Description: Does your character work in the morning? Speak French? Take part in a community garden? This printable Spanish speaking game asks learners to identify a secret character through yes/no questions. Each answer helps them eliminate possibilities and explain their reasoning using written evidence. The resource features 16 fictional characters living in cities across eight Spanish-speaking countries. Profiles cover languages, working hours, journeys to work, interests and community involvement. Follow-up activities explore similarities and differences within the same country and across countries, and ask learners to challenge generalisations. The illustrated characters have varied appearances, ages, poses and clothing. Physical appearance is not used to infer nationality or cultural identity. What is included: -Four PDFs, 14 pages -A3 landscape board: one page featuring all 16 profiles. -Cards and counters: five pages containing 16 character selection cards and 32 elimination counters. -Student materials: four pages with Spanish instructions, a question bank, a deduction record and comparison activities. -Teacher guide: four pages covering preparation, 30- and 60-minute lesson outlines, support and extension for phases 3–5, suggested answers and a worked deduction sequence. Learning objectives: -Ask and answer closed questions in Spanish. -Retrieve specific information from short written profiles. -Use negatives and justify decisions with “porque”. -Compare routines, interests and experiences using textual evidence. -Distinguish stated information from assumptions. Classroom use: Designed for MYP Language Acquisition phases 3–5. It can also be used with other Spanish classes studying these topics, with appropriate language support. Learners work in pairs. Print two copies of the same A3 board for competitive play, or use one shared board for alternating guessing rounds. Cut out the cards and counters before the lesson. Buttons or coins can replace the printable counters. All teaching and student materials are in Spanish. This is a digital download containing non-editable PDFs. No devices are needed during play. All characters and biographies are fictional. This independent resource is not affiliated with or endorsed by Hasbro or the International Baccalaureate.

Practise Spanish indicative tenses through three illustrated versions of ‘Juego de la Oca’. Players follow a numbered spiral, complete language tasks and encounter the goose, bridge, inn, well, maze, prison and death squares. Each board focuses on a different group of tenses: Presente: La vida de cada día — present and present perfect. Pasado: El álbum de los recuerdos — preterite, imperfect and pluperfect. Futuro: El mapa de los planes — simple future, ir a + infinitivo and future perfect. Tasks ask learners to identify verb forms, conjugate verbs, transform sentences and produce short spoken or written responses. A second die selects the grammatical person for conjugation tasks, allowing learners to practise different forms when they revisit a square. The pack is designed for IBMYP Spanish Language Acquisition Phases 3–5. The present board is suggested for F3–F4; the past and future boards for F4–F5. Teachers can also select boards for other Spanish courses according to the tenses already taught. What is included Three printable, single-page A3 landscape boards in PDF format, each with 63 squares. A four-page rules document in Spanish, supplied as an editable Word file. A four-page rules document in English, supplied as an editable Word file. A 13-page teacher’s guide in Spanish, supplied as an editable Word file, with answers, conjugation tables and guidance for checking open responses. The six-file pack contains three PDF boards and three Word documents. All language tasks appear on the boards; no separate question cards are required. The illustrations draw on the textile work of Paraguayan artist Feliciano Centurión. Illustrated special squares and a matching picture reference in both rules documents help players recognise the game’s terminology. Learning objectives" Recognising and distinguishing the indicative tenses included in each board. Conjugating verbs for different grammatical persons. Transforming sentences in response to a specified change. Producing short responses about everyday life, past experiences and future plans. Checking answers and taking turns in a small-group language activity. Classroom use Designed for 2–4 players per board and approximately 40–45 minutes. Each group needs a printed board, two ordinary dice, a counter per player, paper and access to the teacher’s guide for checking answers. Suitable for revision, small-group practice or consolidation after teaching the relevant tenses. Printing at A3 size is recommended for legibility.

