A post-writing checklist specific to Volver and WJEC.

Thanks @LDileeds for the idea!

A quick grid for year 12 to use when framing responses to either set A or B cards.

A quick reading to go over various film genres and opinions, I plan to then ask ss to write an opinion of a film genre themselves and to use the numbered grid to write an answer worth as many points as possible. It’s a .doc so feel free to adapt, apologies if there are any inaccuracies, this was a quick one.

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

Un poco sobre La Noche de los Libros que se celebra en Madrid y los géneros más populares de libros.

Based on resources shared by Clare Caio.

Does what it says on the tin.

Classifying arabisms according to the semantic field they belong to. Words taken from the book History of the Spanish Language by Ralph Penny. (pg 217 -220)

To edit delete the jpg which is pasted over the slide. thumbs up by Bohdan Burmich from the Noun Project

Reading resource with varied opinion about immigration. Not included on page 2 but something I will be doing is rolling a 20-sided die and asking students to formulate a response/question to each person on MWBs. Each person has a number in the bottom corner. Use in conjunction with my resource on showing agreement or disagreement: https://www.tes.com/teaching-resource/resource-12578846

Starter activity for year 11, classifying infinitive verbs and identifying infinitive structures.

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.

20 varied opinions about the teaching and speaking of co-official languages with a vocabulary support table.

Preview copy of https://www.tes.com/teaching-resource/pan-s-labyrinth-zero-prep-student-booklet-12294455

Vocab taken from https://mydailyspanish.com/spanish-agreeing-disagreeing/

Pre-reading / exam based gap-fill and paired dictation

I’m looking to add to this with a lesson on Spanish film titles.

I’m targetting some misconceptions and common mistakes with this lesson. We’ll be focusing on: 3rd person opinions Infinitive structures Use of connectives Using es bueno que sea Cuando sea mayor Ojala pudiera structures Generally navegating the GCSE writing mat to construct/extend sentences

Trying to develop subject knowledge on an unfamiliar topic I have combined information gleaned from a research paper titled Las aportaciones positivas de la inmigración : miradas desde Andalucía and the widely referenced 1955 study* by UNESCO. The result is this resource containing 35 verbs with a matching up task of important verbs and the pirate game. The Andalusian report containts many accounts from immigrants in Spain which I will use as readings. We did a diamond 9 rank activity which I’ll follow up with a speaking and maybe some kind of classification of the benefits into categories (economic, societal, local etc) Will possibly follow up with a reading on public opinion and response writing: https://www.tes.com/teaching-resource/opini-n-p-blica-sobre-la-inmigraci-n-12582405