Starter - matching vocabulary to pictures Drawing dictation - students draw what they hear in the boxes (vocab from starter) Mini Quiz - true/false statements about Christmas in France Step-by-step answers to true/false statements with videos and pictures to explain the key fact about Christmas in France. Students listen to ‘Vive le vent’ (‘Jingle Bells’) and fill in the gaps to the lyrics. DIFFERENTIATED writing activity: students write a sentence about the sets of images at three different levels e.g.: * ‘Il y a un cadeaux’ * ‘Il y a un cadeaux rouges’ * ‘Il y a trois cadeaux rouges et verts. J’adore les cadeaux parce qu’ils sont super.’ Plenary - students match up the events to the dates (e.g. 24th December - Children put their shoes out ready for Santa Claus to bring them Little presents, money and gifts) Please note that I do not own any photos or videos used in this lesson*

**A useful grammar sheet containing a whole list of complex structure phrases students should use for success at GCSE in Spanish. ** Ways in which to use: Print on A4/A3 and use as a handout *** Print on A4/A3 and laminate - use as a ‘reference point’ in your lessons. Print and use as a poster/display in your classroom Upload to your Google Classroom/class page to help students with their revision Many more! Sub-headings include the below - each complex structure phrase is provided with an example: Infinitive phrases (e.g tener que + infinitive/ soler + infinitive) Experssions of time (e.g. acabar de + infinitive / antes de + infinitive) Phrases of capacity/obligation (e.g. se puede + infinitive/ es esencial + infinitive) Present subjunctive mood Spicy phrases (i.e. imperfect subjunctive + conditional tense) Conditional tense phrases (e.g. me gustaría + infinitive) Adjectival expressions (lo bueno/malo/importante + es que)

Starter - matching vocabulary to pictures Drawing dictation - students draw what they hear in the boxes (vocab from starter) Mini Quiz - true/false statements about Christmas in Spain Step-by-step answers to true/false statements with videos and pictures to explain the key fact about Christmas in Spain. Fact file/slide on ‘La Lotería’ (El Gordo). Students design their own lottery ticket using the same format/style of Spanish tickets. Students listen to ‘Chocolate y Caramelos’ by David Rees and fill in the gaps (listen to lyrics). Plenary - students match up the events to the dates (e.g. 24th December ‘La nochebuena’ - Spanish families gather together and enjoy a big meal etc). Please note that I do not own any photos or videos used in this lesson

Starter - matching vocabulary to pictures Drawing dictation - students draw what they hear in the boxes (vocab from starter) Mini Quiz - true/false statements about Christmas in Spain Step-by-step answers to true/false statements with videos and pictures to explain the key fact about Christmas in Spain. Fact file/slide on ‘La Lotería’ (El Gordo). Students watch the 2020 advert for la lotería and answer comprehension questions about the video as they are watching it. DIFFERENTIATED TRANSLATIONS: There is a high ability tangled translation paragraph, and also a low to mixed ability tangled translation (sentence level) Plenary - students match up the events to the dates (e.g. 24th December ‘La nochebuena’ - Spanish families gather together and enjoy a big meal etc). Final slide: An advert for GCSE Spanish advertising to students that they will study ‘Customs and Festivals’ in Y10 - an opportunity to learn more about the Spanish-speaking world.

A useful grammar sheet containing a whole list of different tenses that students need to master for success at GCSE in Spanish. Ways in which to use: Print on A4/A3 and use as a handout Print on A4/A3 and laminate - use as a ‘reference point’ in your lessons. Print and use as a poster/display in your classroom Upload to your Google Classroom/class page to help students with their revision Many more! Tenses covered: Present Tense Present Continuous Tense Present Subjunctive Mood Imperfect Tense Preterite Tense Perfect Tense Near Future Tense Simple Future Tense Conditional Tense For each tense, the following is included: An explanation about what the tense is used for i.e. context How to conjugate (i.e. keep the infinitive or take off the AR/ER/IR ending etc). Common irregulars (note: not all irregulars could fit on the sheet, so just key irregulars included) A verb conjugation table (i.e. AR/ER/IR verb endings) A help box with a useful tip/trick - e.g. time expressions for that tense; trigger phrase examples; top tip for using that tense.

A full lesson (approx 1 hour) on the Spanish festival ‘La tomatina’ from Buñol, Valencia. This is a culturally enriching lesson which allows students to broaden their knowledge of a Spanish festival/tradition. Starter - Translate the cognates (e.g. los tomates) and translate the sentences (e.g. me gustan los tomates) as an extension. Reading - Some informative slides (including relevant pictures) to explain what La tomatina is - including its origins, what happens before/during/after, and so on. Video of La Tomatina. Fill in the blanks - students have a fact file about La tomatina and they must fill in the blanks with the correct word (options for words are at the bottom). This helps them with the next activity. Create a leaflet for an English-speaking tourist about La tomatina - students use the template provided to capture everything they have learned. An illustration box is provided. Full template provided. Plenary - a mini quiz

New lesson for 2022 A lovely lesson practicing opinion phrases, expanding cultural knowledge, and improving listening skills! Starter - Fill in blanks e.g. Me gusta la nieve = I l______ sn_____ (with pictures to help) Cultural Quiz - facts about Christmas in Spain. Listening practice - listening to ‘Chocolate y caramelos’ by David Rees and filling in the blanks. Consolidate task about what they have learned. Printout templates included.

