2. Me despierto a las ocho menos diez
Me levanto a las ocho
Desayuno a las ocho y media
Me ducho a las nueve menos cuarto
Rachel Hawkes
3. Am Montag habe ich Mathe.
Am Montag habe ich Mathe.
Ich mag schwimmen gehen.
Ich mag schwimmen gehen.
Herr Carrick unterrichtet Sport.
Herr Carrick unterrichtet Sport.
Mein Lieblingsfach ist Deutsch.
Mein Lieblingsfach ist Deutsch.
http://www.rachelhawkes.com/Resources/Phonics/Phonics.php Rachel Hawkes
4.
5. der der Elefant
Apfel die Banane die die
CD Diskette
der das der das der
Fussball Geschenk Hund Iglu Junge
der das
die Löwe Mädchen die die
Katze Nuss Orange
6.
7. 1 2 3
¡Hola! ¿Cómo te ¿Cómo se
Buenos llamas? escribe?
días
4 5 6
¿Cuántos ¿De dónde ¡Hasta
años eres? luego!
tienes?
10. r al
co
me ju ga
r c er
be
be ha siempre
porque
r normalmente
a veces
nunca
sano malsano
delicioso divertido
con = with
bueno malo cómico
sin = without
picante guay
porque
en = in
dulce interesante
salado emocionante
amargo
aburrido
11. KS3 Spanish Core Language
tener – to have ser – to be estar – to be
Pronouns
tengo I have soy I am estoy I am
yo – I tienes you have eres you are estás you are
tú – you
él/ella – he/she tiene he/she/you have es he/she is/you are está he/she is/you are
(pol.sing) (pol.sing) (pol.sing)
Usted – you (polite, sing.)
nosotros – we tenemos we have somos we are estamos we are
vosotros – you (fam.pl.)
tenéis you have (fam.pl.) sois you are (fam.pl.) está you are (fam.pl.)
ellos/ellas – they
Ustedes – you (polite, pl.) they/you have they/you are they/you are
tienen (pol.pl.)
son (pol.pl.)
están (pol.pl.)
Time words Referring to things Referring to places Asking questions
ahora – now una cosa – a thing aquí – here ¿Por qué? – why?
antes – before esto – this allí - there ¿Qué? – what?
después – after eso – that ¿Cuándo? – when?
hoy – today algo (más) – something Making links ¿Dónde? – where?
ayer – yesterday (else) y – and ¿Quién? – who?
mañana – tomorrow otro – (an)other o – or ¿Cuánto(s)? – how
otra vez - again mucho – a lot también – also much/many?
siempre – always (un) poco – (a) little pero – but ¿Cómo? – how?
a menudo – often muy – very porque – because
a veces – sometimes todo – all/everything con – with
nunca – never sin - without
la semana pasada – last week Sentence building Saying what you did
la semana que viene – next puedo/puede I can/he,she can
week fui – I went
quiero/quiere I want to/he,she wants to… hice – I did
ví – I saw
tengo que/tiene que I have to/he has to… jugué – I played
voy a/va a + verb I’m going to/he is going to… comí – I ate
Opinions
bebí – I drank
Pienso que – I think that (no) me (le) gusta I (don’t) like to/he doesn’t like to
Creo que – I believe that
Me parece que – it seems that.. me (le) encanta I love to/he loves to…
me (le) gustaría I/he/she would like to… Rachel Hawkes
12. Voy a escribir,
Voy a escribir, Haiku - 5,7,5 syllables
Hablar por teléfono
Hablar por teléfono
E ir de compras
E ir de compras ¡Me gusta Cuba!
Descanso en la playa
Por favor Señor
Por favor Señor Y bailo salsa
Voy a ver su empresa
Voy a ver su empresa
En el verano
En el verano
Puedo visitar
Puedo visitar
su país en el otoño
su país en el otoño
Hablo español
Hablo español
Hola me llamo Marcus
Hola me llamo Marcus
Sí, voy a visitar su país
Sí, voy a visitar su país
Gracias, hasta luego
Gracias, hasta luego
13. HAVE I GOT NEWS
FOR YOU
Holly a ………… ans
dix-sept
l’histoire
Kate aime… ………
la musique
James n’aime pas…………
Murray
Le frère de Mme Gillings s’appelle…......
bleu
La couleur préférée de Matt est …….
14. talking pictures
A B
Quoi? Qui? Quand?
C D Oú? Pourquoi?