Dos equipos preparan una presentación durante una semana de intercambio. Cuando llega la hora del encuentro, uno espera ante una sala ocupada y el otro no aparece. Ambos creen que el otro les ha fallado. ¿Qué ocurrió realmente? ‘El enigma del encuentro’ es un juego imprimible de investigación en español. El alumnado debe averiguar quién cambió el horario, desde dónde lo hizo y cómo se perdió el aviso. Para resolver el caso, tendrá que consultar evidencias, reconstruir una cronología y justificar sus conclusiones. Los equipos exploran las siete zonas de un centro juvenil y eligen qué información consultar. Cada desplazamiento consume parte de su presupuesto de investigación, por lo que deben decidir qué pruebas necesitan antes de avanzar. Los 30 minutos del tablero son una unidad de juego, no la duración real de la actividad. El caso permite trabajar la comprensión lectora, la interacción oral y la argumentación. El debate posterior aborda los malentendidos, la diferencia entre intención y efecto y las normas de comunicación en un grupo. Los personajes son ficticios y no tienen nacionalidades asignadas: ninguna pista depende de estereotipos culturales. El recurso contiene adaptaciones para IB MYP, DP Lengua B y DP Español ab initio, con ilustraciones inspiradas en Fernando Botero. Qué incluye: -Tres archivos PDF, con 21 páginas en total: Archivo, Contenido, Tablero y fichas -Mapa A3 del centro, tiempos de desplazamiento, línea temporal, fichas de personas, lugares y mecanismos, reloj de investigación y ficha de acusación -Guía del alumnado -Guía docente Las 17 evidencias se presentan en una tabla dentro de la guía docente. El profesorado debe trasladar el contenido de cada evidencia a una hoja o tarjeta independiente y preparar los sobres E01–E17. La tabla docente contiene información sobre la solución y no debe repartirse al alumnado. Objetivos de aprendizaje: -Localizar y relacionar información en registros, horarios, mensajes y testimonios. -Distinguir hechos registrados, testimonios y suposiciones. -Reconstruir una secuencia de acontecimientos. -Descartar hipótesis y justificar cada conclusión con pruebas. -Participar en una investigación compartida y defender una explicación en español. -Proponer una norma de comunicación que ayude a evitar malentendidos. Duración: una sesión de 90 minutos o dos sesiones de 50 minutos. Agrupamiento: equipos de tres o cuatro estudiantes. Cada equipo trabaja con su propio tablero y juego de sobres. Roles: cronista, archivera, fiscal de las suposiciones y portavoz. En equipos de tres, el portavoz asume también el archivo de las pruebas. Material adicional: sobres, tijeras, lápices y pequeños papeles para registrar los minutos gastados. La guía incluye una variante sin reloj, en la que cada equipo puede elegir hasta diez sobres, y versiones simplificadas con menos evidencias y una tarea final más breve.

¿Cómo explicarías «la sobremesa» sin decir ‘comida’, ‘mesa’, ‘charla’, ‘después’ o ‘familia’? “Dímelo de otra manera” es un juego imprimible de descripción y reformulación para practicar la expresión oral en español y explorar prácticas, objetos, fiestas y expresiones del mundo hispanohablante. El alumnado describe un concepto evitando cinco palabras prohibidas. Después de acertar, responde una pregunta sobre su uso, significado o variación cultural. Las notas de contexto proporcionan información para responder y comparar sin recurrir a generalizaciones. El recurso incluye propuestas diferenciadas para IBDP Español ab initio, Español B SL/HL e IBMYP Adquisición de Lenguas F3–F5. Las orientaciones permiten ajustar el tiempo, los apoyos y la complejidad de las preguntas. Las 16 tarjetas se distribuyen en cuatro categorías: Prácticas: ‘la siesta’, ‘la sobremesa’, ‘el mate’ y ‘las tapas’. Expresiones: ‘estar en las nubes’, ‘tomar el pelo’, ‘no tener pelos en la lengua’ y ‘echar una mano’. Objetos: ‘el botijo’, ‘la piñata’, ‘las castañuelas’ y ‘la alpargata’. Fiestas: ‘el roscón de Reyes’, ‘las posadas’, ‘el Día de Muertos’ y ‘la Feria de Abril’. La guía docente incorpora un apéndice con 80 ilustraciones para comprender las palabras prohibidas, con rótulos y explicaciones breves. Estos apoyos pueden utilizarse antes de jugar, durante la preparación privada de quien describe o para repasar después. Qué incluye: -Tres archivos PDF, 50 páginas en total: Archivo Tablero de progreso en una sola hoja A3 apaisada; Guía docente con preparación, reglas, puntuación, diferenciación, preguntas y respuestas orientativas, fuentes y apéndice visual; Guía del alumnado con instrucciones, estrategias, notas de contexto, 16 tarjetas recortables, registro de puntuación y reflexión. Las guías están en formato A4. Todo el material está redactado en castellano. Las ilustraciones están inspiradas en la pintura narrativa de Norman Rockwell. Objetivos de aprendizaje Describir mediante la función, la categoría, los rasgos y los ejemplos. Reformular cuando una palabra no está disponible o no se puede utilizar. Escuchar, formular hipótesis y pedir aclaraciones. Explicar información cultural a partir de notas breves. Comparar prácticas y usos sin atribuirlos a toda una población. Duración: sesiones de 30–60 minutos. Agrupamiento: dos o tres equipos de tres o cuatro estudiantes, entre 6 y 12 participantes por tablero. Para clases más numerosas, se pueden organizar varias mesas. Preparación: imprimir el tablero en A3 y las páginas seleccionadas de las guías en A4, a una cara. Recortar las tarjetas y preparar lápices y cuatro marcadores por equipo. El cronómetro es opcional. Adecuado para actividades de expresión oral, trabajo por estaciones y sesiones dedicadas al vocabulario en contexto y la comprensión intercultural.

