Remote Teaching & Learning AQA Spanish A Level 'oogle ...

Book Teacher Workload: How to Master it and Get Your Life Back

Remote Teaching & Learning AQA Spanish A Level Google Forms lessons

Dear fellow teacher of Spanish,

During the first Covid-19 lockdown, I designed dozens of remote teaching A Level Spanish lessons on the topics of ‘El

Patrimonio Cultural’ and ‘La inmigración’ using Google forms, which I’m happy to share for free. The lessons include

a range of reading, listening, writing, translation to and from Spanish and grammar. All forms are fully self-marked.

Providing lessons for students in this way allows access on any device, ranging from desktop browsers to

smartphones. This means that all students are able to access the work I am providing and completing it.

Another benefit of setting lessons in this way is that students can see their answers and check through their progress

as soon as they finish the lesson. From the teacher’s perspective, I can track completion and check through answers

individually, or by downloading all answers into a spreadsheet in order to track progress.

Click on the table of contents to go directly to the topic and lessons. There is also a link so you can preview each

lesson.

The lessons are protected so they are not changed, edited or deleted by mistake. Google drive isn't great so you

can’t copy the whole folder unfortunately. In order to use/see the lessons click this link and do the

following, otherwise it'll say you need permission:

https://drive.google.com/drive/folders/1Wgfo7NoTk3XHGVC-1BCnRXydcGl6qM9m

. Open a sub-folder

. Select all the lessons

. Right click

. Make a copy

Do this for each sub-folder and it’ll save the lessons automatically into your drive so you can then start using them

with your students. They’re now yours to keep and you can edit, make changes and set for your classes. Any issues

let me know - there is a short video tutorial here https://drive.google.com/file/d/1TTQyYoj2LNG-

yDt1XHhyJraKGuCGHM0i/view in case you're having difficulty copying the lessons across.

You can find out more about my work, and how I’m trying to make to a difference to teachers’ lives, in my book:

‘Teacher Workload: How to Master it and Get Your Life Back’. If you’d like to show a small token of appreciation,

please buy a copy. Feel free to check out the reviews. Link below and thank you in advance.

https://www.amazon.co.uk/Teacher-Workload-Master-Your-Life-

ebook/dp/B0852P1BLX/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=1594817290&sr=8-1

Kind regards

Bruno

MFL Curriculum Leader & Teacher of Spanish, French and Mandarin

Author of Teacher Workload: How to Master it and Get Your Life Back

https://www.amazon.co.uk/Teacher-Workload-Master-Your-Life-ebook/dp/B0852P1BLX/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=1589894835&sr=8-1

https://drive.google.com/drive/folders/1Wgfo7NoTk3XHGVC-1BCnRXydcGl6qM9m

https://drive.google.com/file/d/1TTQyYoj2LNG-yDt1XHhyJraKGuCGHM0i/view

https://drive.google.com/file/d/1TTQyYoj2LNG-yDt1XHhyJraKGuCGHM0i/view






Contents El patrimonio Cultural ....................................................................................................................................................... 3

6.1A Sitios históricos y civilizaciones prehispánicas – textbook activites ..................................................................... 3

6.1B Sitios históricos y civilizaciones prehispánicas – extension tasks ......................................................................... 4

6.1B Sitios históricos y civilizaciones prehispánicas – textbook activities .................................................................... 4

6.1B Sitios históricos y civilizaciones prehispánicas - reading & writing tasks ............................................................. 4

6.1B Sitios históricos y civilizaciones prehispánicas - grammar tasks: more on the subjunctive ................................. 5

6.1B Sitios históricos y civilizaciones prehispánicas - listening and translation tasks .................................................. 5

6.2A Arte e arquitectura - textbook activities............................................................................................................... 6

6.2A Arte y arquitectura - Grammar: Demonstrative adjectives and pronouns .......................................................... 6

6.2A Arte y arquitectura - Listening & Translation ....................................................................................................... 6