Qu’est-qu’ils
vont faire?
Qu’est-que
on voit?
Qu’est-
qu’ils
pensent?
Gracias @
15. rascacielos playa
catarata
apartamento(s)
montaña(s)
hotel(es)
acantilado(s)
oficina(s) desierto
edificio(s) palmera (s)
moderno(s)
edificio(s) bosque(s)
antiguo(s) selva
escuela mar
jardin(es) ruina(s)
tienda(s) costa
fábrica(s) ¿Hay……….? río(s)
lago
granja
hierba
16. Cad iad na ceisteanna?
1. Tá 1000 dalta i mo
9. Sea, cinnte. scoil agus is scoil
Agus tusa?
mheasctha í. 2. Is é an ceol an t-
8. Ba mhaith liom ábhar is fearr liom.
eolaíocht a dhéanamh
agus bheith i mo
dhochtúir. 3. Tá sé iotach deas
agus míníonn sé gach
rud go maith.
7. Ní hea.
4 Is ball den
chlub cispheile
6. Bhí mo bhunscoil mé.
iontach beag agus ní
raibh éide scoile againn. 5. B’fhéidir
19. Sitges
Cataluña, Spain 2009
Hace 50 años, había más rocas en la playa. Hoy no hay rocas en la playa.
20. avec = with
La pyramide
et = and
mais = but
parce que =
because
je sujet (je, tu..)
Je déteste + opinion
Je déteste faire + verbe (infinitif)
Je déteste faire de la danse + sport
Je déteste faire de la danse au collège + extra
Je déteste faire de la danse au collège parce + extra
que c’est moche!
21. Ton Christ est juif
Ta voiture est japonaise
Ta pizza est italienne
Ton couscous est algérien
Ta démocratie est grecque
Ton café est brésilien
Et tu reproches à ton voisin d'être un étranger
Ta montre est suisse
Ta chemise est indienne
Ta radio est coréenne
Tes vacances sont tunisiennes
Tes chiffres sont arabes
Ton écriture est latine
Et tu reproches à ton voisin d'être étranger
Rachel Hawkes
23. a Portugal
En el verano fui a España.
a Francia.
en un hotel cómodo.
Me alojé en un camping
y era acogedor.
en un apartamento muy bien equipado.
el museo Guggenheim hice excusiones en bici
Vi el museo Louvre y/e monté a caballo
el museo Dalí nadé en el mar.
las playas la comida
Me gustaron las discotecas pero no me gustó el calor
las personas el tráfico.
Escocia hacer escalada.
El año que viene, iré a Goa para hacer alpinismo.
Australia hacer piraguïsmo.
24. KS3 –KS4 transition
Role the dice each time and move left to right through the boxes. Say your phrase out loud. Your partner will use the whiteboard to translate
what you are saying. Take it in turns to produce these speeches.
1 El año pasado A 1 fui a España B 1 con mis amigos. C
2 El verano pasado 2 fui a Francia 2 con mi familia.
3 Hace dos años 3 fui a Escocia 3 con mis padres.
4 Durante las vacaciones 4 fui a Norfolk 4 para dos semanas.
5 En 2007 5 fui a Grecia 5 para una semana.
6 El invierno pasado 6 fui a Italia 6 para un mes.
Me gustó mucho porque……..
1 nadé en el mar D 1 y mandé mensajes.
E 1 ¡Fue genial!
F
2 visité monumentos 2 y saqué fotos. 2 ¡Fue guay!
3 descansé 3 y tomé el sol. 3 ¡Fue fantástico!
4 jugué al voleibol 4 y bailé en la discoteca. 4 ¡Fue estupendo!
5 fui a la playa 5 y monté en bici. 5 ¡Fue maravilloso!
6 comí platos típicos 6 y escuché música. 6 ¡Fue fenomenal!
El año que viene, cuando vaya
a España….. G 1 ir de compras
H 1 en la playa.
I
1 voy a ……. 2 ir a la piscina 2 con mis amigos.
2 me gustaría.. 3 hablar español 3 todo el tiempo.
3 quiero.. 4 jugar al tenis 4 todos los días.
4 tengo ganas de.. 5 montar a caballo 5 por la noche.
5 tengo pensado.. 6 acampar 6 y tomar el sol.
6 espero..
25. Last year to I went
on holiday to France
with my family.
Rachel Hawkes
28. Cad é ba mhaith leis a dhéanamh?
Cad é a thig leis a dhéanamh?
