|Up a level|
This collection of ppt screens were used at a first face to face tutorial early in the presentation. Most of the activities were designed by the course team. I added the map of Spain with all its provinces because it is more visual and opens up the conversation. The song (Badalona) was used to practise linking words together, to appreciate the rhythm of the language and to impart information on the culture of the area.
Feel free to use the pictures and paragraphs in this recipe as you wish. I also include a similar resource designed by one of my students. One suggestion could be to ask the students to describe the process by looking at the pictures, or you could change the order of the sentences/photos and ask the students to put them in the right order; or you could ask the students to match the pictures and the sentences.
Formation of the imperfect. Use of the imperfect tense. Contrasting the past with the present.
Here are some descriptions of places some of my L140 students live in. 1.Look at the pictures, read the descriptions and match them together. 2.Think about some sentences to compare the places in the photos to my home town, Cáceres, or to your own.
A face-to-face activity to practise Unidad 5 Punto 36, using the present subjunctive to express possibility, probability and doubt, with regard to the future of the human race. A short general conversation can stem from the responses of the students. The document is photocopy-friendly: each copy is two handouts.
A face-to-face role-play activity to practise Unit 2 Punto 16, Discussing obligation, duty and permission
¿Has hecho esto alguna vez? Using the present perfect to talk about the past when the time is unspecified.
This task is in preparation for the speaking ECA. There are 4 possible "fiestas". In this exercise, each student gives a brief presentation of each fiesta. They have to explain to the group why they recommend that fiesta. As a group they decide which one of the festive occasions they would like to experience and why.They can also consider how they will travel and what type of accommodation they will book. The provenance of text and photographs is acknowledge on each document.
This task aims at introducing leisure activities and/or hobbies as well as revise the Present tense. I have used this task also to introduce and/or revise verbs in false beginners groups. Suitable for L194 and L140 f2f and Elluminate tutorials.
This lesson includes a PPP to work on free time activities, present tense and frequency adverbs. The second activity is a survey to reinforce these contents. Students fill in with their own answers and then move around the class interviewing peers. Students should interview same person until they hear the bell go. The idea is for them to interview as many students as possible and find one person with the most similar activities. This task was designed to be used for f2f tutorials but can be also adapted for Elluminate tutorials.
Pretérito Imperfecto - Authentic material - Jing video The FILE should be downloaded and then opened in Firefox. The LINK openes directly on the browser.
A face to face role play to practise Unit 2 Puntos 14 and 15. Use of the imperative and direct object pronouns. Students are moving to a new house and unpacking boxes. They discuss where to put a number of items: No lo guardes ahí, guárdalo en el armario del cuarto de baño.
This is a MOCK to prepare students for the EMA that I have used with my groups at the Spanish Intensives resi school in Alicante. Feel free to use it or adapt it if you want to do a mock oral with your students
Students decide whether these superstitions exist in the Spanish-speaking world and talk about the superstitions in their own cultures. Use of the present subjunctive in the negative imperative.
This is a quizz exploring the shared history of Spanish and English speaking countries, enabling students to practise the preterite tense as well as dates and years.
Actividad para revisar los remedios naturales y usar las construcciones de opinión "pienso que, creo que, me parece que" además de la revisión del uso de "para".
Students use the present subjunctive to complain conversationally about people and establishments in their environment. It includes a list of possible mild "complaints", but students can also improvise, and talk about positive things in addition.
Study skills to help studying En rumbo. Practising talking about routines in the present.
Practising questions and answers in the present tense. Finding out about each other
Using cardinal points, talking about where the main cities and provinces of Spain are in the map.
Describing daily routine, frequent actions, using expressions of time and frequency
Practising comparisons. Comparing the students’ own cultures with the cultures of Spanish-speaking countries.
Talking about time and routines. Comparing attitudes to time and punctuality in different cultures.
Thinking about study skills to help with studying En rumbo. Thinking about how to tackle the first TMA.
Describing a celebration. Interpreting an event from the Spanish-speaking world based on limited visual clues.