6.2A Arte y arquitectura – extension tasks ................................................................................................................... 7

6.2B: Arte y arquitectura - textbook activities .............................................................................................................. 8

6.2B Arte y arquitectura - Reading and writing tasks ................................................................................................... 8

6.2B Arte y arquitectura - Grammar: Possessive adjectives and pronouns.................................................................. 8

6.2B Arte y arquitectura – extension tasks ................................................................................................................... 9

6.3A El patrimonio musical y su diversidad - Textbook activities ............................................................................... 10

6.3A: El patrimonio musical y su diversidad: Mixed skills tasks ................................................................................. 10

6.3B: El patrimonio musical y su diversidad: textbook activities ................................................................................ 11

6.3B El patrimonio musical y su diversidad: reading and translation tasks ................................................................ 11

6.3B El patrimonio musical y su diversidad - Reading and writing tasks .................................................................... 11

6.3B El patrimonio musical y su diversidad: Strategies - Recognising irregular endings: nouns ending in -ma ......... 12

La inmigración ................................................................................................................................................................. 13

1.1A Los beneficios y los aspectos negativos - textbook activities ............................................................................. 13

1.1A Los beneficios y los aspectos negativos - dictionary skills .................................................................................. 13

1.1A Los beneficios y los aspectos negativos - extension tasks .................................................................................. 13

1.1B Los beneficios y los aspectos negativos - textbook activities ............................................................................. 14

1.1B Los beneficios y los aspectos negativos: translation tasks ................................................................................. 14

1.1B: Los beneficios y los aspectos negativos - extension tasks ................................................................................. 14

1.1B: Los beneficios y los aspectos negativos - listening and writing tasks ................................................................ 15

1.1B: Los beneficios y los aspectos negativos - reading and writing tasks ................................................................. 15

1.2A La inmigración en el mundo hispánico - textbook activities .............................................................................. 16

1.2A: La inmigración en el mundo hispánico - extension activities ............................................................................ 16

1.2A: La inmigración en el mundo hispánico - loan words strategies ........................................................................ 16



El patrimonio Cultural

6.1A Sitios históricos y civilizaciones prehispánicas – textbook activites

https://forms.gle/iXQrkMRc21VCqJSeA

. Students read the text on historic sites of architectural interest. They match the English words 1‒6 with a Spanish

word in the text.

. Students translate the text into English.

. Students match the Spanish words with their English equivalents.

. Students read the statements 1‒6 and decide whether they are true (V) or false (F).

. Students listen to the report on two historic sights in Seville. From eight statements they choose the four that are

correct according to the report.

. Students listen again and match each number with its definition.

. Students read the text on the Roman mark left in Spain. They write a summary of 70 words, following the pointers

given.


https://forms.gle/iXQrkMRc21VCqJSeA


6.1B Sitios históricos y civilizaciones prehispánicas – extension tasks

https://forms.gle/zwjHQdhWDCtFiCT29

Grammar task: More on the subjunctive

Exercise 1: Students read sentences and decide whether the subjunctive is needed or not. They chose the correct

verb from the three options given.







Reading task: Conquering the Incas

Exercise 1: Students read the text. They match vocabulary from the text with its synonyms.

Exercise 2: Students read the text again. They decide whether a series of statements are true or false.

6.1B Sitios históricos y civilizaciones prehispánicas – textbook activities

https://forms.gle/QacZAyG3KT6dSLJZ9

. Students read the article about ‘pre-hispanic’ civilisations and think about what it means.

. Students complete the text on Copán by filling the gaps 1‒8 with the most appropriate word from the list.

. Students listen to the report about a visit to Machu Picchu. Then they answer the questions.

. Students translate the sentences, which each contain a verb in the subjunctive, into English.

. Students translate sentences into Spanish. Each sentence will require a verb in the subjunctive.

6.1B Sitios históricos y civilizaciones prehispánicas - reading & writing tasks

https://forms.gle/ox2ypCCQDEToe5ZTA

. Students read a text about Francisco Pizarro and look for synonyms for the words given.

