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)

PRINT IN A3 Questions taken from WJEC 2018 higher and foundation cards. After matching them up we will look to improve any answers we judge to score 1/3 and then answer the questions randomly on MWBs when I call out a number from the left column below. Answers: 1-12 10-26 14-4 29-36 17-24 34-11 16-22 28-38 21-15 7-32 13-20 30-6 19-37 23-8 18-5 9-25 33-3 35-27 39-2 31-40

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

Sentence and vocab builders

Enjoying experimenting with a more olicav design style. This is a pre-watching Volver film so students can build up their knowledge of the director and his status as an acclaimed international director. The resource is a compilation interview including small details about Hable con ella, Volver, Todo sobre mi madre and Dolor y gloria. I have included some exam based questions to familiarize students with specific question types likely to come up in their AS exam.

I am asking students to use Quizlet every day and have found a way to make them accountable, inspired by a resource I saw on Facebook. This is specific to year 11 but I have included a Word document in case you want to edit it starting in September. Students colour code the vocab sets (these can be found on Quizlet, search @olliemfl and then folders there is a WJEC Spanish one). They are then tasked with colour coding the days with the set they have studied. From October to June, based on 5 minutes a day, there are 20 hours more or less of revision available. This goes up hugely if you double or treble that time. I have added a row at the bottom of each month for a parental signature which the teacher can then check.

This worked very well indeed and was followed by a writing task in which students had to convince somebody that their reasoning was the best. We used ‘se puede’ with the infinitive verbs from the second page, combined with the GCSE writing mat that I have uploaded as well.

Hopefully after making this I will see less aburrido, importante, divertido and interesante. I am working on breadth of vocabulary with my year 11s at the moment and using synonyms and upgrading out adjective use is on the agenda next week. I plan for this 99 adjectives worksheet to form the backbone of the lesson. Update: This is now on version 2, I have now included some really advanced adjectives like fanfarrón, tacaño, hospilatorio, bruto etc

Designed for two players and one referee. Referee to have the question bank on page 2 and ask the players who cannot see the questions themselves.

Whole lesson based upon writing and reading in three tenses finishing off with speed-dating.

Just something I put together for my KS2 classes. I haven't included anything about cultural Easter traditions as I personally would introduce that verbally or perhaps with a video (plenty online). This is more about Easter vocabulary. The Blockbuster quiz is always a hit. The '?' boxes have challenges underneath, if the challenge is completed then the challenger can win a mini-egg or something similar. The general aim is to get from one side of the grid to the other but usually you can improvise and turn it into a general 'clear the boxes' activity. The boxes are triggered so tapping the outside blue box will give way to the answer underneath.

An eight page resource focused on themes in Volver, the carefully constructed soundtrak by Alberto Iglesias and shot selection for key parts of the film. Page 1: Identifying the main themes in the film Page 2: Authentic reading resource Page 3: Questions Page 4: Analysing the soundtrack and music of the film Page 5: Analysing camera shots for key sequences. Page 6: Essay writing skills and what/how/why Page 7: Student directed task hunting for additional shots/sound effects. Page 8: Example essay question and answers + practice question Thanks Josh S for proofreading!

A worksheet to use when teaching adjectives with personal descriptions.

I’ll most likely update this in a few months time but for now I’m going with it.

A post-writing checklist specific to Volver and WJEC.

Task is for students to skim and scan the text looking for the grammatical items numbered above. Will then work on meaning with a MWB activity.

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.

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

Lots of people from varying nationalities with varying levels of education and experience. They all have a reason for emigrating, some due to war and some due to retirement. Extra information is provided for each person to get students thinking (hopefully) I asked my class to deny entry to four of them and explain why.

20 ways to be more eco-friendly, each with a present perfect sentence explaining what somebody has done to do their bit.