What can we observe in an image, and what are we assuming? ‘Una escena, muchas miradas’ is a printable cooperative game for Spanish lessons. Students describe illustrated scenes, propose interpretations, read cultural context and explain which ideas they would maintain, change or qualify. The game contains twelve fictional scenes set in six documented cultural contexts: La Gomera, Bogotá, Medellín, Mexico City, Buenos Aires and Montevideo. Topics include silbo gomero, the Ciclovía, library activities, environmental exchanges, filete porteño and candombe. Cultural information is distinguished from the fictional situations shown in the illustrations. How the game works: Students rotate roles: observing, proposing an interpretation, offering another perspective, reading the context and asking about revisions. The group can earn up to two tokens per round by using evidence and explaining its reasoning. The pack includes arrangements for groups of four to eight students and suggested timings for 30- and 60-minute lessons. **Six pathways provide language support and challenges for: ** IB MYP Spanish Language Acquisition, Phases 3, 4 and 5. IB DP Spanish ab initio. IB DP Spanish B SL and HL. Tasks range from describing visible details and completing supported sentences to comparing perspectives, qualifying generalisations and identifying the limits of an image or source. Teachers can select the pathway according to students’ language needs. **Included in the download: ** Three PDFs, totalling 59 pages: 1-page A3 landscape board in colour. 45-page student pack: instructions, five role cards, twelve tokens, a reflection sheet, twelve illustrated scenes, twelve context sheets, six language-support sheets and 72 challenge cards. 13-page teacher guide: preparation, rules, group organisation, lesson timings, a worked example, differentiation, discussion guidance and cultural sources. All instructions and teaching materials are in Spanish, using Spanish from Spain. Illustrations use a Spanish comic-book style. **Learning objectives ** Students practise describing actions, asking questions, proposing explanations and responding to others in Spanish. They distinguish observation from inference, support interpretations with details, compare specific cultural contexts and acknowledge what the available information cannot establish. **Printing and preparation ** Print the board on one A3 landscape sheet at 100% and the supporting materials on A4. Print only the pathways needed for your class. Cut out the selected cards and prepare twelve tokens or buttons, a marker and pencils. No dice or internet connection are required during play. This is an independently produced teaching resource. It is not an official IB publication or endorsed by the IB.

What connects a textile workshop, a shared meal and a Spanish expression? In ‘Conexiones culturales’, students use clues to connect cards, explain their choices and consider another interpretation supported by evidence. This printable collaborative game combines illustrated scenes, Spanish expressions and short texts. One student or pair consults a private challenge sheet and gives a clue. The other players discuss the possible connections and agree on their selection before the targets are revealed. They then propose an alternative connection, using details from the cards and the supplied cultural information. Designed for 4–8 students and 30–60-minute lessons, the resource includes differentiated support for IB MYP Language Acquisition Phases 3–5, DP Spanish ab initio and Spanish B SL/HL. All teaching materials and instructions are in Spanish. **What is included? ** -Four printable PDFs, totalling 57 pages: -A single-page landscape A3 placement board. -A 30-page student pack containing 36 interchangeable cards: 12 illustrated scenes, 12 expressions and 12 short texts. -Seven pages of private challenge sheets, containing 27 prepared challenges and a template for creating another. -A 19-page teacher guide with preparation instructions, timings, differentiation, a worked example, suggested connections and cultural sources. -The student pack also includes six card arrangements, role cards, counters, selection markers, cultural information sheets, language support, an expression glossary, written descriptions of the illustrations and a reflection sheet. **Cultural contexts ** Students explore scenes linked to the Fallas in Valencia, traditional cuisine in Michoacán, textile work in Taquile, Colombia’s coffee-growing cultural landscape, tango in Buenos Aires and Montevideo, and tereré in Paraguay. The materials distinguish documented cultural information from fictional situations and encourage students to avoid unsupported generalisations. **Learning objectives ** Students practise: -Giving clues and explaining associations in Spanish. -Interpreting images, expressions and short texts. -Supporting an interpretation with specific evidence. -Asking for clarification and negotiating a shared choice. -Comparing possible connections and recognising the limits of a cultural claim. Differentiation and preparation Print the board on A3 and the remaining materials on A4, at actual size. Cut out the selected cards and private sheets, and prepare pencils and counters. No internet connection is needed during play.

‘What if we tried?’ is a 60-page Service as Action workbook for MYP students and teachers. Its 24 activity briefs connect classroom learning with practical action agreed with the people involved. Students begin by listening and checking their assumptions. They then choose an approach, carry out an agreed contribution and examine what happened. Activities include improving school navigation, creating useful multilingual instructions, restoring shared games and reviewing whether a proposed collection meets an organisation’s needs. The briefs are organised into four teaching groups: Make school easier to use. Share knowledge fairly. Care for shared places. Change something together. These are workbook sections, not official MYP strands. Each brief includes a classroom starting point, consultation, practical action, evaluation, a student decision, care and access considerations, and options for different levels of independence. The workbook also includes eight decision workshops, six reflection pages, a fictional worked project, planning and handover sheets, evidence-selection prompts, teacher guidance and a directory of twelve UK organisations. The reflection approach keeps planning, drafting and editing with the student. Dated notes, conversation and first-hand evidence support the writing, with provision for agreed accessibility support. Use selected activities within subject teaching, advisory sessions or school Service as Action provision. Teachers can adjust support and responsibility across MYP years. The workbook retains the established Service as Action framework and includes a coordinator note on the IB’s Community Engagement beta transition. Schools should confirm which guidance applies to their implementation. UK provider information was checked on 7 October 2026. Teachers elsewhere can replace these links with appropriate local organisations. This is an independent resource, not an official IB publication. Learning aims: Students will practise: Distinguishing observations from assumptions. Consulting people before deciding what action is needed. Applying classroom knowledge to a community purpose. Comparing possible actions and explaining a choice. Taking responsibility while recognising when support is needed. Evaluating results without overstating what the evidence establishes. Reflecting on their own decisions and contributions.