. Students translate sentences into Spanish. They use the text to help them.

. Students read an article about Machu Picchu. They write a 70-word summary about it.


https://forms.gle/zwjHQdhWDCtFiCT29

https://forms.gle/QacZAyG3KT6dSLJZ9

https://forms.gle/ox2ypCCQDEToe5ZTA


6.1B Sitios históricos y civilizaciones prehispánicas - grammar tasks: more on the subjunctive

https://forms.gle/qrUFwQtzhbrnaMNc8

. Students fill in gaps in sentences with a verb in the present subjunctive.

. Students translate sentences into Spanish using verbs in the subjunctive.

. Students fill in gaps in sentences with a verb in the imperfect subjunctive.

. Students read two sentences and choose the correct one grammatically.

. Students translate sentences into Spanish using verbs in the subjunctive (present and imperfect).

6.1B Sitios históricos y civilizaciones prehispánicas - listening and translation tasks

https://forms.gle/QHFUZ2fpiAhDN2LEA

. Students listen to an extract about the Aztecs. They match sentence beginnings to endings.

. Students listen to the second part of the report. They decide if a series of statements are true, false or not

mentioned.

. Students listen to the third part of the report. They fill in gaps in a text from the options given.

. Students listen to the final part of the report and answer comprehension questions.

. Students read a text about Segovia’s aqueduct and translate it into Spanish.


https://forms.gle/qrUFwQtzhbrnaMNc8

https://forms.gle/QHFUZ2fpiAhDN2LEA


6.2A Arte e arquitectura - textbook activities

https://forms.gle/u4hAJeC42HbZ63Re6

. Students read the text on Diego Velázquez and his work “Las Meninas” and look for synonyms in the text for the

words listed.

. Students answer the questions about Velázquez in Spanish.

. Students translate the second paragraph of the text into English.

. Students use the text to translate sentences into Spanish.

. Students complete the sentences with the most appropriate demonstrative adjective.

. Students listen to the report on art in Latin America and answer the questions.

6.2A Arte y arquitectura - Grammar: Demonstrative adjectives and pronouns

https://forms.gle/tG3KSU1LJvCzCyJm6

. Students write demonstrative adjectives for the given nouns.

. Students read a dialogue at the Prado Museum and fill in gaps with este, esta, ese or esa.

. Students re-read the dialogue and fill in gaps with aquel or aquella.

. Students complete sentences with the correct demonstrative pronoun.

. Students translate sentences into Spanish.

6.2A Arte y arquitectura - Listening & Translation

https://forms.gle/SbDNw42k1Eih3wF46

. Students listen to the first part of the report about Francisco Goya and match a series of dates to events.

. Students listen to the second part and decide if the sentences are true, false or not mentioned.

. Students listen to the second part again and correct the false sentences.

. Students listen to the third part of the report and answer comprehension questions in Spanish.

. Students read a text about Pablo Picasso and translate it into English.


https://forms.gle/u4hAJeC42HbZ63Re6

https://forms.gle/tG3KSU1LJvCzCyJm6

https://forms.gle/SbDNw42k1Eih3wF46


6.2A Arte y arquitectura – extension tasks

https://forms.gle/k4oqKy2UvCSDBn9f7

Grammar task: Demonstrative adjectives and pronouns

Exercise 1: Students read a text and fill in gaps with the correct demonstrative adjective or pronoun, from the

options given.

Exercise 2: Students read sentences and complete them with the correct demonstrative adjective or pronoun, from

the options given.

Reading task: El Greco

Exercise 1: Students read a text about one of the most famous Spanish painters. They match vocabulary from the

text to the correct English translation.

Exercise 2: Students match further vocabulary from the text to the correct English translation.

