A set of two lessons to talk about current social issues. It includes key vocabulary, a sentence-builder / template to help the students talk and write about social issues, and role plays, photo cards and translations to revise the topic. Additionally, there is a brief explanation on how back-to-front verbs work, using "Me preocupa" as an example.

This resource contains two versions of the same booklet (at foundation and higher level). Each of the booklet contains extensive translation practice (from Spanish into English) covering all themes and topics of the new Spanish GCSE course (based on the AQA specification). The translations include references to a variety of tenses (present, preterite, imperfect, present perfect, conditional, future), as well as a wide range of complex structures (negatives, comparatives, conditional clauses…). The booklets can also be found separately on these links: Foundation: https://www.tes.com/teaching-resource/new-spanish-gcse-spanish-to-english-translations-foundation-11958634 Higher: https://www.tes.com/teaching-resource/new-spanish-gcse-spanish-to-english-translations-higher-11958629

This is a very comprehensive resource (245 pages altogether) which provides the students with a lot of opportunities to practice the different parts of the new Spanish GCSE exam. The booklet is divided into three sections: Part 1: role plays. This section contains 59 role plays (at both foundation and higher level) and cover all three themes of the AQA specification ( Theme 1 Identity and culture, Theme 2 Local, regional, international and global areas of interest and Theme 3 Current and future education and work). Part 2: photo cards, with 90 photo cards, again on Higher and Foundation level and covering all three themes. Part 3: general conversation booklet, with a very extensive list of questions covering every aspect of the three themes. This resource provides plenty of activities to complete in the lessons, but it is also ideal to use as homework, independent work or even cover work for students of all abilities. Each of the sections of the booklet can be found as a separate unit in my shop: https://www.tes.com/teaching-resources/shop/corcuera Free samples of the role plays can be found here: https://www.tes.com/teaching-resource/new-spanish-gcse-role-plays-free-sample-11960043 And free samples of the photo cards can be found here: https://www.tes.com/teaching-resource/new-spanish-gcse-role-plays-free-sample-11960043

This file contains 8 reading, speaking and writing activities aimed at Spanish GCSE students based on the Mexican Day of the Dead festival (El Día de los Muertos). The activities are: vocabulary match-up gap-fill (using the vocabulary from the first activity) foundation and higher photo card 90-word question Spanish to English translation English to Spanish translation Write questions for the answers

A series of reading and writing activities, supported by screen captures from the film, to explore the use of allegory in Pan’s Labyrinth. PLEASE NOTE: This resource is part of a much longer and much more exhaustive resource, my Pan’s Labyrinth Student Support Guide, which can be found here: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 There is a free sample of the guide on this link: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

Three reading and writing activities to explore the reasons behind the success of Guillermo del Toro’s film Pan’s Labyrinth (El laberinto del fauno). PLEASE NOTE: This resource is part of a much longer and much more exhaustive resource, my Pan’s Labyrinth Student Support Guide, which can be found here: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 There is a free sample of the guide on this link: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

These four mats provide the students of all abilities with a lot of useful language to support them when writing about Identity and culture. Each mat is double sided, and page one contains a lot of vocabulary (nouns, adjectives, conjunctions, time phrases and intensifiers) as well as a series of scaffolding structures (“sentence starters”). The second page in each mat contains twelve key verbs conjugated in the first person singular (yo) in six different tenses (the preterite, the imperfect, the present, the future, the conditional and the present subjunctive) and a section on complex structures on the second page, with examples of comparatives and superlatives, idiomatic expressions, conditional sentences (“si fuera…”), the present perfect and negative sentences.

A series of reading and writing activities to study the theme of masculinity and femininity in Guillermo del Toro’s film El laberinto del fauno (Pan’s Labyrinth), supported with quotes from the film and from the director. PLEASE NOTE: this resource is part of a much more comprehensive and more detailed resource, the Pan’s Labyrinth Student Support Guide that can be found on this link: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 The guide is over 70 pages long, and a free sample can be found here: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

This resource includes a series of reading and writing activities (including two essay questions) to explore the topic of violence in Guillermo del Toro’s film Pan’s Labyrinth (El laberinto del fauno). The resource also includes a list of useful vocabulary and an essay-writing checklist. PLEASE NOTE: this resource is part of a much more comprehensive and more detailed resource, the Pan’s Labyrinth Student Support Guide that can be found on this link: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 The guide is over 70 pages long, and a free sample can be found here: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

This resource consists of a series of reading, writing and speaking activities about the vote in the Spanish Congress (in September 2018) that passed a bill to exhume Franco’s remains from El Valle de los Caídos . The main text is about the vote itself, about the construction of El Valle de los Caídos and what it represents, the reasons for moving Franco’s remains and what will happen to them in the future. The activities include exam-like questions, such as finding expressions that mean the same as the words given, changing sentences so that the information in them is correct, a 90-word summary, several questions to answer in Spanish and a paragraph to translate into English. The last three pages of the resource consist of a “fact file” providing information about Franco’s life and dictatorship, and two speaking cards (theme discussion cards) based on the information in the fact file. This reading activity is part of the sub-theme “Monarchies and dictatorships”, of the theme “Aspects of political life” of the AQA A Level course.

A series of reading activities about the Spanish Royal Family. Based on a text about King Felipe’s 50th birthday, this resource includes four activities (find synonyms, true, false or not mentioned, translation and summary). The resource also includes a “fact file” with key information about the evolution of the Royal Family since Franco’s death and two speaking cards based on this information.

