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Useful vocabulary and advice, some taken from WJEC.

A compilation of interesting thoughts from Almodovar which are compiled from two interesting books I have read and will credit below. Pedro Almodovar: Interviews by University Press of Mississippi (Paperback, 2003) La poetica de Pedro Almodovar

Present, preterite and future tense endings with common irregulars in 1st person. Time phrases as well. On the flip side some opinion related vocabulary including idiomatic opinions and pre-set subjunctive phrases. Original idea from the brilliant @wyedeanmfl

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

Infinitive structures can be a life saver for those students who find conjugations tricky. If you know an infinitive structure for the present, past and future then you can rest assured you are working in three tenses as a minimum. Check out a resource I uploaded years ago on infinitive structures: https://www.tes.com/teaching-resource/resource-12093780

Pre-reading vocab builder Mini-sentence builder 1st to 3rd person sentence manipulation Listen and follow along, pause and say next word Paragraph headings discussion in pairs/groups Practice questions

Three pre-reading activities to build up to a small reading. Lessons before this include solutions, the present subjunctive and the issues themselves.

A resource with exam based true/false/correct questions and a translation. Focused on how things changed during the Madrid Scene after 1975. There is a focus on Pedro Almodóvar (obviously). Icon credits: freedom by Olena Panasovska from the Noun Project Ballot Box by Tinashe Mugayi from the Noun Project Roller Skate by Kristin Poncek Jones from the Noun Project censorship by HeadsOfBirds from the Noun Project Television by lastspark from the Noun Project David Bowie by Vlad Likh from the Noun Project moustache by Elisabeta from the Noun Project Volver bundle here: https://www.tes.com/teaching-resource/volver-bundle-12175732

8 texts containing if clauses.

Reading and listening for AS based on gypsy culture in Spain and the issues they faced and still face today. Listening from WJEC from their free resources page.

Independent task for students to complete during a cover lesson. Focused on finding out information about Spanish festivals.

Cities and things to do

Instructions on first slide. All credit to the original creator, this is an adapted version from a resource originally found on Facebook.

It���s not cheap I know but have a look at the preview copy and you’ll understand. Please leave a review if you purchase! Resource includes: Character analysis Themes Social and historical context Director and cinematic techniques Quote index Essay aides Character analysis A 23 page section which focuses on Ofelia, Vidal, Mercedes, Carmen, Ferreiro and the Faun. Each character has an analysis sheet, an adjective continuum with character specific adjectives and their antonyms and a follow up writing task. There is an infinitive verb classification ask to build knowledge of the film and character specific vocabulary and evidence and a whole page dedicated to answering character relationship style questions. Plenty of room for writing practice and feedback. Social and historical context This section is centered around a reading task featuring texts on 1944, las mujeres, la resistencia, la dictadura, el olvido y el fascismo. There is a pre-reading vocabulary builder and a post-reading comprehension question task as well as links to further independent study. Following this a page on how to evaluate cultural and societal contexts includes evaluative language to be used in essays and a follow up task in which students try to place the message/opinion of the director and evaluate it with evidence from the film. They will do this in relation to el franquismo, la posguerra, la desigualdad, la rebelión, las mujeres y la obediencia.* Director and cinematic techniques This 13-page section starts with a working glossary of both cinematic and director techniques, students translate the words as they appear in the following pages. We then take a tour of the sound used in the film, when it was used and for what purpose (all whilst building writing practice) and then an extended reading on director techniques with a follow up reading true/false/correct in Spanish style exam question. Following that is a match-up of symbols and a nice activity on the fairytale elements in the film called Making a Fairytale. Each element described with a small reading and gap-fill exercise. Lastly, a section called Breaking a Fairytale will get students thinking about how the film diverges from the path set out by traditional fairytales. If that wasn’t enough we then go on to explain the What/How/Why acronym and students will get the opportunity to practise their analysis skills using evidence from the film. A final section focuses on the use of allegory in the three Faun’s tests, an open ended task based on the allegory in the story Ofelia tells her younger brother in the womb and a final introductory task to essay writing.* and more but I’ve hit the character limit on here.

I took bits and bobs from other PPTs and thought I'd upload my own version. To be used with Mira GCSE pages 36/37

A resource made with the intention of getting students thinking about whether they prefer traditional or popular fiestas, with a focus on qué chulo type structures.

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.

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

Thanks @LDileeds for the idea!