A range of activities covering the A level topic of “el ciberespacio”. These range from reading tasks to translations and summary skills. Two of the activities link to Teach Vid exercises I have put together.

This is a fairly random piece of work which I made in response to us coming across the expression “dar gato por liebre” in a text. The students found it really interesting. It doesn’t properly fit into any topic, but sometimes it’s great to look at these interesting aspect of the language and try to use a couple where possible.

This resource is a homework task I have just put together for my A level Spanish students although it could be used in a lesson. It is a reading summary task in line withe the AQA Spanish A level.

The resources attached cover dictatorships past and present in countries such as Venezuela, the Dominican Republic and Chile. A range of skills are tested and the PowerPoint includes videos which are embedded from YouTube as well as a link to an online gap fill exercise.

This is a pack of resources on the A level Spanish topic of Jóvenes de hoy - ciudadanos del mañana. All the questioning used in the resources is based on AQA Spanish exam styles. In the PowerPoint the videos are embedded from YouTube and can take a minute or two to load.

Although translation can easily be embedded into teaching, I find that it is important to take a period of time to focus on the skills involved. Attached is a booklet I have put together which is made up of all of the AQA translations into Spanish from recent past papers. I find that pulling everything together from a certain task type helps to focus the students on the skills needed and also helps me as a teacher to spot trends. March 2021 - The booklet has been updated to include the 2020 paper

This is a selection of resources I have put together to teach aspects of the topic of “Monarquías y dictaduras”. I have tried to include some up-to-date references at the time of publishing. The videos in the PowerPoint are embedded from YouTube and can take a few seconds to load.

I have been putting things together so that I can do some revision of topics that were covered during lockdown - I will want to pop back to some of them as we move through the first term. One part of this is a resource based on an interview with the Venezuelan trans producer ARCA. I have also taken the opportunity to take a look at suffixes in Spanish. When you see the resources you will see how I have shoehorned that in by using the lyrics from a song from ARCA’s new album!

This lesson is based around the issues relating to colonialism and measures to address the past e.g. use of public spaces commemorating controversial figures. The first slides of the PDF are for discussion - what can they see? When? Who? Why? etc. The gap fill reading is from a text describing the arrival of Columbus in America. The following slides focus on the use of language and image illustrating how people’s interpretation is affected by the historical depiction of the events. We next move to the debate over statues and the use of public spaces to commemorate controversial figures. An initial discussion re: views Work on impersonal verbs and expressions with the aim of ensuring that opinions use a range of language including this type of structure.

This is a reading resource for A level Spanish in the topic area of Jóvenes de hoy - ciudadanos del mañana. It focuses on a Spanish street artist and how this art form can be used as a means of social protest.

Transition to A level Spanish activities for Year 11 students. TASK 1 – A Cambio de Nada (film analysis) TASK 2 – Independent Research Project TASK 3 – Comprehension + grammar (based on the Covid19 outbreak + guidance given in Spain) Other resources can be found on https://neiljones.org/

This is a reading resource I recently made to supplement work on the LGBT topic for my Year 12 group. It focuses on the case of a trans footballer. More resources can be found on the following link - https://neiljones.org/2020/05/04/las-personas-transgenero/

This is a pack of reading resources on the A2 Spanish topic of Las actitudes racistas y xenófobas. All the questioning used in the resources is based on AQA Spanish exam styles. Most activities have an accompanying link to a video on YouTube. The video links are embedded and should open automatically if you are linked to the internet. The resources are not arranged in any particular order. The PowerPoint can be cut up as appropriate.

The collection of resources is intended to focus on the presentation of the present tense to Year 7 students. They supplement chapter 2 of the VIVA 1 course book. We start with -AR verbs and then introduce the -ER & -IR verbs. We gradually move to presenting the fact that some verbs are irregular and do not follow the normal pattern. As in line with VIVA, these verbs are JUGAR + HACER.

This booklet has been designed with all boards in mind + it has been updated to reflect language covered in recent examinations. By having it in Word format, you can adapt and slim it down to different levels.

These resources are to be used following the teaching of the weather in Spanish. The focus is on the seasons and then describing the climate zones of the world. There are two versions of the text for differentiation purposes. The map that is coloured in as part of this activity is printed from the PowerPoint slide 10.

Piracy. The PowerPoint discusses downloading in its general sense before moving on to differentiate between legal and illegal downloading. The video + listening tasks are embedded and should work when the PowerPoint is downloaded. I have uploaded it to slideshare as the file was too large for this site. Also, the listening task on Spotify is based on a podcast from the SSL4YOU website http://ssl4you.blogspot.co.uk .

Los futbolistas y los grupos de música pop que ganan muchísimo dinero no son buenos modelos para la juventud. ¿Estás de acuerdo o no? Justifica tus opiniones. I have taken this as the theme for a lesson which hopefully builds towards the students being prepared to write their own response to the title as part of their homework.

I used this with a top set Year 9 group. I showed the film before doing the activities. I explained that they would find it very difficult to understand but what I wanted was for them to get a general idea of what happens in the story. The film lasts about 12 minutes. I followed this with the activities on the PowerPoint. The memorisation activity at the start gives them the opportunity to learn some key words then you go through what happens in the film expressed in simpler language. Finally comes the blanked text activity.

The resources here are aimed at practising clothes within the context of shopping. The main language presented is the verb QUEDAR as well as demonstrative pronouns. A cultural element is provided through the use of the Antena 3 programme Los Protegidos.