Exercise 3: Students fill in gaps in order to summarize the text. Vocabulary is provided.


https://forms.gle/k4oqKy2UvCSDBn9f7


6.2B: Arte y arquitectura - textbook activities

https://forms.gle/wkfq4wVDpGHtbrkh8

. Students think about the topic of architecture in general with the aid of dome prompts.

. Students read a text on Antoní Gaudi. There is a ‘Vocabulary’ box to help them with general comprehension. Then

they identify whether the statements are true (V), false (F), or not mentioned (N).

. Students write a summary of the text on Antoní Gaudí (about 70 words), following the points for inclusion.

. Students translate the sentences into Spanish.

. Students listen to the report on César Manrique and answer the questions.

6.2B Arte y arquitectura - Reading and writing tasks

https://forms.gle/9rLHxWXHqN4rhxBK7

. Students read a text on Santiago Calatrava y look key vocabulary.

. Students read a set of answers based on the same text. They write questions to match them.


6.2B Arte y arquitectura - Grammar: Possessive adjectives and pronouns

https://forms.gle/vGAZRVVeFbEp4cdq9

. Students recap possessive adjectives and pronouns.

. Students answer questions with a possessive adjective and a possessive pronoun (following the example provided).

. Students translate questions and answers into Spanish.


. Students fill in gaps in a text, using an appropriate possessive adjective or pronoun.


https://forms.gle/wkfq4wVDpGHtbrkh8

https://forms.gle/9rLHxWXHqN4rhxBK7

https://forms.gle/vGAZRVVeFbEp4cdq9


6.2B Arte y arquitectura – extension tasks

https://forms.gle/y86262oNAC4ugsqs7

Grammar task: Possessive adjectives and pronouns

Exercise 1: Students read a text and fill in gaps with the correct possessive adjective or pronoun, from the options

given.

Exercise 2: Students read a text and fill in gaps with the correct possessive adjective or pronoun, from the options

given.

Listening task: Park Güell

Exercise 1: Students listen to a report about park Güell. They chose the most appropriate words to complete a text,

from the options given.

Exercise 2: Students fill in gaps in sentences. An English translation is provided for support.


https://forms.gle/y86262oNAC4ugsqs7


6.3A El patrimonio musical y su diversidad - Textbook activities

https://forms.gle/12GTYbiHS5S7B1p66

. Students think about answers to three questions about music in order to introduce the topic.

. Students match the two halves of the sentences, matching subjects of the sentences with the facts predicated. This

introduces some information about Hispanic musicians of different genres.

. They translate the complete sentences from the previous task into English.

. Students listen to the report on the composer Joaquín Rodrigo and answer questions.

. Students translate the sentences into Spanish, using the singular usted form of the imperative.

. Students now translate the same sentences, using the plural ustedes form of the imperative.

. Before reading the extract of “Retrato”, a poem by Antonio Machado, students test their ability to understand

metaphors and poetic language in Spanish, by matching words and phrases from the poem with their definitions.

. Students answer questions, finding their answers in the poem.

6.3A: El patrimonio musical y su diversidad: Mixed skills tasks

https://forms.gle/XcfQCQ3fdp7btgKh8

. Students read the poem ‘Retrato’ by Antonio Machado. They listen to the Youtube versión sung by Joan Serrat.

They note down the two missing verses.

. Students translate the first and last verses from the poem.

. Students look up information about the three names mentioned in the poem - Mañara, Bradomín y Ronsard.

. Students give their about of the poem.

. Students read a short biography about Antonio Machado and answer the comprehension questions.

. Students write a summary of biography, (about 70 words), following the points for inclusion.


https://forms.gle/12GTYbiHS5S7B1p66

https://forms.gle/XcfQCQ3fdp7btgKh8


6.3B: El patrimonio musical y su diversidad: textbook activities

https://forms.gle/DDGLQ1DrAJGC5Lpq5

. Students read the article on dance and the world of flamenco. They answer comprehension questions.

. Students identify from the text what the sacred books of the different religions held in the flamenco museum

symbolize.