A booklet with eight 150-word questions to revise the theme of Current and Future Study and Employment of the new Spanish GCSE exam. There are two questions for each of the topics in Theme Three (My studies, School Life, Education Post-16 and Jobs, career choices and ambitions). Each of the questions contains two bullet points that the students are expected to cover; the bullet points are written to resemble the ones found in the 2018 paper and those in the sample questions provided by AQA. At least one of the bullet points in each question prompts the students to refer to either the past or the future, and several questions ask the students to write their “recommendations”. Finally, the booklet also contains a copy of the mark scheme for the 150 word question and an overview of the themes and topics. This resource can be used as part of everyday teaching, as end of unit assessment, for revision purposes and it is an easy way of setting useful homework.

This resource contains two separate booklets. The first one contains eight 90-word questions covering all aspects of Theme 1 (Identity and Culture) of the AQA Spanish GCSE specification (two questions for each of the four topics of Theme 1). Based on the sample papers and the 2018 paper, all the questions include four bullet points; one bullet point refers to the future and one to the past. The second booklet contains the same eight questions, followed by a table with 20 sentences. Sixteen of the sentences are direct answers to one of the bullet points (four sentences per bullet point); the remaining sentences, while useful, do not answer directly any of the bullet points and wouldn’t give the students much credit for content if used on their own. The idea behind this activity is to encourage the students to read the bullet points carefully, taking into account the different time frames that they refer to and what they actually ask, thus stopping them from simply writing anything they can think of on each of the different topics without taking into account the requirements of the task. The sentences can also be used as translation activities. Themes 2 and 3 also available, and a booklet with all three themes can be found in this link: https://www.tes.com/teaching-resource/spanish-gcse-answering-90-word-questions-themes-1-2-and-3-writing-exam-1209181

This worksheet contains 50 “thunk” questions in Spanish. A “thunk” question is a seemingly trivial question about everyday life, more or less sensible, that makes you stop and think. There are no right or wrong answers, that is not the point. The idea is to make the students think, encourage them to speak and be creative. They are not theme-specific, they don’t relate to the topics in the A Level course, so everyone will have the “knowledge” required to answer them. I have used this as a starter activity (often by giving each student two randomly selected questions and giving them a bit of time to think of their answer) and I found that some students loved it, some were incredibly frustrated by it, but they all tried and the lessons were always “fun”. It also provided a great insight into the students personality, as some of the students answer the questions in a very analytical way, whereas others take advantage of the “no right or wrong answers” rule to really let their creativity flow.

This resource contains two separate booklets. The first one contains eight 90-word questions covering all topics of Theme 3 (Current and future study and employment) of the AQA Spanish GCSE specification (two questions for each of the four topics of Theme 3). Based on the sample papers and the 2018 paper, all the questions include four bullet points; one bullet point refers to the future and one to the past. The second booklet contains the same eight questions, followed by a table with 20 sentences. Sixteen of the sentences are direct answers to one of the bullet points (four sentences per bullet point); the remaining sentences, while useful, do not answer directly any of the bullet points and wouldn’t give the students much credit for content if used on their own. The idea behind this activity is to encourage the students to read the bullet points carefully, taking into account the different time frames that they refer to and what they actually ask, thus stopping them from simply writing anything they can think of on each of the different topics without taking into account the requirements of the task. The sentences can also be used as translation activities. Themes 1 and 2 also available, and a booklet with all three themes can be found in this link: https://www.tes.com/teaching-resource/spanish-gcse-answering-90-word-questions-themes-1-2-and-3-writing-exam-1209181 ​

A set of five bilingual (French and English) writing and speaking mats/templates, loosely based on Studio 2. These mats are perfect to set cover work (students can use them to write sentences and paragraphs on each topic, use them to produce posters and classroom displays, or to create revision mind maps). I have also used them in lessons. Some of the activities I have used these templates for include: dictation: read a text that uses the language in the mats and ask the students to write it down. dicta-translation: read a text based on the mat in French and ask the students to write it down in English, or the other way round. paired dictation and translation: same as above but the students read to each other. “great minds think alike”: ask the students to write a number of sentences and then ask them to find out, by reading their sentences to each other, if someone else wrote the exact same sentences, thus proving that they are great minds. “stand up if”: ask the students to highlight sentences in the mats. Then read a text based on it and ask the students to stand up (and then immediately sit down) every time that you read a word or phrase that they’ve highlighted. speed reading: time the students while they read from the template, see how many sentences they can read out/who is the first to read a full text etc. And of course the students can use the writing mat to write their own texts. More mats will be added shortly on topics such as health, school and relationships.

This resource contains two separate booklets. The first one contains twenty four 90-word questions covering all topics of Themes 1, 2 and 3 of the AQA Spanish GCSE specification (two questions for each of the four topics of each Theme). Based on the sample papers and the 2018 paper, all the questions include four bullet points; one bullet point refers to the future and one to the past. The second booklet contains the same twenty-four questions, each of them followed by a table with 20 sentences. Sixteen of the sentences are direct answers to one of the bullet points (four sentences per bullet point); the remaining sentences, while useful, do not answer directly any of the bullet points and wouldn’t give the students much credit for content if used on their own. The idea behind this activity is to encourage the students to read the bullet points carefully, taking into account the different time frames that they refer to and what they actually ask, thus stopping them from simply writing anything they can think of on each of the different topics without taking into account the requirements of the task. The sentences can also be used as translation activities.