‘Make it happen’ is a 60-page workbook for IB Diploma Programme students and CAS coordinators. It contains 24 activity briefs, with eight starting points for each strand: Creativity, Activity and Service. Students investigate possibilities, compare approaches and develop experiences they can take responsibility for. Classroom preparation leads into practical participation, with prompts that encourage independent decisions and thoughtful responses to feedback. The workbook includes: Eight Creativity briefs, eight Activity briefs and eight Service briefs. Reusable planning exercises for testing assumptions, comparing options and making decisions. A reflection-writing approach without generative AI, using students’ own notes, experiences and interpretations. Fictional reflection examples, writing exercises and peer discussion. A worked collaborative project, with planning, review and handover pages. Prompts for selecting portfolio evidence. Twelve UK organisations offering opportunities or resources relevant to CAS. Teacher guidance, provider checks and programme references. Use selected pages during CAS sessions, tutor time, individual planning or project conferences. Students can adapt the briefs to their interests and circumstances; completing every activity is not expected. Provider information was checked on 7 October 2026. Teachers outside the UK can replace the provider links with suitable local organisations. Schools should confirm current eligibility, costs and arrangements before participation. This is an independent resource, not an official IB publication. Activities require coordinator review and do not automatically qualify as CAS. Learning aims: Students will practise: Developing ideas across the three CAS strands. Making and explaining decisions about participation and project design. Working with others and responding to feedback. Writing reflections grounded in their own experience. Selecting evidence that supports an account of their learning. Considering community needs, access and ethical responsibilities.

‘El español en 21 voces’ is an 89-page workbook, written entirely in Spanish, for learning and practising regional differences in vocabulary and grammar across the Spanish-speaking world. Designed to complement IB DP Spanish Language B and Spanish ab initio teaching, it combines explanations, cultural illustrations and written exercises at two difficulty levels: baja and alta. What is included? 21 country and territory units, each with a cultural illustration, contextual notes, vocabulary tables and exercises. 168 contextualised vocabulary entries, including shared words explored in different regional settings. 12 comparative grammar units. 6 thematic review units. Final activities for vocabulary recall, text adaptation and dictionary research. A 14-page answer section, including model responses for open-ended tasks. Linked linguistic sources, a vocabulary reference index and documented artistic references. Space for students to write their answers. The workbook covers Spain, Mexico, Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panama, Cuba, the Dominican Republic, Puerto Rico, Venezuela, Colombia, Ecuador, Peru, Bolivia, Chile, Argentina, Uruguay, Paraguay and Equatorial Guinea. Puerto Rico is included as a territory with its own Spanish-speaking community. Vocabulary in context: Students compare words for transport, food, clothing, technology, money, work and everyday relationships. They explore how context changes meaning. Regional and colloquial labels help students consider when and how to use each expression. Grammar across varieties: Topics include tú, vos and usted; vosotros and ustedes; voseo; pronouns and possessives; affirmative and negative commands; subjunctive variation; past tenses; recién and ahorita; diminutives; and lo, la and le. Written examples also introduce seseo and yeísmo. The explanations recognise variation within countries and words shared across regions. Students compare selected usage patterns without treating them as rules followed by every speaker. Two levels of practice: At baja dificultad level, students recognise meanings, retrieve vocabulary and complete forms. At alta dificultad level, they adapt sentences, interpret dialogues, write short messages and explain their choices. Use individual units for classroom practice, homework, paired comparison, revision or extension. The introductory guidance offers different starting routes for Spanish ab initio and Language B.

