el agua

natural salado puro limpio importante bebible potable dulce tratado turbio impotable incoloro esencial indispensable malgastado maloliente contaminado sucio desagradable inodoro transparente impuro frío caliente insípido 25 palabras

Positivo para los seres humanos Negativo para los seres humanos Students need to sort the adjectives out first into positive/negative attributes. They make be left with a few that are not completely b/w but it is about familiarising them with the words. They can use dictionaries. Encourage them to do all those they can do from their own knowledge and cognate knowledge first. Encourage them also to find oppositie pairs if they can. If doing this on an IWG, write the words in as the students feed them back. One important stage at the end of this activity will be to get them to highlight any of the adjectives that would need to change spelling to describe el agua (which is, paradoxically, feminine!) This needs flagging up explicitly but can be done in the TL by getting them to volunteer their thoughts and then showing these visually on the board, crossing out the ending and changing to ‘a’.

Positivo para los seres humanos Negativo para los seres humanos natural limpio potable esencial insípido importante dulce indispensable inodoro frío puro bebible tratado incoloro transparente caliente sucio / contaminado impotable malgastado salado maloliente impuro desagradable turbio Suggested answers here. There will be variations. Also interesting to note that opposites are not necessarily in different columns. Would be good also at this point to ask students to identify ‘sinónimos’ as there are several here.

Agua (Haiku – 5 – 7- 5 sílabas) Agua es dulce pero es también sucia ¿Dónde vives tú? One creative writing format – restricts number of syllables – forces creativity. All abilities can make use of this one.

Agua Quiero…. Puedo… Tengo que…. Voy a … Alternative format – to encourage the use of infinitive verbs about water. This format picks up the ‘core’ structures on the KS3 sentence-building sheet. We want to ensure that students know these really well and can use them across a range of themes so it would work well to include them here. I advocate teaching these with gestures and practising them little and often so that students are really happy using them.

Digo ‘agua’ y pienso en………………… Opportunity for students to write a 6 line poem about water and what it makes them think of. This can be nouns, noun & adjective, whole phrases.

Agua Es posible… Es indispensable… Es importante… Es aconsejable… Alternative format – to encourage the use of infinitive verbs about water