Whole-school Spanish resources: town

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Que vas a hacer - What are you going to do? - Immediate future tense - Free time

Que vas a hacer - What are you going to do? - Immediate future tense - Free time

Two lessons on using the immediate future tense to describe what students are going to do at the weekend. Aimed at Y8/9 Spanish students depending on ability and previous knowledge. Covers introduction to immediate future tense (I am going to, He/She is going to, We are going to), range of infinitives on free time activities, days of the week and times of day. Includes: - how to form the immediate future tense - infinitives vocabulary challenge activity - translations into Spanish using the immediate future tense - battleships activity - spot the mistake activity - matching activity on days of the week and times of day - reading and writing activity on planning a weekend - writing activity on describing weekend plans - challenge translation - plenary on testing knowledge of the difference between the present, past and future tenses Listening exercises refer to Viva 1 Spanish textbook.

By KatherineBibby

Que hay en tu ciudad - What is there in your city?

Que hay en tu ciudad - What is there in your city?

Two lessons on describing what there is in your city. Aimed at Y8/9 Spanish students depending on ability and previous knowledge. Covers vocabulary for places in the town, hay/no hay, justified opinions on cities and saying where you would like to live. Includes: - codebreaker vocabulary discovery activity - writing activity on describing cities - word ordering activity - reading comprehension activity - GCSE style role play practice activity in pairs on the topic of town - plenary testing understanding of different word classes Listening activities refer to Viva 1 Spanish textbook.

By KatherineBibby

Year 7 Spanish Scheme of Work (Whole year and very detailed - based on Viva 1)

Year 7 Spanish Scheme of Work (Whole year and very detailed - based on Viva 1)

* Each page contains a table that guides teachers on what to teach and expected outcomes each week. * Table headings are: Objectives, Grammar & Tenses, Vocabulary, Pronunciation opportunities, Questions, Possible activities, Homework and Stamps, HPA (more-able students) * This scheme isn't intended to restrict teachers' activities, but to suggest ideas in case they're looking for inspiration! * Objectives are differentiated (green - weaker students; blue - mainstream; red - very able students. * Integrates grammar pages, page resources and extension activities from Viva 1. * Curates activities in the books to create a logical progression from discovery to production. * Makes frequent reference to exercises and resources in Viva. * Plenty of time built in for practice - almost all double page spreads are allocated two weeks. * This means that some units are missed out. For example, Units 1.4 and 1.5 are missed out in half term 1, but integrated into the revision stage in half term 6. * Half term 6 revisits one module per week, making use of the excellent 'Skills' units at the end of each module. * Modules 1-5 are covered * There is a bit of jargon in the scheme: - HPA (high prior attainment = very strong students) - Stamp - we mark students' work twice per half term, so when you see 'Stamp #1' or Stamp #2', that's what it means! - PC1, PC2, PC3 etc - stands for Progress Check. This is what we call our SIMS reporting.

By Mazarine

Mira 1 Module 6 Vocabulary Matching Exercises

Mira 1 Module 6 Vocabulary Matching Exercises

These simple yet versatile matching exercises are made from the vocabulary used in module 6 of Mira 1. They can be used as starters, extensions, plenaries, homework and revision. They are also great for measuring progress when used as a starter and a plenary in the same lesson. They can also be colour-coded / traffic lighted to provide instant feedback as well as a focus for assessment revision. I always let pupils choose whether they want to write the answers in in English or the Target Language. Matching with lines never works! I have had great feedback from pupils when using them and hope you will too. Please let me know if you find typos / mistakes.

By deutschelehrerin

Spanish NEW GCSE IGCSE 7 grammar manipulation practice tasks

Spanish NEW GCSE IGCSE 7 grammar manipulation practice tasks

A series of grammar manipulation tasks for pupils studying GCSE or IGCSE to hone their knowledge on a particular grammatical item. The pupils are asked to make 10 words fit grammatically within a text on a specific GCSE theme. For example, a focus on adjectival agreement within the context of describing your home. These tasks are written in style for Question 8 of the NEW IGCSE specification (Edexcel) but will be useful for any pupils who need to practise their grammar within the context of the GCSE themes and context.

