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To improve the reading comprehension. To develop writing skills: describing persons. To reinforce vocabulary: physic and psychological adjectives.
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.
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 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 some recordings sent by some of my beginner students.
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.
Actividad para hablar sobre películas elegidas por artistas hispanoamericanos.
Usando una canción del cantante colombiano Juanes, se pueden tratar temas relacionados con el racismo y la solidaridad, pero también con la fama y los artistas.
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.
a short ppt presentation revising verbs for achievement and a slide for language production and practice
-¿Cuánto cuesta…? -To reinforce the use of numbers. Los porcentajes. Cifras y tantos por cientos -To introduce adjectives and pronouns: todos, ningún, ninguno, alguno -To reinforce expressions like: ¡qué interesante!, ¡qué bueno!, ¡qué caro! -To reinforce the Present Perfect tense.
A dyslexia friendly face to face or Elluminate activity. Talking about cities and the countryside and expressing opinions. This activity is a controlled discussion. It is recommended for pairs or group of three students. There are 6 slides. It’s important to send the student’s guide beforehand.
To practice oral skills - and basically, speaking: ¡Vamos a hablar! To reinforce structures: talking about preferences (me gusta, prefiero…) and giving reasons (¿Por qué? Porque…)
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).
To understand the concept of crowdfunding. To reinforce the use of the present tense and the use of the Direct/Indirect Objetcs. To promote the use of the dictionary.
To understand a text. To talk about your hobbies, to express likes and dislikes, agreement and disagreement.
To reading a story; To develop writing skills: writing a possible end of the story. To review the present tense and reinforce verbs in the future.
To develop writing skills. To reinforce the use of the past tenses: pretérito indefinido y el pretérito imperfecto. To encourage students to use the dictionary.
Activity to practise expressing habitual actions in the past, routines in the present, and future predictions.
Students are assigned a specific role to discuss the future of books vs e-books.
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.
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.
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.
Mediante el uso de las imágenes, se puede animar a los estudiantes a usar su vocabulario y su imaginación describiendo no sólo lo que ven, sino mediante preguntas como "¿quién vive ahí?". Después se puede hacer una actividad más compleja, reflexionando sobre las desigualdades sociales.
A practice activity for the L 204 end of module oral exam - Ecoturismo. Can be used in online teaching
This task combines the use of media/online resources to prepare for a class debate on a contemporary conflict in Latin America in order to contrast it with the way it is handled in Europe. Students access audio/visual authentic material online and read two authentic news articles to elaborate and reflect upon the topic: Las protestas en la democracia. Students are asked to send their reflexions to the class blog and this material is later used for the class debate.
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.
Elluminate screens to revise vocabulary relating to the weather. Clip art by Discovery School.
El vecindario is a task that combines creativity with authentic material extracted from Internet. Students first watch a scene from the series El Vecindario, with some representative characters in it. Then, they should make hypotheses based on the hints provided. The task aims at them using Imperfect Subjunctive and Conditional tense.
A face-to-face role-play activity to practise Unit 2 Punto 16, Discussing obligation, duty and permission
Get your students to find out more about each other, and report their findings in the past.
¿Has hecho esto alguna vez? Using the present perfect to talk about the past when the time is unspecified.
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.
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.
Dialogue. The aim is to find out information from students following the models given.
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.
A dyslexia friendly face to face or Elluminate activity. Learning about Frida Kahlo and discussing Mexican art. It’s important to send the student’s guide beforehand.
A short video of the 'gigantes' during the 'fiesta mayor' in Caldes de Malavella, Gerona, Spain
Actividad basada en el análisis del cuadro "Guernica" de Picasso. La actividad se puede explotar tanto en el curso 204 como en el 314
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.
Esta canción de la artista Gloria Estefan se puede usar así o con huecos para rellenar. Invita a la reflexión sobre la conquista, el imperialismo, la globalización, la unidad de los pueblos hispánicos, y el papel de la música como un medio de comunicación. Se necesitaría internet o el CD/archivo mp3 con la canción.
Presentación del imperativo afirmativo y su uso en la creación de anuncios publicitarios. Se ha incluido también la opción de la cláusula condicional con futuro simple. En estas últimas, los estudiantes tendrán que usar su imaginación para utilizar verbos que puedan conectarse con los productos. Se puede adaptar para cursos más altos utilizando frases más largas con conectores y también añadiendo el imperativo negativo.
Pretérito Imperfecto - Authentic material - Jing video The FILE should be downloaded and then opened in Firefox. The LINK openes directly on the browser.
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.
Power Point con información sobre cómo llegan los inmigrantes a España, y de qué países.