Cad é atá sé ag
dul a dhéanamh Cá bhfuil
anois? muid?
Cad é atá i Cén rud nó cén
ndiaidh titim duine atá sa
amach? ghrianghraf?
Cén uair a Cad é nach bhfuil Cad é atá le
glacadh an le feiceáil feiceáil
grianghraf? againn?
againn?
29. 1. Décris toi.
2. Parle moi un peu de ta famille.
Tu t’entends bien avec elle?
3. Tu aimes les animaux?
4. Est-ce que tu bois ou tu
fumes?
5. Qu’est-ce que tu as fait hier
soir?
6. Qu’est-ce que tu vas faire le
week-end?
30. À mon école primaire, il y avait… À mon école secondaire, il y a…
32. Encuentra a la persona en la clase que…..
• fue al cine el sábado
• tiene una canción de Lady Gaga en su
colección
• quiere estudiar matemáticas para el
bachillerato
KS4
33. ¿Cuáles son las preguntas?
7. Sí, pero 1. Sí, me KS3
es un poco encantan.
aburrido. 2. No, no
me gustan
6. Sí, por
nada.
supuesto.
¿Y tú? 3. Mi bocadillo
preferido es
queso y tomate.
5. Detesto 4. No, porque
las cebollas. soy
vegetariano/a. Rachel Hawkes
34. en mi es más …
ayer también creo que
opinión que
el próximo
el sábado fin de así que fui tuve que
semana
sería me parece lo mejor compré pude
el domingo por ejemplo lo peor tengo quería
prefiero voy a ir no me gusta en el futuro me gustaría
35.
36. Las vacaciones Mi tiempo libre Mi música preferida
Los deportes El instituto Mi familia y mis amigos
37. Opinion Present Future
Time
Reason Comparison
expression
Reference
Complexity Past
to others
Rachel Hawkes
38. Variety
ASL (AVERAGE SENTENCE LENGTH)
10
Idea 10
Rachel Hawkes
39. ¿Qué apuestas?
•Marca con / o x las frases correctas y las frases con errores
•Apuesta entre 1 y 10 puntos
•Escucha al profesor para ver si las frases son correctas o no
•Si has escrito / o x en el lugar correcto ganas los puntos. Si no, pierdes los puntos
•Escribe tu total en la casilla
Frase /x Apuesto Gano Pierdo
1 Ayer jugé al fútbol
2 Juan es una persona contenta
3 No salí porque tenía muchos deberes
4 Yo amor el español
5 Las matemáticas es difícil
6 ¿Como te llamas?
7 No les gusta la política
8 Me duele los pies
9 ¿Cuándo es tu cumpleaños?
10 Dónde está mi libro?
11 Hablaremos más tarde
12 Haceré mis deberes esta noche
13 No me gusta chocolate
14 Le encanta las películas de acción
15 Pasó mis vacaciones en Francia
16 Saqué muchas fotos
17 Fútbol es aburrido
18 Mi padre es un médico
19 Mi hermana es muy alto
20 Pedro soy español
subtotal
Gano - pierdo = Total
40. Running dictation
• You will work in teams
• One at a time you will come to the text and
have approximately 30 secs to memorise a
section of it
• Return to your group and add it to your sheet.
• I will then ask you some questions about the
text which you will only be able to answer if
you have successfully completed the task!
¡Buena suerte!
41. Mis vacaciones
• Normalmente voy a los Estados Unidos durante las
vacaciones con mis padres. No me gusta viajar con mis padres
– es un poco aburrido.
• Este año fui a Italia con mi amigo y su familia. Fuimos a
Venezia en el noroeste de Italia. Viajé a Italia en avión y
después en coche. No me gusta viajar en avión porque me
hace vomitar y es bastante incómodo – prefiero viajar en tren
porque es relajante.
• En Venezia nos alojamos en un hotel lujoso cerca de la plaza
mayor. Era fantástico porque era muy limpio, pero de vez en
cuando era un poco ruidoso. Pasamos dos semanas allí.
• El año que viene voy a ir a España con mi colegio – voy a
visitar Madrid y voy a ir de compras en el centro. Voy a pasar
una semana allí. Será excelente.
