Thanks @LDileeds for the idea!

Based on this article: https://elpais.com/elpais/2017/12/12/buenavida/1513075923_947867.html Comments translation gets more difficult as your progress. For a challenge start at the bottom and for support start at the top.

A list of apps, websites and resources to guide indpendent study. The PDF is designed to be sent home by email so it is interactive. All icons are linked if they refer to an app, website or particular resource.

This is an editable PDF, write the student’s name and save.

Gist translate the quote from Zafon Translate vocabulary from exercise 1 Create a mind-map of Almodóvar’s likes/dislikes/influences etc based on Volver

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A starter for my year 12s to reinforce tenses taight during the GCSE.

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

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

Plenty of varied opinions about Pedro.

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)

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)

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

The idea for the personality test came about after I saw a similar resource on Twitter. I want my GCSE students to go beyond the obvious when describing themselves. I’ve uploaded a reading as well which came first in this mini-series. We then became very bad recruitment consultants and matched 20 candidates to the jobs from the reading. I haven’t exploited the 24 candidates to the fullest yet, there’ s a lot to unpack there.

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

For the original rules please read: https://tinyurl.com/yc3ks8tu You will need the adapt the PowerPoint template depending on the language you want to drill/practice. In consultation with year 9 and 11 today we have created some new rules as explained at the bottom of the worksheet. You can now pick two icons from the blue box. Bank robber - Rob somebody’s bank and transfer directly to your bank. This can be blocked with a shield. Lottery ticket - Anybody with a ticket is in the draw for an amount of your choosing whenever you decided to do a mini-raffle with a random number generator. Bank interest - Announced at the end of the game anybody with this icon can multiply their final score by somewhere between 1.1 - 2.0 to be decided by the teacher. Prison - Send a classmate to prison for three rounds. They cannot unlock their boxes during these rounds. Sell items - With this icon you can sell your mirror/shield to the highest bidder.

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.

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.

25 global issues and 21 infinitive verb phrases to introduce potential solutions. This will fit into a series of lessons in which we look at obligation structures such as deberíamos/hay que/tenemos que. Potentially even the present subjunctive

First person verbs related to breal/lunch time activities. Lesson 1 in a sequence featuring time phrases, sequencers and justified opinions.