A2 SPANISH TRANSLATION FOCUS SESSION 6 ENGLISH-SPANISH TRANSLATION TASK: DICTADURA Ppt includes: Vocab support Dissecting the task down to its basic grammar elements to increase accuracy with translation Recap of Present Perfect Recap of Past Perfect Worksheet includes: All notes and working space from the ppt. [10]

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!

Ideal for Cover Work or Independent/Home Learning - 15 tasks with stimulus and attractively presented! Optional Task 1: Crea una lluvia de pensamientos sobre la Guerra Civil Española Optional Task 2: Escribe una carta a tu enamorado que está luchando en la guerra civil. Descríbele las actualizaciones en cuanto a la situación en tu pueblo. Optional Task 3: Escribe una entrada de diario desde el punto de vista de un soldado. Decide si eres republicano o nacionalista. Optional Task 4: Crea un webinar informando a otros estudiantes sobre la Guerra Civil Española Optional Task 5: Crea un rap acerca de la Guerra Civil Española – Decide si quieres escribirlo en castellano o en inglés… o una mezcla de los dos. Optional Task 6: Traduce la descripción de atrás del libro al inglés Optional Task 7: Imagina que fueras la niña del libro. Escribe el primer capítulo de la novela. Optional Task 8: Lee el artículo publicado por el periódico “Ejército Popular” y escrito por el gobierno republicano español el 5 de mayo de 1938. Escribe un artículo para el periódico “La Nación” del punto de vista nacionalista declarando por qué lucha el bando nacional. Optional Task 9: Elige uno de los cuatro párrafos del artículo “Terror en los paises fascistas” y tradúcelo al inglés. Optional Task 10: Inventa un párrafo pequeño sobre lo que ocurre en un país fascista europeo con el objetivo de dar miedo a la gente. Optional Task 11: Lee esta parte del discurso que dio el caudillo Francisco Franco en el desfile de la Victoria, Madrid, 19 de mayo de 1939. Imagina que hubiera ganado los republicanos. Escribe un discurso de Victoria para ellos. Tienes que declarar las políticas que vas a poner en marcha. Por ejemplo, la unidad de España, la liberalización económica, y las medidas contra la corrupción. Queda mucho por hacer, y hay mucha gente pasándolo mal. Es importante mencionarles. Finalmente hay que unir a todos. Por ejemplo, «todos somos españoles por encima de las ideologías…¡Arriba España!» Optional Task 12: Escribe un cuento infantíl basado en la Guerra Civil Española o un evento que pasó durante la guerra, como el Guernica (castellano) / Guernika (vasco) Optional Task 13: Busca en YouTube para videos sobre la Guerra Civil Española (pueden ser en inglés o en castellano, con o sin subtítulos). Elige el video que más te guste y escribe un resumen de la información que imparte. Envia el enlace a tu profesor/a. Optional Task 14: En grupos lee el siguiente extracto de la obra de teatro «Las bicicletas son para el verano». ¿Podéis interpretarlo de manera dramática? ¿Qué significa en inglés? – ¡Tradúcelo! Optional Task 15: Continúa la escena con tus propias ideas. ¿Qué más noticias del comienzo de la guerra van a escuchar a continuación en la radio? ¿Cómo van a reaccionar los personajes?

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

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.

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”

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!

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

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.

Learning Intention: To learn how to use the imperfect tense to describe repeated past actions and past description Success Criteria To be able to conjugate the imperfect tense in Spanish. To be able to combine the imperfect with the present tense to compare past events with present day. To practise imperfect tense at sentence and paragraph level The notes allow for even a class with the highest grade of differentiation to be taught simultaneously. Practise exercises are colour coded on the Powerpoint for the teacher (red, amber, green) but not made obvious to the students. I have used this resource to teach the imperfect to a class ranging from my two weakest students who couldn’t even name all five vowels in English right up to my strongest student who was already getting A* on A-Level papers!! Included: Interactive ppt with animated grammar explanations Student handout with extension exercises and different exercises according to ability

Learning Objective: To gain an understanding of the general plot surrounding the book and to consider what different common food types symbolise in literature Success Criteria: To read and translate into English the profiles of each of the main characters that appear in the book To consider common food types that appear in literature and what they represent (Apple; Pumpkin; Beans; Gingerbread, Rose petals) To transfer acquired knowledge of food symbolism arisen from the prior discussion to thinking about how food might be symbolised in Como Agua para Chocolate Included: Full interactive/animated ppt Full printable notes Articles for further reading

KS3 (/KS4 Low Ability) coversheet on Free Time. Both PPT and pdf versions included. Over an hours work with extension exercise included.

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!

A worksheet based on restaurants / menu’s and la Tomatina. Plenty of work to fill an hour.

Interactive resource that comes with accompanying handout for ease of delivery. Learning Intention: To practice a roleplay in a restaurant. Success Criteria To learn some basic key restaurant vocabulary. To construct dialogues based on structured models, focusing on disjunctive pronouns to extend discourse To invent a dialogue in Spanish for a role-play in a restaurant. Lesson 2 of 2

Interactive resource that comes with accompanying handout for ease of delivery. Learning Intention: To practice a roleplay in a café. Success Criteria To learn some basic key café vocabulary. To practise transcription and reading aloud To practise café dialogues and pick out key details from extension text. Extra foci: Dónde vs donde + where you woul like to sit (over by the window, over by the counter, over by the patio…) Cafe menu item spot Extension work included for stretch and challenge. Audio files built into Powerpoint - choose between normal speed or slow speed! Easily more work included than needed for a 1 hour class.

Interactive resource that comes with accompanying handout for ease of delivery. Learning Intention: To practice a roleplay in a shop. Success Criteria To learn some basic key shop vocabulary. To practise transcription and reading aloud To practise shop dialogues and pick out key details from extension text. Extra foci: -Asking for where the changing rooms are (a la izquierda de / a la derecha de / al lado de / al fondo) In the souvenir shop Extension work included for stretch and challenge. Audio files built into Powerpoint - choose between normal speed or slow speed! Easily more work included than needed for a 1 hour class.