¿Cómo pasar de una respuesta breve a una conversación que continúa? Abre la conversación es un cuaderno de 50 páginas para practicar la expresión y la interacción orales en Español B NM/NS y Español ab initio del Programa del Diploma del IB. Está escrito íntegramente en español. El banco central contiene 150 preguntas organizadas en los cinco temas: Identidades, Experiencias, Ingenio humano, Organización social y Cómo compartimos el planeta. Cada tema ofrece preguntas de entrada, desarrollo y profundización, con orientaciones para adaptar la práctica al curso. ¿Qué incluye?: • 150 preguntas con numeración vinculada a las pistas de respuesta. • Cinco ilustraciones conceptuales sin figuras humanas para describir, interpretar y establecer conexiones. • Retos de elección, negociación y resolución de situaciones ficticias. • Tablas, diagramas y un gráfico para apoyar la conversación. • Expresiones para justificar, comparar, matizar, pedir aclaración y reformular. • Preparación de la presentación visual para ab initio y Lengua B NM. • Un taller para Lengua B NS con dos textos originales de entrenamiento, preguntas y respuestas orientativas. • Pautas de simulación y un registro de seguimiento. • Diez páginas de pistas y respuestas modelo para consultar después del primer intento. Las actividades pueden utilizarse en clase, en parejas, en tutorías o como práctica individual mediante grabaciones. Los retos permiten volver a una misma pregunta con otra perspectiva y ampliar las respuestas sin aprender un discurso de memoria. Objetivos de aprendizaje: • Responder con ideas pertinentes, razones y ejemplos. • Describir estímulos visuales y distinguir observación e interpretación. • Establecer vínculos culturales concretos evitando generalizaciones. • Comprender repreguntas y mantener el hilo de una conversación. • Explicar acontecimientos e ideas de un pasaje en Lengua B NS. • Identificar una mejora concreta al escuchar una grabación propia. Se entrega un PDF de 50 páginas, incluida la portada, las orientaciones de respuesta y los créditos. Puede imprimirse o consultarse en pantalla. Recurso independiente, no publicado ni avalado por el IB. Las imágenes y los textos originales son materiales de entrenamiento. Las simulaciones completas requieren estímulos adecuados y, en Lengua B NS, pasajes de las obras estudiadas, seleccionados por el/la profesor/a. Incluye una nota sobre el alcance desde 2026 y la actualización anunciada para 2029.

Cuaderno de 78 páginas con 84 actividades para preparar y practicar el oral individual de IBDP Español B en Nivel Medio y Nivel Superior. La práctica se organiza alrededor de cinco estímulos visuales fotorealistas y cinco escenas literarias originales. Cada unidad permite trabajar la lengua, desarrollar una presentación y responder a preguntas sobre el mismo estímulo. El recorrido continúa con conversaciones sobre otras áreas temáticas, recuperación de vocabulario y simulacros del oral. Incluye los nombres, las puntuaciones y los descriptores de los criterios A, B1, B2 y C procedentes de la Guía de Lengua B, con redacción ajustada al castellano de España y al lenguaje inclusivo. El cuaderno contiene: Cinco unidades visuales relacionadas con Identidades, Experiencias, Ingenio humano, Organización social y Cómo compartimos el planeta. Cinco escenas literarias originales de menos de 300 palabras. 84 actividades numeradas consecutivamente, con dificultad baja, media y alta. Práctica de vocabulario, gramática, pronunciación, interpretación y expresiones idiomáticas en contexto. Espacios para responder y preparar hasta diez anotaciones. Actividades en parejas y tríos, hojas de observación y simulacros diferenciados para NM y NS. Soluciones sugeridas con la misma numeración que las actividades, modelos de desarrollo y registro de autoconfianza. Puede utilizarse en clase, en tutorías o para el repaso individual. El/la profesor/a puede seleccionar actividades según las necesidades del alumnado o seguir el recorrido completo, desde las primeras respuestas guiadas hasta los simulacros. Los pasajes literarios son escenas originales para entrenar la técnica. No sustituyen los pasajes de las dos obras estudiadas para el oral final de NS. El cuaderno incluye una actividad para transferir la práctica a esas obras. Incluye soluciones; no incluye archivos de audio ni una versión editable. Recurso independiente de Lola García-Suárez, basado en la Guía de Lengua B de primera evaluación en 2020. No es una publicación oficial del IB. Objetivos de aprendizaje Reconocer qué evalúan los criterios A, B1, B2 y C. Desarrollar una presentación apoyada en detalles visuales o referencias al pasaje. Establecer conexiones culturales pertinentes en NM. Justificar una interpretación y considerar una lectura alternativa en NS. Utilizar vocabulario y estructuras adecuados al sentido de lo que se quiere expresar. Comprender preguntas nuevas, desarrollar respuestas y mantener la conversación. Revisar una grabación, identificar una mejora concreta y volver a practicarla.

Prepare students for the IB Spanish ab initio Individual Oral with a 68-page workbook written entirely in Spanish. The resource contains 38 numbered activities at three difficulty levels: baja, media and alta. Students work on understanding the assessment, preparing a presentation from a visual stimulus, developing relevant answers and maintaining a conversation. Each assessment criterion receives a separate explanation: A, Language; B1, Message in the presentation; B2, Message in the conversation; and C, Interactive skills and communication. Accessible paraphrases of the descriptors, examples and comparison tasks help students understand what is assessed and identify specific improvements in their own speaking. Five original practice photographs introduce the prescribed themes: Identidades, Experiencias, Ingenio humano, Organización social and Cómo compartimos el planeta. Accompanying vocabulary tables and conversation prompts address the twenty prescribed topics. Students practise distinguishing visible details from interpretation and explaining a cultural connection without making unsupported assumptions about the image. Language activities cover hay, ser and estar, agreement, descriptions, habits, preferences, time references, comparisons and connectors. Pronunciation tasks focus on word stress, clear sounds and pauses. Conversation practice develops listening to the question, giving reasons and examples, requesting clarification and responding when the focus changes. The workbook also includes preparation diagrams, a notes template, timed simulation guidance, recording review sheets and a practice schedule for recalling and adapting language. Suggested solutions follow the same numbering as the activities and include explanations and sample presentations to study and adapt. Suitable for classroom teaching, paired practice, individual revision and tutoring. Sources, copyright information and an acknowledgement of AI use for formatting and visual generation are included. Designed for the Language ab initio course with first assessment in 2020. This is an independent teaching resource, without IB affiliation or endorsement.