. Students translate sentences into Spanish

. Students write a summary of the last three paragraphs of the article on flamenco.

. Students listen to the report on ‘El Sistema’ in Venezuela and decide whether the statements are true (V), false (F)

or not mentioned (N).

. Students listen to the second part of the recording and fill in the gaps in the summary with the appropriate word

from the recording.

. After listening to the third part of the recording, students answer comprehension questions.

6.3B El patrimonio musical y su diversidad: reading and translation tasks

https://forms.gle/PPtP6SfwE3mgXuKq8

. Students read a text about Spanish regional dances. They match the correct name of each instrument to the correct

pictures.

. Students read the text again and decide which dance a series of statements refers to.

. Students translate the paragraph about El Chotis.

6.3B El patrimonio musical y su diversidad - Reading and writing tasks

https://forms.gle/V7zGz1GF7iYjboRr7

. Students read a text about Victor Bravo and Flamenco. They match vocabulary to the the definition.

. Students translate sentences into Spanish. They use the text for support.

. Students write a summary of the text (about 70 words), following the points for inclusion.


https://forms.gle/DDGLQ1DrAJGC5Lpq5

https://forms.gle/PPtP6SfwE3mgXuKq8

https://forms.gle/V7zGz1GF7iYjboRr7


6.3B El patrimonio musical y su diversidad: Strategies - Recognising irregular endings: nouns ending

in -ma

https://forms.gle/6KVfekYwuYrznjov5

. Student read a series of words ending in –ma and decide whether they are masculine or feminine. They also

translate them into English.

. Students translate words ending –ta into English.


https://forms.gle/6KVfekYwuYrznjov5


La inmigración

1.1A Los beneficios y los aspectos negativos - textbook activities

https://forms.gle/Aa9mxBH1TZzWPLDV6

. Reading activity. The article presents recent statistics on migration to and from Spain, and explains how the

situation is changing in that more people are leaving Spain, either to return to their home countries or Spaniards

seeking opportunities abroad. Students match words and phrases from the article with their synonyms.

. Reading activity. To further check comprehension of the article, students read the seven sentences and decide

which four are mentioned.

. Translation activity. Students read the text and translate it into English.

. Listening and writing activity. Students listen to the report about Sara Ponce, her decision to leave Spain, and her

experiences as an immigrant worker. Some vocabulary support is given. They summarise the item, using their own

words in so far as possible. They should write no more than 90 words.

1.1A Los beneficios y los aspectos negativos - dictionary skills

https://forms.gle/RfXtGgnn1GJ2DB5W8

5 tasks to consolidate dictionary skills. Translation based on context, key vocabulary and translation to and from

Spanish.

1.1A Los beneficios y los aspectos negativos - extension tasks

https://forms.gle/mXm5qRpC7oVK3itb6

Reading task: Immigrants also contribute

Exercise 1: Students read the first part of the text. They fill in gaps with the vocabulary provided in order to complete

it.

Exercise 2: Students read the second part of the text. They fill in gaps with the vocabulary provided in order to

complete it.


https://forms.gle/Aa9mxBH1TZzWPLDV6

https://forms.gle/RfXtGgnn1GJ2DB5W8

https://forms.gle/mXm5qRpC7oVK3itb6


1.1B Los beneficios y los aspectos negativos - textbook activities

https://forms.gle/wTdw3nkXkXS8bRoB9

. Reading activity. Students read the text which discusses the contributions of immigrants to the Spanish economy.

They decide whether the sentences that follow are true (V), false (F) or not mentioned (N).

. Listening activity. Students listen to the interview with Odigie, whose father arrived in Spain from Nigeria 15 years

ago. They read the six sentences and choose the correct option to complete each one.

. Grammar activity – present tense. Students translate the five sentences into Spanish.

. Reading activity. Students continue to focus on the present tense by finding all the examples in this article on

coastguards' attempts to rescue a migrants whose boat has sunk.

. Reading activity. Students reread the article and give short answers to the comprehension questions.

