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This recording in which I describe my daily routine (but I am not telling what my pretend job is!) can be used to ask the students to listen to the information, and to try to figure out what the job is. Students are also encouraged to do the same in pairs or groups, with a different job, of course. I have also added the recording sent by one student.
The pictures can be cut out and used as playing cards. Students work in pairs and prepare a dailogue based on the card they have been given.
The alphabet in Spanish. Useful if you want to talk about sounds and practise spelling. Based on L194 Libro1 Unidad1 Preparación Estudiantes.pdf on the module website.
Re-adapted version of Bar Portales screen, with colours and an interactive activity. The words are inside a basket, you change the colour of the words to the same colour of the basket so they are hidden. Then ask the students to look at the picture and note down as many words as they can. Then in turn you pull out a word from the basket and ask a student to place it over the item it belongs to and say the phrase "hay un/una....." using the word. Ask each student while you pull another word out of the basket. It works well on Elluminate or an interactive whiteboard.
Revamped version of the OU resource "Bar Portales". Vocabulary boxes have been added for students to click and drag on the screen.
Students have to say whether the statements -written in different colours- are true or false. An alternative, to make it more interactive, is to get students to doodle in one colour and make an statement (este color es rojo). The rest of the group decides whether this is true or false.
This resource reinforces asking and giving surname and spelling it. I gave each participant a card with a Spanish surname (the correct version). They practised short dialogues (cual es tu apellido and como se escribe).
The pictures can be used as cards. Students are given a card and are invited to talk for one minute on the topic the card presents. Good for an end of tutorial activity.
Elluminate screens to revise vocabulary relating to the weather. Clip art by Discovery School.
A dyslexia-friendly face-to-face activity to help recall of vocabulary (parts of the face) and strengthen the association between the word and "the way it sounds". Created as part of the Dyslexia Project.
Dialogue. The aim is to find out information from students following the models given.
Esta es una guía con ejemplos de palabras con diferentes sonidos. Al lado de cada palabra o frase hay un enlace a la página web Forvo, donde hablantes nativos se graban ellos mismos. Es importante asegurarse de que el idioma activo es el español.
Jumbled up dialogue for students to practise personal information. Ask them to unjumble it and then practise the dialogue in pairs with their own personal details (or not). Based on L194 Libro1 Unidad1 Preparación Estudiantes.pdf on the module website.
Images of jobs/professions with labels in Spanish. The jobs chosen revise gender endings and provide practice of vowel sounds and "difficult" consonants (qu/r/j/h)
A face to face role play to practise the present perfect and direct object pronouns. Students have just moved to a new house and cannot find a number of items: - No encuentro la cafetera. ¿Dónde la has puesto? - La he puesto en el armario de la derecha. - Ah, ya la veo.
Asking and giving personal information; more Elluminate features.
Using basic Elluminate features; greetings and introductions; asking and giving names.
Asking and answering questions about place of origin and nationality.
Talking about wishes and needs, and specifying requirements in the context of buying property.
Using numbers above 100; explaining what something is, its use and purpose.
Talking about the interior of a room; using phrases that indicate position; there is/there are.
Asking and giving personal information (including addresses).
Talking about daily routines; talking about eating habits; using pronominal verbs.
Asking and saying what time you do certain activities; using exact and approximate time expressions.
Saying where you are going; talking about means of transport; saying how long it takes you to do something.
Talking about leisure activities; talking about frequency; saying how long you have been doing something.
Expressing preferences; giving reasons; expressing agreement and disagreement.
Making polite requests; talking about things that are broken or don't work.
Talking about what you like to eat; ordering a meal and drinks; making informal requests.
Asking and responding to questions about health; expressing how you feel with tener.
Describing what people were like in the past. Talking about what you used to do.
Naming / describing different rooms of the house Saying what objects are in each room Using “hay” + indefinite article + object and a prepositional phrase Saying/ asking what items in the kitchen are for, using prepositions of position and telling prices
This photograph can be used to revise description of a particular room in the house including the location of some of the items one can find in it. You can also use the picture without the words to elicit vocabulary from the students. You can encourage students to send you their own pictures and descriptions.
