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A-LEVEL SPANISH TASTER SESSION
Learning Intention: To get a taste for A-Level Spanish.
Success Criteria
To translate two sections of lyrics to the song “I can speak Spanish”.
To be able to conjugate ‘costar’ (to find difficult) using indirect object pronouns & to pick out key information from a text about learning Spanish.
To look at benefits of learning Spanish and how school can help and support me during my A-Level language journey.
Included:
-Interactive Ppt
Do It Now Task
Text - ?es difícil aprender espanol?
MP4 of song
GERMAN FREE TIME COVER SHEET
KS3 (/KS4 Low Ability) coversheet on Free Time.
Both PPT and pdf versions included.
Over an hours work with extension exercise included.
A2 SPANISH TRANSLATION FOCUS SESSION 2
A2 SPANISH TRANSLATION FOCUS SESSION 2
ENGLISH-SPANISH TRANSLATION TASK: JOVENES DE HOY
Ppt includes:
Vocab support
Dissecting the task down to its basic grammar elements to increase accuracy with translation
Recap of Si clauses
Recap of Subjunctive starters
Worksheet includes:
All notes and working space from the ppt. [10]
FOUNDATION SPEAKING AND WRITING SPANISH
A resource designed to support lower ability pupils in their Spnish speaking and writing.
Includes:
A3 Two Sided structures mat
PowerPoint introducing how to use the mat and practising writing in three tenses using the mat.
Mat includes the following:
Comparing someone’s likes compared to your own
(Structure: A “mi padre” le gusta X pero a mí me gusta Y")
Past tense
(Structure: Time phrase + fui/fuimos + a “place” + para + infinitive.)
Future tense
(Structure: Time phrase + voy/vamos + a “place” + para + infinitive + ,ojalá)
opinion runner
(E.g., porque a mi juicio creo que puede ser bastante gratificante)
weather table in three tenses
verb endings (present, past, future, conditional)
me lo paso/pasé/ pasaré bien/mal porque + gustarse in three tenses
WRITING COMMON ERRORS 1
Lesson 1 - Foundation Structures for the Speaking and Writing exams
Lesson 2 - WRITING COMMON ERRORS (Lifting from the bullet points but not changing it from the “tú” form to the “yo” form )
Lesson 3 - WRITING COMMON ERRORS (mi vs me / Contractions / Leaving it in the tú form)
Lesson 4 - WRITING COMMON ERRORS (mi vs me / nuestro vs nos / “gustamos” “gusto” for “nos gusta” and “me gusta”)
LESSON 2 OF 4
Lesson includes:
Do it now - me gusta sentences
Foundation structures revision
Grammar focus and practice
TEXT: Apply the knowledge and correct the text
Blooms plenary slide
WRITING COMMON ERRORS 3
Lesson 1 - Foundation Structures for the Speaking and Writing exams
Lesson 2 - WRITING COMMON ERRORS (Lifting from the bullet points but not changing it from the “tú” form to the “yo” form )
Lesson 3 - WRITING COMMON ERRORS (mi vs me / Contractions / Leaving it in the tú form)
Lesson 4 - WRITING COMMON ERRORS (mi vs me / nuestro vs nos / “gustamos” “gusto” for “nos gusta” and “me gusta”)
LESSON 4 OF 4
Lesson includes:
Do it now - me gusta sentences
Foundation structures revision
Grammar focus and practice
TEXT: Apply the knowledge and correct the text
Blooms plenary slide
AS LEVEL CAMBIOS EN LA FAMILIA LESSON 2
Module 1 of AS Spanish Course: Los Valores Tradiionales y Modernos
Lesson 2 -** Familia Hoy en Día**
Learning Intention: Learning Intention: To study the current trends surrounding marriage.
Success Criteria:
To study key vocabulary surrounding the theme of marriage.
To study a text and a diagram that outlines the trends of marriage in Spain and to recall reflexive verb conjugation.
To understand cultural references and translate a paragraph into English and form our own opinions.
All lessons include:
DO IT NOW starter based on recalling knowledge from previous lessons
Sequenced learning
5-question quickfire Plenary Quiz
Reflection Plenary (Bloom’s Taxonomy)
Full Printable Handout of lesson for students.
AS LEVEL CAMBIOS EN LA FAMILIA LESSON 3
Module 1 of AS Spanish Course: Los Valores Tradiionales y Modernos
Lesson 3 -** Familia en Crisis**
Learning Intention: To consider whether the traditional family model is in crisis.
Success Criteria:
To complete a gap-fill using key vocabulary.
To complete exercises on a text on the changes in family models
To prepare and talk about eight questions surrounding the topic of families nowadays.
All lessons include:
DO IT NOW starter based on recalling knowledge from previous lessons
Sequenced learning
5-question quickfire Plenary Quiz
Reflection Plenary (Bloom’s Taxonomy)
Full Printable Handout of lesson for students.
AS LEVEL IGUALDAD DE LOS SEXOS LESSON 4
Module 3 of AS Spanish Course: La Igualdad de los Sexos
Lesson 4 -** La Vanidad**
Learning Intention: To look at expression of gender and gender-role reversal.