Help students turn close reading into a focused, well-supported individual oral. This 59-page IBDP Spanish A Literature workbook contains 27 activities, explanations of criteria A–D, and suggested solutions, all written in Spanish. Designed for taught Standard Level and Higher Level courses, the workbook takes students through selecting a global issue, analysing authorial choices, connecting extracts to the wider works, organising an oral presentation and responding to questions. It has been checked against the Language A: Literature guide published in July 2025 for first assessment in 2026. What is included: -Seven teaching and practice sections, with consistently numbered activities and corresponding suggested solutions. -Criterion-by-criterion guidance on knowledge, understanding and interpretation; analysis and evaluation; focus and organisation; and language. -Exercises on defining a global issue, choosing an extract and collecting evidence from two literary works. -Literary workshops referencing Bécquer, Calderón de la Barca, Emilia Pardo Bazán and Kafka, across poetry, drama and prose. -Planning tools for the ten-minute presentation, a ten-point outline, analytical transitions, delivery and follow-up questions. -Recording, reflection and self-assessment activities, plus an analytical vocabulary reference and a final preparation checklist. -Magic realism illustrations and space for written responses. How to use it: -Use individual activities during teaching, set written preparation for homework, or work through selected sections for revision. Students develop a claim, support it with textual evidence and explain how literary choices present the global issue. They then practise expressing and extending that analysis aloud. The suggested solutions offer possible readings and approaches, so they can support discussion and feedback rather than prescribe one interpretation. -Teacher-supported simulations use works and global issues different from those selected for the final assessed oral. The workbook distinguishes official assessment requirements from its own teaching suggestions, including proposed timings and methods of practice. Retrieval activities help students remember analytical vocabulary and procedures without memorising a complete speech.

A 113-page vocabulary workbook for IB DP Spanish ab initio, covering all five themes and their twenty prescribed topics. Written entirely in Spanish, it combines basic and extension vocabulary with activities at three levels: dificultad baja, media and alta. Each topic has a three-page unit with vocabulary banks, meaning-based activities, contextual practice, a short reading text and tasks requiring students to use and recall vocabulary. The workbook includes: -Twenty units organised under Identities, Experiences, Human ingenuity, Social organization and Sharing the planet. -Vocabulary banks with articles, adjective forms, verbs and useful expressions. -Matching, classification, gap-fill and multiple-choice activities. -Short reading texts with comprehension questions. -Vocabulary correction, guided writing and paired speaking tasks. -Five cumulative theme reviews and final activities connecting all five themes. -Eight supplementary vocabulary banks covering everyday language, including numbers, dates, clothing, food and professions. -Colourful illustrations inspired by naïve art. -A 28-page answer section with answers to closed questions and examples for open writing and speaking tasks. Use individual units alongside classroom teaching, select activities for homework or tutoring, and return to the recall tasks for later revision. Students progress from recognising vocabulary with support to using it in their own messages and conversations. Download includes one printable A4 PDF of 113 pages. All student instructions, vocabulary, activities and answers are in Spanish, using mainly Spanish from Spain. This resource complements classroom work and vocabulary revision. An independent educational resource organised around the current IB Language ab initio guide, first assessment 2020. Vocabulary selection and activity difficulty levels are the author’s own. The resource is not endorsed by the IB.