Students have to decide who would get along with whom according to their interests and explain why. Before reading the paragraphs about each person, students can use the pictures to predict this information, i.e., what they think these people do as a job, what they like doing or dislike. Then, they can compare their guesses with the information given. Finally, students can explain whom they would get along with and why.
Revamped version of OU resource "Edificios famosos" to describe buildings. See comment below.
Elluminate whiteboards to practise numbers 0-9. Ask your students to link the words to the drawings.
Students revise clothes vocabulary, use of ESTAR to locate people, le gusta, use of SER to describe people and use of ESTAR to express mood. The photograph is from my own archive.
Re-adapted version of document Paseo por la ciudad. The tutor can first revise the vocabulary from each picture asking the students the names of the places. Then this can be done as a pair activity on break out rooms or the tutor can act as a local spanish person and get the students to ask directions to places. The numbers can be deleted on the map. The studen asks the teacher "cómo se va al Museo del Prado?" for example and then the teacher gives the directions while the student grabs the smiley face and moves it around according to the directions. Once they get the place the teacher or student can write the number of the place on the map according to the list below. This can be exploited in different ways. Comments are welcome!
I used the first screen of this resource to practise vowel sounds. The second screen reinforced correct intonation of statements.
Expressing prohibition: what is not allowed in a museum Elluminate whiteboards Se prohibe (n) 1 Presentation Students have studied obtaining permission (“Se puede..”) in a previous lesson. Show whiteboard of Museum (need to find suitable image). Questions with “Se puede..(tocar los objetos, llevar el perro, fumar, tomar fotos, comer)” to elicit the answer “no”. Tutor expands on “no” with “No, se prohibe ..(tocar los objetos, llevar el perro, fumar, tomar fotos, comer)” Depending on ability of group “Se prohibe llevar el perro” can be “altered to “Se prohiben los perros” to introduce the plural form. 2 Repetition Show images without text. Students repeat phrases after tutor 3 Practice 1 Show image without text. Indicate individual images. Students reproduce phrase corresponding to image. 4 Practice 2 Show image with text. Students read text aloud (if necessary after tutor). 5 Practice 3 Show image with jumbled text. Students drag text to appropriate image and read aloud. 6 Extension Tutor suggests other contexts, eg. library, street, etc and asks what is not allowed.
A wordle document to raise awareness of Spanish as a global language
To practise recounting daily routines using reflexive verbs. To use the present tense to describe your daily routine. To revise and practise giving the time is something done. To revise and practise adverbial phrases expressing how often something is done
Use the polling function in Elluminate for five minutes of fun with your students. Can be used with any language! See note below. Based on L193TutorialActivity_Spelling_practice1_2
Elluminate whiteboard to practise descriptions: ask a student to describe a character for the rest of the group to guess, or get the group to ask questions and find out the character. Clipart Discovery School.
This photograph can be used to revise description of people, the present perfect and the immeditate future. The list of questions is just an example. Students can also make up a story about the people in the picture (what they like, what they do in their spare time) using structures to express opinion (creo que, diria que, en mi opinion, etc.). Alternatively, students can pretend to be one of the people and talk about themselves.
Grammar excercise to reinforce the gender of nouns and to practise prepositional phrases.
a selection of sports/free time activities with labels to practise me gusta/no me gusta.
Vocabulary revision: que representa esta foto? (una fiesta, la oficina, el restaurante, etc. Vocabulary revision before starting dialogues. Practise dialogues following the model: que te pones para ir a ...? Para ir a .... me pongo. Students speak to 2 different peers for each dialogue. Extension work: students report back following the model "para ir a la oficina Susan se pone..."
A dyslexia-friendly activity to practise me gusta-me gustan in a repetitive way. Students have a choice of three items to ask their classmates about. The limited choice helps dyslexics to understand more easily, as well as strenghtening the relation between the word, the sound and the image of the item, in the early stages of the course.