Success Criteria:
To discuss masculine cosmetics and discuss our opinion of five stereotypical statements.
To practise forming the present perfect tense and the conditional perfect tense.
To pick out key information from a text on masculine self-care.
All lessons include:
DO IT NOW starter based on recalling knowledge from previous lessons
Sequenced learning
5-question quickfire Plenary Quiz
Reflection Plenary (Bloom’s Taxonomy)
Full Printable Handout of lesson for students.
AS LEVEL CAMBIOS EN LA FAMILIA LESSON 5
Module 1 of AS Spanish Course: Los Valores Tradiionales y Modernos
Lesson 5 -** Las Costumbres Cambian**
Learning Intention: To consider the changes in home-life and the role of women over the years.
Success Criteria:
To recall family members.
To complete exercises on a text on changing customs.
To write approximately 70 words summarizing what you have understood from the text.
All lessons include:
DO IT NOW starter based on recalling knowledge from previous lessons
Sequenced learning
5-question quickfire Plenary Quiz
Reflection Plenary (Bloom’s Taxonomy)
Full Printable Handout of lesson for students.
A2 SPANISH TRANSLATION FOCUS SESSION 4
A2 SPANISH TRANSLATION FOCUS SESSION 4
SPANISH-ENGLISH TRANSLATION TASK: IGLESIA CATÓLICA
Ppt includes:
Vocab support
Dissecting the task down to its basic grammar elements to increase accuracy with translation
Recap of Si clauses
Recap of Subjunctive starters
Worksheet includes:
All notes and working space from the ppt. [10]
A2 SPANISH TRANSLATION FOCUS SESSION 5
A2 SPANISH TRANSLATION FOCUS SESSION 5
SPANISH-ENGLISH TRANSLATION TASK: XENOFOBIA
Ppt includes:
Vocab support
Dissecting the task down to its basic grammar elements to increase accuracy with translation
Worksheet includes:
All notes and working space from the ppt. [10]
Spanish Halloween Quiz - Quiz in easy target language!
Click on the windows and door of the house on the main menu to be navigated to the following rounds.
Ronda 1: Películas y libros de Halloween
Ronda 2: Conocimiento general de Halloween
Ronda 3: Famosos disfrazados
Ronda 4: Identifica la canción (1 punto), el artista (1 punto) y el sonido de Halloween escondido en el audio (1 punto).
Ronda 5: ¿Qué soy? (Haz clic en las calabazas para descubrir pistas y adivina que carácter de Halloween soy)
Ronda 6: ¿Dónde está Felipe el fantasma? (Mira las fotos de Felipe el fantasma de sus vacaciones - en qué país está Felipe en cada foto?)
Easy navigation through buttons such as “siguiente pregunta” “respuesta” “volver al menú”, etc.
Answers for each round included! Not specific to this year so can be used year on year with different year groups!
¡Espero que os divertáis mucho con este quiz!
SPANISH XMAS LESSON -EASY TL SLTFRIENDLY
46 slides with printable worksheet.
DO IT NOW: Multiple Choice General Knowledge in simple target language
Extension: Name the toy
Grammar: The Diminutive (ito/ín/ico)
Carol: Ay del Chiquirritín - Underline all the diminutive forms
Carol: Ay del Chiquirritín - Find the phrases
Carol: Ay del Chiquirritín - Translation activity
Carol: Ay del Chiquirritín - Phonics
Carol: Ay del Chiquirritín - Listen and sing along
Quiz Round: Christmas True or False in simple target language
Quiz Round: Use the vocab box to help you translate the slogans in order to work out which popular chocolate is being advertised.
Quiz Round: Name the Pantomime Character - Sixteen pantomime characters have had all the vowels and spaces removed from their name – can you work out who they are?E.g.,
CPTNHK = Captain Hook
PHOTOCARD: Describe the Christmas photo
ROLEPLAY: Prepare the Christmas Role-play card then use the teacher scripts to complete the role play in partners.
Caters for all levels - choose the activities to suit your class’s ability.
Recommendation:
KS3 - Print Slides 1-2 of worksheet
KS4 - Print Slides 1-4 of worksheet
SPANISH LISTENING: TENSE AND WHO EXAM PRACTISE
Set of 4 classes that I have used with Y9 and also with GCSE classes to revise family and house and home but with a big focus on practising phonics and to get them to isolate words in listening practise and work out their tenses and who is doing the action - particularly useful for the “now / past / present” listening questions in target language!
Lesson 1
Learning Intention: To describe what is inside your house in greater detail.
Success Criteria:
-To drill key vocab and pick out key information from three texts.
-To expand our knowledge of what is inside a house in Spanish
-To revise key phonics to transcribe household appliances accurately.
Lessons 2 and 3
Learning Intention: To revise tenses and identifying them in spoken language.
Success Criteria:
-To revise present, past and future tense.
-To be able to identify who is doing the action & when the action took place at word level.
-To be able to identify who is doing the action & when the action took place at sentence level.
Lesson 4
Learning Intention: To revise tenses and identifying them in spoken language
Success Criteria:
-To revise present, past and future tense.