‘Palabras en acción’ is a 107-page vocabulary workbook for IB DP Spanish B SL and HL, covering all five prescribed themes. It contains 580 vocabulary entries and 224 numbered activities, with three levels of difficulty, answers and model responses. Written entirely in Spanish, the workbook helps students learn, consolidate and revise vocabulary through definitions, contextual practice and repeated use. It is designed to complement classroom teaching and gives teachers a substantial bank of material for homework, independent study, tutoring and differentiated practice. The five themes are: • Identidades: lifestyles, health and wellbeing, beliefs and values, subcultures, and language and identity. • Experiencias: leisure, holidays and travel, life stories, rites of passage, customs and traditions, and migration. • Ingenio humano: entertainment, artistic expression, communication and media, technology, and scientific innovation. • Organización social: social relationships, community, social engagement, education, employment, and law and order. • Cómo compartimos el planeta: the environment, human rights, peace and conflict, equality, globalisation, ethics, and urban and rural environments. Together, these sections cover the IBDP guide’s 29 recommended optional topics. Each topic introduces a vocabulary bank with brief Spanish definitions, followed by exercises that move from recognition towards accurate, purposeful use. Activities are divided into dificultades baja, media and alta. These labels describe task difficulty and allow teachers to select suitable practice for their students; they are not separate SL and HL pathways. Students work with definitions, matching, collocations, contextual gap-filling, precise word choice, reformulation and short writing tasks. Higher-demand activities encourage explanation, interpretation and transfer across themes. The short writing tasks are vocabulary practice rather than full-length IB examination tasks. Theme reviews and cumulative revision activities revisit earlier vocabulary. The answer section includes solutions to closed exercises and suggested responses for open tasks, supporting both teacher marking and independent checking. Playful, inclusive illustrations inspired by Fluxus collage and everyday objects introduce the themes and support image-based activities. The download includes one printable PDF with a cover, contents page, student guidance, vocabulary banks, activities, review sections, solutions, model responses and credits. The PDF has navigation bookmarks. It is a fixed-layout resource, not an editable document or a fillable workbook. The workbook follows the Language B guide with first assessment in 2020. The vocabulary is a selected teaching resource, not an official IB-prescribed vocabulary list. It complements the course and does not replace the literary works required at HL. This is an independent resource and is not endorsed by the International Baccalaureate.

A manuscript has disappeared from a cultural centre. Students practise the Spanish subjunctive to unlock codes, recover seven clues and work out what happened. Subjuntivo bajo llave: el caso del códice desaparecido is a printable mystery workbook with 35 pages of activities and illustrations inspired by Gothic art. The story follows a group of teenage investigators. The mystery contains no violence. The activities move from supported conjugation practice to contextual choices and a final deduction. Students match forms, decode messages, reconstruct sentences, correct errors, compare accounts and explain their conclusions. Grammar covered: Present subjunctive: regular and irregular forms, spelling changes and subject agreement. Wishes, requests, emotions, evaluations and purpose. Indicative/subjunctive contrasts with beliefs, doubts, identified and unidentified referents, and time clauses. Imperfect subjunctive: regular and irregular forms, both -ra and -se, and written accents. Past requests, hypothetical si clauses, como si, and contextual uses of aunque. Present/imperfect contrasts and guided written production. Included: A 37-page student PDF: illustrated cover, 35 activity pages and a final copyright and AI acknowledgement page. A separate 11-page teacher PDF: teaching notes, answers to all 35 activities, models for open responses, the case solution and consultation references. All student activities and teacher notes are in Spanish. The PDFs use A4 pages and include space for handwritten answers. They are not editable or fillable forms. Designed for adolescent learners of Spanish as an additional language, particularly IB MYP Language Acquisition and DP Language B. Selected introductory activities can support DP ab initio learners with teacher guidance; the imperfect and final activities require more advanced knowledge. Use the full sequence for the mystery, or select individual pages for grammar revision. Students can work independently or collaboratively, without a timer. Every clue appears in text, so solving the case does not depend on recognising colours or interpreting illustrations. This is an independent teaching resource and is not endorsed by the International Baccalaureate. AI tools were used for text formatting and illustration. The content and editing belong to the author, as acknowledged in the PDFs.

Someone has altered the festival announcement at Cine Prisma. Six people are under suspicion. Can your students use Spanish accentuation and punctuation to uncover the evidence and solve the case? ‘Tilde en fuga: el caso del Cine Prisma’ is a printable mystery workbook with 35 challenges. Each challenge unlocks a letter. Every seven letters identify a location, allowing students to confirm an alibi and eliminate a suspect. What’s included: -A 37-page student workbook: an Art Deco cover, 35 pages of games and activities, and a final copyright and AI acknowledgement page. -A separate 11-page answer key and teacher guide with explained answers, the case solution and suggestions for adjusting support. -Three stages of difficulty, rule boxes, writing space and a final elimination record. Language covered: -Accentuation: word stress; agudas, llanas, esdrújulas and sobresdrújulas; diphthongs and hiatuses; diacritical accents; interrogative and exclamatory words; capitals; plurals; attached pronouns and adverbs ending in -mente. -Punctuation: commas, full stops, Spanish question and exclamation marks, colons, semicolons, quotation marks, dialogue dashes, parentheses and ellipses. Activities include a word route, crossword, word search, sorting tasks, paired messages and text-repair challenges. Students explain corrections and examine how an accent mark or punctuation choice can change meaning. Suitable for IB MYP Spanish Language Acquisition and Language and Literature, and IBDP Spanish ab initio, Language B and Language A. Beginner groups can work with teacher modelling and the rule boxes; more confident learners can justify their choices and discuss alternatives. Use for consolidation, pair work, supported independent practice or revision across several lessons. Format: two printable PDFs. Activities, answers and teacher guidance are in Spanish.

