Including some high-frequence connectives, time phrases amongst others

Based on this article: https://elpais.com/elpais/2017/12/12/buenavida/1513075923_947867.html Comments translation gets more difficult as your progress. For a challenge start at the bottom and for support start at the top.

A listening task and translation based on a news report from 2018 when a mass grave was found in Porreres. QR code should link to the video which is on Twitter.

A starter for my year 12s to reinforce tenses taight during the GCSE.

Pre-reading, exam based questions and translation.

A back from half-term resource to remind students of Lorca’s personal context and get them searching for truth in fiction.

A single side of A4 with some of the changes implemented by the 2nd Republic which gave rise to the coup.

Infinitive structures to exploit in a variety of ways

Varied opinions on uniform with a vocabulary bank on page 2 and a table to complete in English.

A text on el machismo with a pre-reading task. A follow-up task with agree/disagree statements about Pepe which students should respond succinctly to with evidence to justify their selections.

99 high-frequency words taken from the spec and past exams with a few extras thrown in

Made with ChatGPT just for fun, completely subjective. Tally up the values of your answers and read your personalised description on the last page. Follow up task is to translate your paragraph.

A grid to revise some thematic content. In column one students clarify what they know about the theme in English. In column two they write down any key vocabulary using vocabulary lists from Hodder/Kerboodle and in column three we write down a fact gleaned from a Boletín using the index to cherry pick editions.

A summary of things relating to Lorca/LCDBA

A menu of traditional platos típicos with phonetic translations (albeit these are my own). A model for saying what you would like to try at the bottom of page 1.

A rather tricky task putting together a family tree based off of people’s explanations of how they are related to Nuria. A vocab bank on page 2 will help. Write the name of each family member in the box on the tree (or beside). Colour code the box according to male/female. Some boxes will not be filled. A perfect task before moving onto creating your own family trees. Note: Some family vocabuary has been left out of the box on page 2. Going over step-parents and siblings will be essential.

First person verbs related to breal/lunch time activities. Lesson 1 in a sequence featuring time phrases, sequencers and justified opinions.

Just a one page introduction to a few of Lorca’s works.

A reading resource with varied positive opinions about Lorca followed by a comprehension question grid and a grammar search.

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.