-To recall key vocab from the topic of friends and family
-To work in partners to read aloud a sentence for your partner, who must identify the subject and tense. Challenge: Transcribe and Translate the sentence.
There is also an assessment available that directly assesses the skills and content covered in these lessons. It comes with a mark scheme and transcript and all audio files. Browse my shop to find the assessment called “Y9/GCSE(F) SPANISH ASSESSMENT WITH MS&TRANSCRIPT” should you be interested.
Y9/GCSE(F) SPANISH ASSESSMENT WITH MS&TRANSCRIPT
Term One Spanish Assessment Content: Family and Friends
House and Home
Assessment:
SECTION A: LISTENING (15 mins) (28 marks)
Part A: Phonics (12 marks)
Part B: Vocabulary (10 marks)
Part C: Grammar (6 marks)
SECTION B: READING (20 mins) (17 marks)
(Q1 = 4marks
Q2 = 4 marks
Q3 = 3 marks
Q4 = 2 marks
Q5 = 4 marks
SECTION C: WRITING (15 mins) (31 marks)
Part A: Translation into Spanish (Gapfill) (8 marks)
Part B: Verb Forms (8 marks)
Part C: Translation into English (Full text) (15 marks)
Total = 76 marks
Includes all audio files (mp3), mark scheme and transcript
There is a set of 4 classes also available that cover the skills assessed in this exam/achievement test should you wish to provide extra practise. I have used these same classes with my GCSE classes to practise phonics and to get them to isolate words in listening practise and work out their tenses and who is doing the action - particularly useful for the “now / past / present” listening questions in target language! The lessons are entitled “SPANISH LISTENING: TENSE AND WHO EXAM PRACTISE”
Bundle
SPANISH Y9/GCSE(F) ASSESSMENT + PRACTISE LESSONS
Set of 4 classes that I have used with Y9 and also with GCSE classes to revise family and house and home but with a big focus on practising phonics and to get them to isolate words in listening practise and work out their tenses and who is doing the action - particularly useful for the “now / past / present” listening questions in target language!
PLUS Assessment to conclude the four sessions and gain some summative feedback on students’ progress.
Assessment:
SECTION A: LISTENING (15 mins) (28 marks)
Part A: Phonics (12 marks)
Part B: Vocabulary (10 marks)
Part C: Grammar (6 marks)
SECTION B: READING (20 mins) (17 marks)
(Q1 = 4marks
Q2 = 4 marks
Q3 = 3 marks
Q4 = 2 marks
Q5 = 4 marks
SECTION C: WRITING (15 mins) (31 marks)
Part A: Translation into Spanish (Gapfill) (8 marks)
Part B: Verb Forms (8 marks)
Part C: Translation into English (Full text) (15 marks)
Total = 76 marks
Includes all audio files (mp3), mark scheme and transcript
CHRISTMAS AUDIO AND WORKBOOK - CUENTO DE NAVIDAD - DIFFERENTIATED
Read the bilingual story of Touli, Santa’s lead elf, and Mumablue who visits the North Pole and listen to the story being read out loud by natives with sound effects and Christmas music.
Complete the comprehension and phonics exercises.
Try reading the story out loud in partners.
Translate the model christmas story paragraph on the writing template then use the model paragraph and writing template to invent your own!
Includes:
Audio
lower KS3 work booklet
upper KS3 work booklet
Accompanying PPT
Christmas-themed fun with just enough of a work element to placate any lurking SLT!! :) Feliz navidad!
SPANISH SPELLING COMMON ERRORS - 8 TESTS WITH ANSWERS
I have some native students that come through but their grasp of Spanish orthography is horrific! I have created 8 mini tests with accompanying answers to address some of the common errors.
Could also be used as Do it Now’s for KS4/KS5 students.
GCSE VOCAB DRILLS WITH MEMORY AIDS 1 (LEARN 30 KEY VOCAB IN AN HOUR)
Learning Intentions: To focus on drilling 30 key pieces of exam vocab using memory triggers.
the door
to go up
floods
to fly
the kite
the dwarf
the tie
above all
restless
to throw
clean
the dress
the grades
a strike
expensive
a goat
time
the nurse
the disease
the shoes
lively
the fireman
cheap
a song
they lose
the facilities
to record
the news
to give
the subjects
a skirt
Memory triggers help form connections for students between the foreign words and their own retention of the words, helping to lead to autonomacy when recognising, recalling and producing the vocab in exam situations. Particularly helpful with lower ability students when trying to hammer vocabulary in the run up to the exams.
However, all ages and abilities can access memory trigger lessons, and it’s never too early to learn key vocabulary! Would work as a stand alone lesson.
Foundation and Higher booklets provided to accompany the PowerPoint. These booklets include level-specific extra work, meaning that if some students pick up the vocabulary faster than others then they have other exam questions to be working on (Higher: gap-fill/questionnaire/writing; Foundation: Sentence level translation into Spanish using the 30 key vocab / Translation into English using the 30 key vocab).
Pick up and teach - great for vocabulary blasts or holiday booster sessions!