By RL6

KS3 Spanish Cover Lesson Design your own City

KS3 Spanish Cover Lesson Design your own City

Lesson Covers: How to describe your city (imaginary!) - what's in it and what it has e.g. my city has a king, watchtowers, walls and a dragon. This works best as a cover lesson. It is easy for non-specialists to follow but supports and challenges KS3 students of Spanish well. Could also be adapted for use in lessons by specialists in order to revise 'what's in one's city / town'. It is helpful, but not necessary, if the students have some knowledge of connectives, adjectives and SER / TENER in Spanish. Important key words are provided in each activity of lesson. Dictionaries needed. Lesson involves: Differentiated objectives and starter (quick translation) activity. Activity 1: Teams work to look up words (in Spanish) used to describe what's in a city e.g. murallas, atalayas etc. Next slide gives answers to students so they can write down whatever they were unable to find. Activity 2: Differentiated translation task using key vocabulary they have just looked up in teams. Key words provided as well as higher challenge. Next slide contains answers for peer / self-assessment. Main and final activity: students design and label their own city using key words / sentences they have been working on throughout lesson. Again, this is differentiated by task with key works provided on ppt. Bubble snake review to finish.

By Miriam81

¿A qué hora abre el banco? (What time does the bank open?)

¿A qué hora abre el banco? (What time does the bank open?)

In this worksheet you will learn how to ask about opening / closing times for a variety of shops and businesses and how to deal with places classed as 'masculine' and 'feminine'. There are 2 exercises (Spanish to English and English to Spanish) and all necessary vocabulary is provided. Suitable for all levels of ability. Answers provided.

By vettyjames

Sale
Los festivales en España (New GCSE - Spanish festivals)

Los festivales en España (New GCSE - Spanish festivals)

A very comprehensive set of resources to study the topic of festivals in Spain. The presentation (25 slides) includes reading and writing activities, two role plays, six photo cards and two translations (Spanish into English and English into Spanish). The set also includes 6 worksheets that complement the presentation. Finally, there is a grammar activity that focuses on the use of impersonal verbs ("se" + he/she form of the verb) and the conditional.

By corcuera

KS3 Spanish Cover Lesson Design Your own Castle

KS3 Spanish Cover Lesson Design Your own Castle

This works best as a cover lesson. It is easy for non-specialists to follow but supports and challenges KS3 students of Spanish well. Could also be adapted for use in lessons by specialists. Students learn / revise key vocabulary related to town / house / and have opportunity to practice using connectives, opinions and more complex phrases. Lesson involves: Differentiated objectives and starter activity. Activity 1: Team / individual work to look up words in Spanish - all of which are displayed on ppt, that they could use to label and describe a castle or palace e.g. knights, ghosts, slides etc. The next slide contains the answers in English so they can write down whatever words they were unable to find. Activity is differentiated. Activity 2: Differentiated translation task using castle vocabulary they looked up and recorded. Key words provided as well as higher challenge. Next slide contains answers for peer / self assessment. Main activity 3 'apply' task: (differentiated) students design their own castle / palace in their books. Key words and higher challenges included. Pyramid review to finish.

By Miriam81

¿Dónde vives? (Where do you live?

¿Dónde vives? (Where do you live?

This worksheet requires knowledge of family members ('Éste es mi hijo Paso a paso 2E' is available from the same author). In this worksheet you will find vocabulary that will help you say / understand where people live. It uses the verb 'vivir' and a selection of countries. There are 2 exercises Spanish to English and English to Spanish and all vocabulary (other than family members) is provided. Suitable for all levels of ability. Answers provided.

By vettyjames