This is a complete first lesson to introduce the Perfect Tense. The class consists of a warm-up activity. Students fill in the cards individually and then walk around the class talking with others to find something in common. The second activity is meant to contextualize the Perfect Tense by means of a tic-tac-toe task. Finally, students should read a biography to activity the use of the tense.
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 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
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".
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 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.
Getting to know other students in one´s tutorial group, and practising the preterite.
Activity to invite students to reflect on how they learn a language, while practising the past tenses.
Activity to practise defining and describing objects, concepts and abstract nouns in the context of education.
Activity to practise describing and defining objects, concepts and abstract nouns, having a look at Spanish students' blunders in their exam responses.
Activity to practise the past tense using key dates in Latin American history.
Activity to practise the preterite using key dates in the history of Catalonia.
Identifying the essential elements in a CV, and the requirements of a given vacancy.
Practising different structures to give advice, and expressing possibility and probability using the subjunctive.
Students take part in a role play while familiarising themselves with the administrative procedure of applying for a permit to stay in Spain.
Students practise expressing possibility, probability, certainty and doubt about their beliefs.
Activity to practise the passive se + 3rd person; learning about the religious festival, El Rocío.
Students practise using the subjunctive in structures to express their fears and expectations for the future.
Students prepare a short oral presentation with reference to a scientific project.
Students read a scientific text and identify the objectives and results of a scientific project.
Talking about percentages and change in statistics with reference to a literacy program in Latin America.
Expressing likes and dislikes using the subjunctive, and needs when talking about houses in a role-play.
Introducing a debate situation, the different roles of those taking part in a debate, turn-taking, interrupting others, etc.
Students prepare and conduct an opinion poll on environmental problems.
Practising "lo + adjective", talking about statistics, using expressions to indicate contrast and comparison with reference to Guinea Ecuatorial.
Making and responding to suggestions, using the formal and informal registers, practising structures and vocabulary used in negotiations.
Expressing preference using the subjunctive in the context of accommodation and houses.
In groups students prepare a brief presentation on three South American countries, and discuss their differences and similarities.
Activity to practise exchanging information, expressing opinions and revising the past tenses in the context of having or not having attended the Residential School in Santiago.
Activity to practise "es que..." to justify actions, "si + imperfect subjunctive", and expressing wishes and aspirations in relation to environmental problems.
Using indirect speech (present & past) while learning about the Sandinista Revolution.
Giving an oral presentation about economical and social problems in Latin America, and expressing hypothesis.
Help students tackle the first two TMAs of the course, revision and practice of basic organizational abilities as well as development of critical skills
Introducing oneself, talking about our identity and the identity of a country, show evidence of origin and influences
Discuss the topic of cultural identity through names, languages and origins
Discuss the concept of multiculturalism, practice structures to talk about abstract topics
Discussion, in the form of a role play, of a controversial issue in which the students will reflect on the role of the church in the Conquest of America.
Explore cultural influences, practise time expressions, organize information chronologically
Through the various activities, students reflect on European, regional and immigration-related stereotypes. Practise of vocabulary from Unit 1.
Explore the meaning of culture, work cooperatively to select relevant cultural aspects
Exchange of ideas about art based on students' experiences, Talk about Flamenco (adaptable to other music/dances representative of a country/region)
Practise oral skills through role plays, debating the role of censorship and freedom of expression
Activate students' vocabulary related to the arts, take part on a debate on the role of art, express their own point of view and their opinions/feelings, use contrastive and comparative expressions, use abstract vocabulary Likes And Dislikes, Comparisons, Presenting A Point Of View, Discussing the role of art
Activate students' vocabulary related to music, express personal likes and dislikes justifying their opinions, reflect on the role of music in our lives, present biographical information, describe a musical piece.
Enhance students' film-related vocabulary, develop oral skills with a focus on description and critical opinion, use of past tenses.
Encourage spontaneous speaking, as well as awareness of time limits, in preparation for the oral exam.
Students read excerpts of poems and the tutor encourages some reaction from the in terms of feelings, sounds, message, etc.
Develop students' ability to narrate and evaluate, revision and practice of past tenses
The situation of Spanish in Spain, USA and Perú: reflections on individual circumstances, languages in contact and comparisons. Exchange information and help students express their point of view.
Small group work in which students draw something on the board which represents an item of vocabulary from the unit.
Description of inventions by the students, with a time limit of one minute. Reflection on effective use of available time, in preparation for TMAs and oral exam.
Students work in small groups or pairs. Taking as an example a little girl who always wants to know about things, they ask each other about different inventions and scientific achievements.