Turn Spanish grammar revision into a detective task with ‘Gramática bajo sospecha: 35 casos por resolver’ Designed specifically for IB DP Spanish B, IB DP Spanish ab initio and IB MYP Language Acquisition, this illustrated workbook contains 35 standalone mysteries set at an urban arts festival. In each case, students answer four multiple-choice grammar questions to unlock clues. They then use a location plan and deduction grid to work out where four characters were and identify who made the change described in the case. Each page includes a short grammar reminder and space to justify the solution. The download includes two printable PDFs: -37-page student workbook: cover, 35 game pages and final credits page. -20-page answer booklet: grammar explanations and step-by-step deductions for every case. 35 cases and 140 grammar questions, organised by difficulty: -10 cases at dificultad baja. -15 cases at dificultad media. -10 cases at dificultad alta. Grammar coverage includes agreement, articles, ser/estar/hay, present and past tenses, future and conditional forms, gustar, possessives, negation, comparisons, por/para, object pronouns, imperatives, relatives, connectors, participles, subjunctive forms, conditional sentences, reported speech and passive constructions. Use selected cases for classroom revision, homework, independent practice or paired problem-solving. Choose cases to match students’ prior learning; the difficulty bands are internal workbook labels, not official IB phases or attainment levels. The kinetic-art and street-art illustrations feature adolescent human characters. Student instructions and answer explanations are written in Spanish. Each case has one solution when the four correct clues are activated.

Revise Spanish literary devices through five mysteries in which close reading unlocks the clues. Students identify figures, interpret their effects and use the evidence to solve a final logic puzzle in each case. ‘Figuras bajo sospecha: el caso de las palabras que engañan’ is a Spanish-language workbook for IB DP Language A: Literature, IB DP Language A: Language and Literature, and MYP Language and Literature. Activities progress from guided identification to explaining how a writer’s choices contribute to meaning. Five cases to investigate: *-El poema desaparecido -El mural sin firma -El guion fuera de escena -La radio del silencio -La carta sin destino* Each case contains six literary-device challenges and a final deduction page. Students unlock six clues, then match four characters with their objects and locations. Each case has one verified logical solution. Questions about literary effects allow different interpretations supported by textual evidence. The activities cover metaphor, simile, personification, hyperbole, synaesthesia, metonymy and synecdoche, alongside repetition, contrast, sound and syntactic devices. Further challenges explore symbolism, sustained metaphor and enjambment. Included: -A 37-page student PDF: illustrated cover, 35 pages of activities, and a final copyright and AI acknowledgement page. -A separate 15-page solution PDF with answers, unlock codes, case solutions and sample literary commentaries. -Short original practice texts, concise explanations, optional hints and space for written responses. -Bauhaus-inspired illustrations featuring teenage characters. Use individual challenges for revision, independent practice or paired discussion, or work through a complete case over several lessons. The introductory tasks support recognition; the later commentary tasks invite closer analysis. Puzzle solutions depend on written clues, without requiring colour recognition. All student activities are in Spanish. Both files are printable A4 PDFs.

Help students practise Spanish gender and number agreement with ‘Todo concuerda’, a 16-page A4 workbook containing explanations, graded exercises and answers. Students work on agreement between nouns, articles and adjectives, including common errors involving words such as el problema, el mapa, la mano and la foto. Contemporary scenes illustrated in a style inspired by the Bayeux Tapestry provide visual cues for remembering singular and plural patterns. The workbook includes: Explanations of gender, number and agreement, with examples and common exceptions. Eight main activities organised into dificultad baja, media y alta. Article selection, adjective completion and singular-to-plural transformations. Error correction, contextualised gap-fill exercises and visual descriptions. A proofreading task and a 60–80-word writing activity. A retrieval practice page to revisit after two days and one week. Answers to closed exercises, explanations and model responses for open tasks. Suitable for IB MYP Spanish Language Acquisition, DP Spanish ab initio and targeted grammar revision in DP Spanish B. Teachers can select activities according to students’ proficiency. Use for classroom practice, homework, independent revision or support sessions. All instructions, explanations and exercises are in Spanish.

Help students understand why Spanish uses “me gustan los libros” but “nos gusta la pizza”. ‘Me gusta, me gustan’ is an 18-page Spanish workbook focused on common mistakes with gustar: choosing the correct indirect object pronoun, matching the verb to what is liked, and using different verb tenses. The workbook includes: -Clear explanations of me, te, le, nos, os and les, including vosotros forms. -Practice with singular nouns, plural nouns and infinitives. -Six tenses: present, present perfect, preterite, imperfect, simple future and conditional. -Nine main activities organised into dificultad baja, media y alta. -Sentence transformations, contextual gap fills, error correction and an 80–100-word writing task. -A retrieval practice page for revisiting learning. -Answers, grammatical explanations and a model written response. Art Nouveau-inspired illustrations featuring contemporary students provide visual cues for remembering how gustar works. Suitable for IB MYP Spanish Language Acquisition, DP Spanish ab initio, and focused grammar revision in DP Spanish B. Also suitable for GCSE and A Level studies. Teachers can select activities according to the tenses their students have studied. All explanations and student instructions are in Spanish.