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Practice the subjunctive present with some ludic activities.
Gap filling exercises using real news for intermediate to advance learners. For intermediate learners, vocabulary should be given in advance.
For upper-intermediate to advanced level. Questions about TV drama. To be used by an instructor. Distribue a separate question sheet without answers to the students and show the video clip. The video clips for each episode are available on YouTube. Students of intemediate level should be given a vocabulary sheet in advance to look up the meaning of each word.
For upper-intermediate to advanced level. Questions about TV series. To be used by an instructor in class. Distribute a separate question sheet without answers to the students and show the video clip. The video clips for each episode are available on YouTube. Upper-intermediate students should be given a vocabulary sheet in advnce to look up the meaning of each word.
A compilation of 21 cartoons about the economic crisis by El Roto, the popular cartoonist of the Spanish newspaper El Pais. An excellent resource to cover this topic with advanced students. The FAVOR project.
Activities to analyse the verb changes in indirect speech and to practise using the Mafalda comic. The FAVOR project.
In this exercise students choose a German magazine/newspaper they would like to investigate. Either, the teacher can bring magazines/newspapers to choose from or students can use the internet to investigate online magazines/newspapers. The exercise begins with an individual reading/short writing exercise, then continues with pair work and ends with a general class discussion. This work is licensed under Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0 Please attribute Livia Schanze when re-using.
This exercise is based on an article of the 'Frankfurter Rundschau' which is freely available on the internet (link provided in document). Reading the article/looking up unknown vocabulary can be given as homework, so that the class time can focus on the discussion itself. The questions should be used as prompts for discussion (first in pairs/followed by a class discussion). Depending on the confidence/ability of students, it might be helpful to give them 5-10 minutes to think about the questions and make some bullet points before starting the discussion.
Activities to work with some extracts from Marina Mayoral´s Dar la Vida y el Alma (1996): reading comprehension, vocabulary, speaking. Intermediate-Advanced Students of Spanish. (The FAVOR Project)