42. Total = 24 points
Quiz
1. Where do they normally go? America / US
2. Who do they normally go away with? parents
3. Do they normally like their holidays? Why / why not? (2) No, - boring
4. This year where did they go? (2) Venice, Italy
5. Who with? Friend & their family
6. How did they get there? (2) Plain & car
7. Why don’t they like that transport? (2) Uncomfortable; makes them sick
8. How do they prefer to travel & why? (2) Train - relaxing
9. Where did they stay? hotel
10. Where exactly was the accommodation? Near the main square
11. What positive things do they say about the accommodation? (2) Clean;
A bit noisy fantastic
12. What negative thing do they say?
13. How long did they stay? 2 weeks
14. What 5 things do they say about next year? (5)
Going to Spain; with school; going to Madrid; shopping; will be excellent; 1 week
Notas do Editor
So, for example, the vowels in Spanish look the same as in English but they are pronounced v differently so I have a word for learners to practise that sound in. Spanish & German are so phonetically consistent that this works wonders. French is a bit more involved but still pays dividends!
These 3 slides model the 3 stage memorisation process.
Mind mapping activity. Aim to practise generating longer sentences about sports and food/drink and likes/dislikes. Here we are looking for something like: Me gusta jugar al baloncesto a veces con mis amigos porque es divertido = I like playing basketball at times with my friends because it’s fun. Tell them that mind-mapping helps memory because it’s about elaboration – working the knowledge you’re trying to remember so that it sticks (like the activity about the elephant knowledge in Everlasting 1). It’s good to use pictures, words & lots of colour and have a logical order with arrows etc… In this one you start with an opinion in the middle and you then go either left or right, to talk about food or sports. Then you add in a time expression and extra detail and a reason. The pyramid on the next slide is just a different way to portray this visually. After they have made their mind map they should practise saying some sentences referring to it.
There are 1000 students in my school My favourite subject is music. He’s really nice and explains things well. I am a member of the basketball club Maybe My primary school was really small and we didn’t have to wear a uniform. No (it isn’t) I want to study science and be a doctor. Yes (it is) of course. And you?
Pupils could generate questions around pets, age, concrete nouns in Y7, with school subjects and timetable at the end of Y7. To follow in Y8 we would expect questions around appearance & healthy diet in addition to these. Y9 would allow them to add words such as hambre, sed, sue ño etc tienes que + infinitive Can also experiment with adding question words at the front of the question – Donde tienes, Cuando tienes, etc..
Could generate a whole variety of questions at any stage!
Pyramid – instructions for teachers A challenge! Using your pyramid sheet write as long a sentence as you can! Remember that you can link 2 ‘pyramid’ sentences with an ‘et’ or ‘mais’ to extend the length & interest The next challenge! Memorise one of your 2 pyramid sentences and say it to your partner or a teacher
Read this poem out to the class clearly and slowly, clicking to bring the pictures on individually to support understanding of each line. Worth perhaps eliciting what the previous song and this poem have in common? Then tell them that they are going to need to be ACTIVE and noticing and use their memory skills as you are going to read the poem to them again, given them 2 mins to read it again to themselves and then give the a version with gaps for them to put back together. Flick forward to show them what their task will look like.
Anna’s TES resources reminded me of this one! She calls it Trapdoor and it’s brilliant for a) memory and b) speaking (repetition with a reason!) It’s a competitive game in pairs. Each chooses and option for each sentence in their head. One starts reading out loud, trying to anticipate the other’s choices. Each time they make a choice, the partner either nods or shakes his/her head. If the choice is wrong, play passes to the partner who starts the same process. If it is the right choice, the student gets to continue. The aim is to get to the end first. Answers don’t change, so this is also a great memory developer.