Practising giving opinions using the verb parecer. Practising gender and number agreements
Working on structures to express what people are doing, what they are about to do, and what they have just done
Developing perception skills. Working on vocabulary related to the environment. Giving advice and making suggestions.
Describing a process using se + 3rd person. Finding out about a Mexican craft: papel picado. Pronunciation of consonants and consonant clusters.
Giving advice, suggestions and recommendations. Expressing obligation and saying what is and what isn’t allowed. Becoming aware of cultural differences in social behaviour.
Giving advice, suggestions and recommendations. Expressing obligation and saying what is and what isn’t allowed. Becoming aware of cultural differences
Practising the negative imperative. Practising the pronunciation of diphthongs.
Practising the pronunciation of the soft and hard sounds of the letter ‘r’.
Talking about the biography of a famous person. Practising the preterite and imperfect tenses.
Practising the imperfect to describe the past. Practising pronunciation of endings in the imperfect.
Practising the imperfect to describe the past. Reading numbers above 100. Practising expressions of time to contrast past and present.
Practising expressions of time to contrast past and present. Using connectors to contrast and compare. Using the imperfect to describe the past.
Using the preterite and the imperfect to talk about the past, or one’s life in the past.
Practising the stress patterns of preterite and present verb forms.
Practising the intonation of questions and statements. Becoming aware of cultural differences in social behaviour.
Using the perfect tense to talk about what you have done. Using the adverbs ya and todavía. Using direct object pronouns in replies. Intonation pattern of exclamations.
Using the perfect tense to talk about what you have done. Using the adverbs ya and todavía.
Talking about the past, using the perfect and the preterite. Giving a mini-presentation.
Talking about past events. Practising the preterite and the imperfect tenses. Telling a legend. Reflecting on and identifying cultural elements shared by legends.
Talking about memorable dates. Using the preterite and the imperfect to talk about one’s life. Expressing dates.
Working on the use and meaning of connectors. Reflecting on what is acceptable or normal in different cultures.
Practising common structures for making requests in Spanish. Practising the pronunciation of /p/ and /t
Practising lo que to single something out. Practising el que/la que/los que/las que to select from a group.
Practising how to express hopes and wishes. Giving a short presentation. Finding out about the city of Valparaíso and the problems of some Latin-American cities.
Talking about likes and dislikes using the structure Me gusta que + subjunctive. Giving a short presentation. Thinking about holiday preferences in the students’ own country and in Spanish-speaking countries
Giving and justifying opinions. Giving a short presentation. Practising for the speaking ECA. Participating in a group discussion
A dyslexia-friendly activity to teach and practise the imperfect tense, focusing on first and third person singular. Students talk about the childhood of two famous people who are known to be dyslexic (Orlando Bloom and Keira Knightley) and then move on to talk about their own childhood.
This a very easy to follow song that will help students practise linking words together (sinalefa).
A dyslexia-friendly activity to teach and practise the difference between por and para.
Students find solutions to given problems using modal verbs such as debes/deberias/podrias/tienes que use in face-to-face tutorials or on Elluminate
Presente del Subjuntivo para hablar de las características de personas o cosas desconocidas, no concretas, hipotéticas
This is a survey to be done either on f2f or on Elluminate tutorials. Students should pair off to interview each other for a limited amount of time, until the bell goes off. Then they should change partners and continue interviewing the next person. The aim is to reinforce the use of Perfect Preterite tense and find someone who responds positively to each question. Tutor could encourage the use of "alguna vez" first. E.g.: Has visto una buena película alguna vez? Cuál es la mejor película que has visto?
Clase completa para repaso del Futuro Imperfecto y presentar el Presente del Subjuntivo con frases temporales.
This presentation covers the basic differences between SER/ESTAR. It can also be used as a revision of sentence structure and also subject pronouns and their optional usage within the sentence. Esta presentación pretende servir de ayuda en el estudio y revisión de los verbos SER/ESTAR. También se ha utilizado para revisión de estructura frasal y uso de los pronombres sujeto.
ser y estar overview followed by two practice tasks