It’s not cheap I know but have a look at the preview copy and you’ll understand. Please leave a review if you purchase! Resource includes: Character analysis Themes Social and historical context Director and cinematic techniques Quote index Essay aides Character analysis A 23 page section which focuses on Ofelia, Vidal, Mercedes, Carmen, Ferreiro and the Faun. Each character has an analysis sheet, an adjective continuum with character specific adjectives and their antonyms and a follow up writing task. There is an infinitive verb classification ask to build knowledge of the film and character specific vocabulary and evidence and a whole page dedicated to answering character relationship style questions. Plenty of room for writing practice and feedback. Social and historical context This section is centered around a reading task featuring texts on 1944, las mujeres, la resistencia, la dictadura, el olvido y el fascismo. There is a pre-reading vocabulary builder and a post-reading comprehension question task as well as links to further independent study. Following this a page on how to evaluate cultural and societal contexts includes evaluative language to be used in essays and a follow up task in which students try to place the message/opinion of the director and evaluate it with evidence from the film. They will do this in relation to el franquismo, la posguerra, la desigualdad, la rebelión, las mujeres y la obediencia.* Director and cinematic techniques This 13-page section starts with a working glossary of both cinematic and director techniques, students translate the words as they appear in the following pages. We then take a tour of the sound used in the film, when it was used and for what purpose (all whilst building writing practice) and then an extended reading on director techniques with a follow up reading true/false/correct in Spanish style exam question. Following that is a match-up of symbols and a nice activity on the fairytale elements in the film called Making a Fairytale. Each element described with a small reading and gap-fill exercise. Lastly, a section called Breaking a Fairytale will get students thinking about how the film diverges from the path set out by traditional fairytales. If that wasn’t enough we then go on to explain the What/How/Why acronym and students will get the opportunity to practise their analysis skills using evidence from the film. A final section focuses on the use of allegory in the three Faun’s tests, an open ended task based on the allegory in the story Ofelia tells her younger brother in the womb and a final introductory task to essay writing.* and more but I’ve hit the character limit on here.

Updated Volver quote cards x60 Now with more uncommon quotes which exemplify themes by secondary characters and also a picture of who said each quote on each card. 1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee

Learners complete the conjugation tables on the front of their booklet with support from the Powerpoint and teacher input. Learners then complete the booklet, section by section, changing the verbs in context from the present into the preterite. As a challenge learners may translate these sentences. A homework task is set at the end which requires students to translate from English to Spanish.

A starter activity to check how well students have understood the plot. It does make make you realise as well how many small plot lines are running at the same time. Answers given as well in teacher copy. 1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee

An eight page resource focused on themes in Volver, the carefully constructed soundtrak by Alberto Iglesias and shot selection for key parts of the film. Page 1: Identifying the main themes in the film Page 2: Authentic reading resource Page 3: Questions Page 4: Analysing the soundtrack and music of the film Page 5: Analysing camera shots for key sequences. Page 6: Essay writing skills and what/how/why Page 7: Student directed task hunting for additional shots/sound effects. Page 8: Example essay question and answers + practice question Thanks Josh S for proofreading! 1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee

**This will potentially last several lessons depending on your students prior knowledge and ability to infer or research. Follow up lesson here on pre-war timeline and reforms: https://www.tes.com/teaching-resource/the-spanish-republic-and-timeline-of-the-spanish-civil-war-1931-1936-12013895 An introduction to all the main parties and factions involved in the Spanish Civil War and a rather big card sort activity which will give students a long time to consider how unsettled the political landscape was in Spain prior to the outbreak and how fragile it was during with some knowledge on the May Crisis needed. Included are facts, quotes, policies from the socialists, communists, anarchists, nationalists and the international brigades. Cut up all the cards and provide students with the reading resource. Ask students to classify the cards into whichever faction they belong to according to what they have understood from the reading. The last task will assess how well students have understood the various factions and parties as they decide what party/faction a person will vote for or side with based on various character descriptions and personality traits. Some teaching notes for clarity: George Orwell was not a communist but I have included his fighting with the POUM in the communist section as the POUM (Partido Obrero de Unificación Marxista) was formed by dissidents of the PCE and Orwell is a relatable name in what is quite a difficult unit to teach. Churchill is basically trying to say that the Communist Party took advantage of a failing Republican Parliament. 1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee

1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee 365 days of knowledge for year 7 - 11, completely editable and free. This resource is for use starting September 2019. It includes: 52 word of the weeks in four languages Daily readings thanks to @Gingerella Weekly IQ and logic puzzles On This Day history for every day of the year which is updated periodically by myself. Daily attendance percentage Daily Behaviour for Learning points External links to Form Time Ideas literacy and numeracy and BBC News. GeoGuessr geography based guessing game. Designed with help from Freepik All credits on last slide. If you have any corrections, particularly with the historical facts then please get in touch. I used multiple sources and sometimes the dates given were contradictory. If you feel like there is a historical fact that is essential and missing then comment below and I will amend and re-upload at some point in the near future. The idea is to expose students to as much history as possible from around the world. Update 1: Year 11 Register and Read added with thanks to @realgingerella Update 2: Geo Guesser on a Tuesday instead of Scrabble which was quite boring. Update 3: Ebbinghaus curve of forgetting redesigned to make more student friendly. Update 4: Redesign of Thursday maths section. Update 5: Fonts now embedded in the file so no need to download/install them! Update 6: Eliud Kipchoge sub 2-hour marathon added!

Two page resource on las redes sociales and the beneficiosos and peligros. Includes a vocab based activity and a three exercises based on some texts on page 2. 1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee

Seven more here: https://www.tes.com/teaching-resource/la-casa-de-bernarda-alba-grammar-challenge-x7-11931124 1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee

Hopefully this formats okay although I suspect the font (New Atten Round) is protected. If it looks awful then let me know and I’ll re-upload with print screens of each slide pasted over the slides themselves. I have been teaching es bueno que sea (where bueno can be substituted for any adjective) for a few years now and it has been successful so decided it was time to take it a small step further.

Varied tasks for lesson starters or homework to retrieve information about key scenes, quotes and essay writing point practice. Ideal for any candidates doing the WJEC exam who are in A2 and retaking the AS Unit 2. Timer at the top is 4 minutes but you can allow as much time as you need. Answers to the quotes section is in the notes of each slide. 1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee

This is a 15 page document for students to use over the period of 3 weeks. Students read one act a week and complete the reading activities as they go or after their reading session. These completed activities then guide conversation in class the following week where the teacher checks that the student has understood the plot up as well as the students thoughts on certain characters and plot developments. There is room for conversation as well about cultural references which are important to understand about Spain in the 1930’s. There is a writing task for each act, an opinion section, a tick list of events which includes a made up events which students have to spot and a table for students to note down any cultural references. The end goal here is that students are fully aware of exactly what is happening in each act and how the plot is being developed by Lorca. 1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee

A timeline activity in which students sort events by act and then further by order. There is one fake event and teacher answers are provided. 1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee

Two pages per character. One page on development, relationships, goals and motivations and a second one containing 17 contrasting adjectives to develop descriptions of characters. I’ve included this free in the Volver bundle I have for sale. 1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee

6X Grammar challenge worksheets in which students pick a verb phrase and change it according to 25 different structures taken from the AS/A2 specifications including the subjunctive. All verb phrases are carefully selected according to action in the book. I haven’t provided answers as I use this as a diagnostic tool and adapt teaching as I go. 1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee

Students can translate them, discuss who said them in which context and to whom. The colour coded set are coded by character, the other set are all one colour so no clues are given away. Last page are misc and unsorted.

This is a follow up lesson to this where I explain the wants of several factions before the Civil War https://www.tes.com/teaching-resource/precursor-to-the-spanish-civil-war-whole-lesson-12011242 In this lesson we start by looking back at each faction and classifying verb phrases according to who is most likely do them. Next we look at the timeline from 1931-1933 with an emphasis on the controversial changes made during The Spanish Republic. Students then see a list of these changes and need to manipulate them so that it seems as if they were reversed or written by the right. For example: ‘Vamos a permitir que las mujeres puedan llevar pantalones como los hombres’ might go to ‘no queremos que las mujeres lleven etc’ We move onto the years between 1934-1936 and CEDA/El Frente Popular which takes us to the outbreak of the war. This is not an exhaustive timeline, I have omitted a lot of factors which were equally decisive in the outbreak of the war but for time issues I have included the main points. There is a translation task involving the subjunctive (present an imperfect) and a homework task reporting on the Casas Viejas massacre which students will need to look up online. 1. Leave a review 2. Follow on Twitter @ollieMFL for updates! 3. Buy me a coffee