Students discuss the topic of globalisation, and looking at its pros and cons. Then they take part on a debate on the issue, justifying their opinons. Finally, the tutor encourages the students to discuss interesting ideas to improve the world.
Students take part in a role play exercise in which they discuss the topic of global warming. The tutor manages the exercise by introducing events that change the course of the situation, to encourage the students to develop their improvisational skills.
Explain the content of el trabajo de fin de curso and solve any questions students have about it. Revise vocabulary related to the three possible topics.
Students work in pairs as interpreters of information from English into Spanish. This activity highlights career options with languages.
A set of activities to practise oral skills and the format of the final exam.
This activity can be used to revise the imperative and improve fluency, pronunciacion and self confidence.
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
Videos, photos and texts to celebrate 100 years of this emblematic Madrid street, from El País
This Power Point Presentation can be used to introduce and discuss the differences between traditional and distance education. It also contains some strategies to help students think about the way they study.
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 video on the merits of a new technology, the BOOK. In Spanish (very clear) with English subtitles. Available on YouTube at http://www.youtube.com/watch?v=YhcPX1wVp38
Primero se pueden dar ideas de inventos curiosos:el "pack venganza", el "cojín para ver la tele", "clocky", "la báscula con nombres de famosos" (se pueden encontrar en internet). También se pueden usar inventos más tradicionales. Se pone a los estudiantes en grupos y trabajan en un invento que tendrán que defender y votar al final el más original/viable.
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
Get students to practise reported speech in the past, while they discuss who has not been telling the truth.
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.
This activity is aimed at revising and using contents seen at A1/A2 level, but it can be easily adapted for any other level desired. Students are asked to fill in the Facebook page with the information required. In class, students walk around reading everyone else´s profile in order to find a prospect friend. Once they find someone, they need to explain why they believe the chosen one would make a good match. This task can be used on f2f and on Elluminate tutorials.
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.
Actividad en torno a la canción "Papeles Mojados" de Chambao. Primero se hacen las dos primeras pizarras para que los alumnos piensen un poco y se sorprendan, después la canción (se necesitará acceso a internet o un CD/.mp3 con la canción) y finalmente las frases hechas para reflexionar sobre nuestros usos de estereotipos nacionales.
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!
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?
A dyslexia friendly face to face or Elluminate activity. Discussing poetry and using poetry to learn Spanish.
Doing a Web Tour in Elluminate and bringing students to visit the websites of different newspapers in Spanish.
Clase completa para repaso del Futuro Imperfecto y presentar el Presente del Subjuntivo con frases temporales.
Actividad para la primera tutoría en Elluminate. He puesto un enlace con un video sobre los objetivos de la actividad y con algunas sugerencias.
I used the first screen of this resource to practise vowel sounds. The second screen reinforced correct intonation of statements.
Powerpoint Presentation to use as EMA practice on Elluminate based on how to improve Ecotourism on the Galapagos Islands
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.
Do a Web Tour in Elluminate and bring students to visit Salamanca in Google Maps Street View.
Campaña de salud contra la gripe A de la Comunidad de Madrid. Vocabulario de salud e higiene y uso del imperativo. Fotos del poster de la campaña, y enlace a vídeo de youtube.
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.
Actividad para la primera tutoría en Elluminate. He puesto un enlace con un video sobre los objetivos de la actividad y con algunas sugerencias.
ser y estar overview followed by two practice tasks
Tomando como ejemplo unas frases propias del "Spanglish", se puede establecer un debate sobre este fenómeno, la evolución de las lenguas, si es algo positivo/negativo, etc. También puede ser humorístico si pensamos en el significado "real" de palabras como "vacunar" o "groserías".
A wordle document to raise awareness of Spanish as a global language
Esta actividad quizá sea bastante sencilla para algunos alumnos de este nivel, pero los tiempos compuestos no son muy utilizados por los estudiantes y no viene mal repasarlos. A partir de esta sencilla actividad, se puede practicar el uso de estos tiempos en otros contextos.
Titulares de periódicos con noticias sobre aspectos positivos y aspectos negativos de la inmigración
Audio del cuento "Un buen par", de Nina Melero. Leído por Fernando Rosell-Aguilar. Libro disponible en: http://www.lulu.com/content/paperback-book/un-buen-par-y-otros-relatos/7702691
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 is a series of two consecutive PowerPoint Presentations with the format of the famous TV show, created to revise contents of level A1. I usually use it at the end of A1 and as revision practice for A2.1 students. This activity can be used both on f2f and Elluminate tutorials.
The aim of this activity is to introduce Google Translate to students and to help them use this service at their benefit.
a handout for students to help them to refer to their audience in presentations
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.