peer-assessment model used by @RachelHawkes60 to help students to continue to prepare for the Speaking exam.<br /> All topics are covered, repeating a wide range of complex structures that students have been learning using strategies from @gianfrancocont9 and spsmith45<br /> <a href="https://gianfrancoconti.wordpress.com/2017/05/21/why-you-should-ditch-word-lists-and-traditional-grammar-rules/" target="_blank" rel="nofollow">https://gianfrancoconti.wordpress.com/2017/05/21/why-you-should-ditch-word-lists-and-traditional-grammar-rules/</a><br /> This resource has the Spanish and English, meaning others can listen to students practising and give feedback. This should also help those students who struggle to come up with ideas.<br /> Easy to adapt for French and German.<br /> Apologies if any errors, made this quickly to support language students in the last few weeks of preparation and practice</p>

<p>Texts with “input-flooding” of phrases with verbs on GCSE topic of Social Issues - drugs, alcohol, smoking.<br /> The verb list also compliments @gianfrancocont9 fantastic TES Spanish resources on Health.<br /> Input-flooding proving to be really popular with students - increasing student self-efficacy:<br /> <a href="https://gianfrancoconti.wordpress.com/2018/07/30/patterns-first-how-i-teach-lexicogrammar-part-1/" target="_blank" rel="nofollow">https://gianfrancoconti.wordpress.com/2018/07/30/patterns-first-how-i-teach-lexicogrammar-part-1/</a></p>

<p>I am putting resources together for year 12 on the topic of Cultural Heritage - Art and Architecture. This is another one based on Spanish architect, Santiago Calatrava<br /> I am trying to do something that they can work on independently at this time. Once they return their work to me, it will be easy to mark too.<br /> I am trying to create A’level resources in the style of @gianfrancocont9<br /> I have included answers with this one. You will need to record the text too for students to do the listening activity.</p>

<p>This is my first go at a Sentence Builder for A’level (year 12, at the moment).<br /> This is intended to help students to develop their ideas and confidence when it comes to giving their opinions on various hispanic-related types of entertainment.<br /> I have created 1 with the English translations - to help students to learn the vocab and structures and 1 without the English as a prompt for ideas.<br /> Going to get them to listen to couple of Spanish songs 1st and then give their opinions. Will show adverts/tweets/trailers etc and keep asking for opinions.<br /> Thanks to @MrVinalesMFL <a href="https://mrvinalesmfl.wordpress.com/2020/04/28/from-building-sentences-to-sentence-building-my-journey-to-mars/" target="_blank" rel="nofollow">https://mrvinalesmfl.wordpress.com/2020/04/28/from-building-sentences-to-sentence-building-my-journey-to-mars/</a><br /> and @gianfrancocont9</p>

<p>Board game (based on @gianfrancocont9 board game) to practise possible answers to AQA Spanish A level speaking cards.<br /> Good for revision and translation practice.</p>

<p>Explanation, examples and practice of Imperative Mood.<br /> Regular and Irregular verbs (TÚ and VOSOTROS forms).<br /> Can be used for in-class teaching but layout also intended to support students who are learning and practising independently.<br /> ANSWERS included.</p>