Speaking & memory lesson – instructions for teacher 1 Explain and ‘sell’ the concept of the lesson – students are going to aim to memorise one level 5 speech as a minimum by the end of the lesson. They are going to improve their Spanish speaking AND their memory skills in this lesson. (5 mins) 2 Show the sheet – for most groups the first step will be to take them through the meanings. Allow students to writing in the English meanings by the side of the Spanish if desired. (8 mins) 3 Next model a speech using the dice – display the sheet on the whiteboard as you do so and underline each part as you roll, emphasising the Spanish and repeating the whole speech from the beginning each time you roll so that by the end of 9 boxes you have said the first box part 9 times! This is excellent repetition practice and they will do this without noticing if you model it clearly as you show them what to do. (5 mins) 4 Elicit the English meaning from the students of the speech you have given (either taking oral contributions or on whiteboards) – this is what the partner will do when they do this is pairs so is important to model this part too. (3 mins) 5 Make clear that this is just the first activity and that they have 6 minutes to make as many sentences as they can, taking it in turns each time. (6 mins) Speaking & memory lesson – instructions for teacher cont’d Now explain that you want them to use the scaffolding sheet to write their own 30-second marathon sentence. All will write using a phrase from each of the 9 boxes. (5 mins) Now the challenge is to use some memory strategies to learn it off by heart. Explain that the first 6 boxes are compulsory (will make about 20 seconds) and adding in the final 3 boxes will be exceptionally good and will be about 30 seconds. Suggest that one strategy (chunking) is already provided by the sheet itself and that building up the speech ‘chunk by chunk’ repeating each bit that they learnt before should help them to memorise. Suggest also that they might split their page into 9 boxes. Write each bit out with just the first letter to prompt in each box Draw a picture instead of the words in each box Use look, cover, say, check Work in pairs to test each other (5 mins) Give them 14 minutes to work on their speeches – circulate to support Plenary – hopefully there will just be time to hear 2 or 3 students ‘perform’ their speeches – plenty of praise at this point. For homework, set them to work their speech into their longer term memory by repeating some of the activities that have worked for them in the lesson. Say you will begin next lesson by hearing and recording their speeches.
It is hard to get students to use what they have learnt already sometimes. To focus them back on what is in their books, ask them to choose 9 sentences on the theme they have been covering and write them in English, making sure they know how they would be said in the TL (they will have this doubtless in their books). They then get up and go around the class, testing each other. When they find someone who can do a phrase correctly they write their name in one of the boxes next to that phrase. In this version each phrase needs 2 x different names. The plenary activity that follows is for the teacher to do a brief ‘spot check’ asking named individuals to do the phrase they have been signed up for. This gets students to think back to what they have covered and to fix it more deeply in their long term memories.
Pilla al intruso. El hockey, el remo, el tenis de mesa o el baloncesto. El remo porque es el unico que necesita agua? El remo porque los otros tienen pelotas? El tenis de mesa porque es el unico deporte individual – los otros son deportes de equipo?
To revise questions for GCSE oral
The individual thought bubbles are for something that is only applicable to that 1 person and not the other two e.g. VB is a woman The starburst in the middle is for something common to all e.g. They are famous and the rectangles between the pairs are for something that pair has in common. E.g. TH and DB are sporty. With a zillion thanks to Jackie Howis, AST and SSAT LP in Kent for this lovely visual lay-out of this fab task type!
Students are used to this activity now and should not need lots of prompting. But in case they do, examples could be: 1. Te gustan los bocadillos de jamon? 2. Te gustan los bocadillos de tortilla? 3. Cual es tu bocadillo favorito? 4. Te gustan bocadillos de salchicha? 5. Que no te gusta comer? 6. Te gusta el queso? 7. Te gusta el tomate?
Spend the words These words/phrases are on cards and they are divided up equally between the pair or small group. Then a topic is given and the students have to try to ‘spend’ their cards naturally in conversation on the given topic.
A Keep Talking for 1 minute game. Can do this in groups but direct from the front. Click on ? To roll the dice. A player from each group then has to talk for 1 minute on that theme. 1 member of each group has a stop watch to time and others listen to make sure they keep talking. In this way, all engaged simultaneously.
Although this could work as a whole class activity, this version where talking for one minute is the aim I think it works best in groups (up to 6 in one group). Each person chooses a category, tries to talk for one minute (one of group has stop watch) and they can colour in the coloured segment if they manage it. If the teacher chooses to display this on data project, each segment is triggered so if you click on it it turns the colour as indicated on the key in top left of the slide.
Given a specific topic to talk about (or a set of questions if appropriate), students have to try to include each thing from the Bingo grid. When they do, they cross off the box and in their pairs, it’s the first person to cross everything off who wins (full house).
This is just a quick and easy strategy to get students to focus on the length of their sentences and to help them to notice and think about extending sentences. At the end of a piece of writing, they can total the words and divide between the number of sentences – this gives them their ASL. Obviously an ASL of 7-9 indicates that they are not often using subordination, connectives or other conjunctions. ASL of 11-15 would indicate that they are doing this. Clearly it doesn’t measure success with accuracy but it is just a useful measure that highlights this aspect of quality of language.
Sentence auction
This is actually a Year 9 (level 6) example but the principle of the task is the same whether it is used at KS3 or KS4.