Starter - students match up the French to the pictures. Christmas vocabulary. Drawing dictation - students draw pictures of the words they hear the teacher say in the correct boxes using vocabulary from starter. Quiz about French Christmas traditions (true/false) Walk-through/breakdown of each fact with true/false answer with supporting information/pictures to inform students of French traditions. Students listen to French version of ‘All I Want for Christmas Is You’ and fill in the missing words in the lyrics with one of the word options. Students translate a paragraph describing someone’s Christmas tree (advanced level). After, they can colour in the Christmas tree provided following the paragraph! To finish, students match up the key celebrations (e.g. 24th December = Children put their shoes out ready for Santa Claus to bring them Little presents, money and gifts) using mini whiteboards or hands up.

A lesson on the Mexican festival designed for KS3 to introduce them to what the Day of the Dead is, where it is celebrated, and how it is celebrated. Students are quizzed on their general knowledge of Mexico (first identifying where Mexico is!). Whole-class reading activity on what the Dead of the Dead. Gap fill activity on how it is celebrated with an extension + ANSWERS Short video clip of James Bond ‘Spectre’ film (Daniel Craig) in which Bond walks through Mexico City during the Day of the Dead procession. Students watch the clip and answer the questions. + ANSWERS Spanish vocabulary on items related to the Day of the Dead (with pictures and an extension). Plenary - Kahoot. **Printable sheets included! **

Cultural lesson on the festival of Inti Raymi. Key Stage 3 appropriate (more years 7-8). Connect/Starter activity - students translate cognates (e.g. el festival, la celebración etc) from Spanish to English. There are short sentences with these in using previous knowledge (e.g. Me encanta el fesival). Introduction: Who were the Incas? Read around the room activity. Students have a short questionnaire to fill out - teacher puts 1 A4 on each wall of classroom (information on the people, the land, the religion, the culture). Students circulate the room and fill out questionnaire. Popcorn reading about Inti Raymi - students read aloud from the board about what the festival is and how it related to the Inca Empire and civilization. Video clips x 2 - students make notes whilst watching short clips about Inti Raymi. Students make an informative leaflet/poster for tourists/foreigners about what Inti Raymi is and who the Inca people were - template provided. Plenary - a short quiz that can be completed in books or on mini whiteboards. A great, informative lesson filled with facts, pictures, and engaging content about this Latin American festival.

2 different activities: A note to my future Year 11 self Getting to know me mini form A good ice break for students starting in Year 7. I personally keep these and give them back to students in Year 11!

A tourist leaflet template that allows students to advertise the festival ‘La tomatina’ and include details about the tradition and its history.

**PACK OF TWO LESSONS LESSON 1:** Outcome: To revise and recap what we have previously learned about ‘me, my family and friends’, including: Family members Possessives (mi, mis / tu, tus) Personality Descriptions Physical descriptions Starter - vocab and grammar retrieval grid Task 1 - Traffic light system - student choose the correct translation out of the three. AFL. Task 2 - GCSE past paper question (listening) - please note access to Exampro is ideal for this task. Otherwise teacher may have to switch out for different listening activity. Transcript provided Task 3 - GCSE past paper question (reading) Baseline test - single sentence translations Baseline activity - students complete either task 1 or task 2 depending on how they performed in baseline test (differentiation). Plenary - whole class questioning with slide to support LESSON 2: To revise and recap what we have previously learned about ‘me, my family and friends’, including: Comparatives Superlatives Starter - select the right option e.g. ‘me/mi llevo bien con mis padres’ - challenge to translate the sentences. Task 1 - Teacher modelling of comparative structures Task 2 - Students demonstrate understanding by translating sentences on mini whiteboards. Task 3 - Teacher modelling of superlatives Task 4 - Students demonstrate understanding by translating sentences on mini whiteboards. Task 5 - GCSE past paper question speaking practice (role play). Students pretend they have the role play card and their task is to see how they could fit in a comparative or superlative into the card. Baseline test - Students complete the sentence translations. Baseline task - Students complete the activity (1 or 2) based upon their results. Plenary - whole class questioning with slide to support.

Poster for your classroom containing classroom responses to ‘how are you’ in French and Spanish. A great display resource to have in your classroom to encourage students to speak in conversational Spanish/French.

A useful revision poster that can be set for homework or used in class for revision purposes. Allez 1 Unit 3 Pages included 3.1 - 3.4

Revision poster / knowledge organiser that can be used in class or set as homework to revise Claro 1 Unit 6 ‘Mi insti’ 6.1 and 6.2 pages/sub-units

A lesson on the Mexican festival designed for KS3 . Can be used as a follow on from my other Day of the Dead lesson - also available on TES. Retrieval activity - how much can students remember about the day of the dead? Short video clip from YouTube about what the Day of the Dead is. Students have some questions to answer whilst watching the video clip - retrieval and activating student knowledge. Whole-class reading activity on the history of La Catrina - who she is, what she looks like, where she comes from, and how the has been embedded into popular culture. Mind map activity - template for mind map included in printout slide to save you time. Consolidate/plenary - students write some short sentences giving their opinions on the tradition/symbol of La Catrina, including a star challenge extension. Printable sheets included!

A handy revision/classroom tool for remembering 1. different types of complex structures and 2. which complex structures to use in writing. Personally, I use these by: Printing off a draft version and handing to each student. Students write an example of the complex structure they are going to use in their writing e.g. ‘Tener que + infinitive’ Then, underneath, students write an example of this e.g. ‘Tengo que ir al médico’. They do this 6 times. I then print and laminate these (A5 or smaller), hand them back to the individual student and they keep this in their top pocket!

A handy revision resource that can be used in the classroom or for homework/independent learning on grammar and vocabulary covered in Allez 1 Unit 1 and 2 including family members, my best friend, opinions, adjectives for personality and more.