. Listening and writing activity. Students listen to a short radio report on the benefits of immigration. They should

write a summary in no more than 90 words, including information on the bullet points provided and supplying the

number of details given.

1.1B Los beneficios y los aspectos negativos: translation tasks

https://forms.gle/agrMWZTWjFSuLuPj9

. Students read an article about migration and look for synonyms to match phrases and vocabulary.

. Students use the text about migration to support them in translating a paragraph into Spanish.

. Students read a text and translate into Spanish.

1.1B: Los beneficios y los aspectos negativos - extension tasks

https://forms.gle/16uWpaFUvrkPgL6f9

. Students recap the simple present and the present continuous.

. Students read a series of conjugated verbs and decide if they’re in the simple present, present continuous or

another tense.

. Gap fill – students read sentences and conjugate verbs in the present tense to fill in the gaps.

. Students listen to a report and match the vocabulary to the definition.

. Students listen to the report again and decide whether the sentences that follow are true (V), false (F) or not

mentioned (N).


https://forms.gle/wTdw3nkXkXS8bRoB9

https://forms.gle/agrMWZTWjFSuLuPj9

https://forms.gle/16uWpaFUvrkPgL6f9


1.1B: Los beneficios y los aspectos negativos - listening and writing tasks

https://forms.gle/N98wsyoYF2bj1uoC6

. Students listen to a report about foreign workers’ wages. They write a summary in no more than 90 words,

including information on the bullet points provided and supplying the number of details given.

. Students listen to the second part of the report. They explain what a series of figures refer to.

. Students listen to the third part of the report. They match sentence beginnings to endings.

1.1B: Los beneficios y los aspectos negativos - reading and writing tasks

https://forms.gle/ARzHRx7TtGqRKaoAA

. Students read an article about Spanish population and find synonyms for the given phrases and words.

. Students read the article again and explain what a series of statistics refer to.

. Students read an article about migration in Spain. They decide whether the sentences that follow are true (V), false

(F) or not mentioned (N).

. Students answer comprehension questions about both texts.


https://forms.gle/N98wsyoYF2bj1uoC6

https://forms.gle/ARzHRx7TtGqRKaoAA


1.2A La inmigración en el mundo hispánico - textbook activities

https://forms.gle/4seEyPkVD3FnvmPB8

. Thinking activity. Students look at the graphic which shows how immigration to various South American countries

decreased/increased over the period 1990–2013. They should make comparisons, express surprise etc. and consider

possible reasons for the changes in the figures. They might mention the relative economic strength of Chile and

Argentina.

. Reading activity. As preparation for reading the text on emigration from Spain, students match the Spanish words

with their English equivalents.

. Reading activity. Students match the sentence halves to create a summary of the text just read.

. Reading activity. Students read the article about the village of Rioseco in Burgos and its recent settlement by

Colombians. They answer the questions and, for questions 4 and 5, give a personal opinion.

. Listening and writing activity. Students listen to the report about the Hispanic population of the USA. They should

write a summary of no more than 90 words. They should include the details indicated.

1.2A: La inmigración en el mundo hispánico - extension activities

https://forms.gle/ord13KqLAM4Fje3B9

. Students listen to the first extract summarising the film 7 Soles. They match vocabulary to synonyms.

. Students listen to the second part of the recording. They fill in gaps in a text.

. Students listen to the final part of the recording. They fill in gaps in a text.

1.2A: La inmigración en el mundo hispánico - loan words strategies

https://forms.gle/3gpCTrc1yVcHBud99

. Students read a series of load words and write the English word they come from.

. Students write the missing vowels in words that have been adopted from English.

. Students translate a text into English.


https://forms.gle/4seEyPkVD3FnvmPB8

https://forms.gle/ord13KqLAM4Fje3B9

https://forms.gle/3gpCTrc1yVcHBud99

Remote Teaching & Learning AQA Spanish A Level 'oogle ...

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