An introduction to DOPs, their placement, common nouns and some structured practice. This is a sample page from my GCSE grammar workbook. An improved edition 2 is coming in Summer.

A side quest of our Madrid trip was photographing street signs with accessible language ranging from easy to hard. The result is this resource! This was inspired by a similar resource by @MrFrancisMFL who created a Bilbao version a few years ago! Ideal for a pre or post-Madrid trip lesson for those trip attendees and those who didn’t make it.

Vocabulary builder + battleships + diamond 9 + sentence builder icons are from flaticon.com

After a big success last year I am sharing my GCSE Speaking Toolkit. This Powerpoint contains an introduction to the WJEC Unit 1 speaking exam, working memory and six functional chunks along with usability conditions, worked examples, translations, valid alternatives and what the chunk seeks to achieve (references to the past, present, future, subjunctive, easy idioms etc). I made this due to post-mock analysis revealing a lack of complex structures and now introduce it early in the GCSE. This year I have added some AI suggestions which students may add to the original six.

This follows a lesson on an introduction to social issues and an explicit lesson on the present subjunctive with opinion triggers. The latter taken from my GCSE grammar workbook.

Match up and talk about the social issues, use the diamond 9 rank to get a discussion going. Talk through any which students are unaware of. Categrosie them. Are they local, national or global issues. Match up the solutions on page 2. Explain hace falta plus infinitive as to suggest something needs to be done. Move onto the present subjunctive, model and practise on MWBs. Complete the pages from the GCSE grammar workbook on the opinions section of the present subjunctive.

Including some high-frequence connectives, time phrases amongst others

A lesson to introduce year 7 to the idea of the gender and number of nouns. There’s a section on nouns, a learning review and then some practice and then the same again for adjectives. For the purposes of this lesson I’m only concentrating on nouns ending with -o.

20 ish slides containing some target structures for year 13 students to be aware of.

This ambitious 140 page print-on-demand Spanish Grammar Workbook covers every grammar point from main exam board specifications and goes beyond as well! It is my attempt at distilling everything into one workbook which will last the entire GCSE course (potentially starting in as early as year 7/8 and lasting into year 12). The workbook is designed to be used both in the classroom and at home and assumes zero prior knowledge, I often use it for feedback and providing interventions. The cover was designed by the brilliant @languageswithmaddy! All answers included, please leave a review! Nouns Gender and number +45 most high-frequency nouns Definite and indefinite articles Abstract nouns with lo plus adjective Adjectives Agreement and position + top 42 adjectives Comparative and superlative (regular and mayor, menor, mejor, peor) Demonstrative (this, that, these, those and those over there) Indefinite (cada, otro, todo, mismo, alguno) Short form possessives Long form possessives Interrogative Quantifiers (muy, bastante, demasiado, poco, mucho). Verbs Top 15 verbs Active and passive voice ® Regular and irregular forms of verbs Present simple tense Present continuous Preterite tense Imperfect Imperfect continuous Imperfect tense weather phrases with estar and hacer Imperfect and preterite together Future simple Immediate future Present perfect Conditional The “me gustaría” structure Complex “if structures” with the imperfect subjunctive Pluperfect Gerunds Imperative (affirmative & negative tú commands) Present subjunctive with wishes, opinions, obligations and possibilities Present subjunctive with cuando Impersonal verbs: most common only Negation Tú and usted Reflexive verbs Imperfect subjunctive ® Quisiera Prepositions A, en, con, de, sobre, sin, desde/hasta, entre, the personal a Conjunctions Most common including: y, pero, o, porque, como, cuando Number, quantity and dates Days of the week Months of the year Numbers 1-100 Basic ordinal numbers (primero, segundo, tercero, cuarto, quinto, sexto) Most common quantities Time Giving the time with “es la/son las” + hour Stating what time something is done with “a la/las” + hour Asking for the time/what time it is Use of desde hace with present tense Use of* llevar* + duration + gerund Hacía + length of time + que + imperfect tense Adverbs Formation of -mente adverbs Bueno and bien Regular comparative and superlative adverbs Adverbs of time and place Common adverbial phrases (of manner, time and place) Pronouns Subject pronouns Direct and indirect object pronouns + placement DOPS/IDOPS used together Reflexive pronouns Relative pronouns (que, quien, lo que, cuyo, el que) Disjunctive (conmigo, para mí) Extras Idiomatic expressions Exclamations Obligation structures Infinitive structures The speaking tool kit Introducing and justifying opinions Verbs w/prepositions Irregular conditional tense Sequencers

Made with ChatGPT just for fun, completely subjective. Tally up the values of your answers and read your personalised description on the last page. Follow up task is to translate your paragraph.

A pre-exam worksheet to revise everything we’ve covered in class.

Designed for KS4 is this worksheet based on things to do on your birthday. All icons are from freepik.com

A rather tricky task putting together a family tree based off of people’s explanations of how they are related to Nuria. A vocab bank on page 2 will help. Write the name of each family member in the box on the tree (or beside). Colour code the box according to male/female. Some boxes will not be filled. A perfect task before moving onto creating your own family trees. Note: Some family vocabuary has been left out of the box on page 2. Going over step-parents and siblings will be essential.

This took surprisingly long to make. A combination of Illustrator and Indesign. I really hope it works. I’m planning to teach compass points on the whiteboard and follow up with this resource. Students will have to read the statements and write the correct cities under the correct dots. Some cities have already been given to act as reference points and these are marked with a pin symbol.

Ideal for GCSE and AS level. There’s a focus on the difference between the future simple and near future.

A grid to revise some thematic content. In column one students clarify what they know about the theme in English. In column two they write down any key vocabulary using vocabulary lists from Hodder/Kerboodle and in column three we write down a fact gleaned from a Boletín using the index to cherry pick editions.

A mini-series of regional identity themed scripts for a cast of four students who will along the way meet an array of helpful locals. The scripts are written at CEFR level B1. Casa Botín (Gastronomy) El Día de Ganso (Basque country/curious festivals) Semana Santa en Sevilla (Religious festivals)

A small sequence of lessons introducing infinitive verbs related to free time and subjunctive opinion phrases. Lesson one: PPT + PDF focusing on opinion phrases + infinitive verb structures with speaking and writing tasks. Lesson two: Introduction of me gusta que sea + adjective structures with rule introduction and differentiated translations with a sentence builder. Ideal for MWBs.

A text on el machismo with a pre-reading task. A follow-up task with agree/disagree statements about Pepe which students should respond succinctly to with evidence to justify their selections.