Based on resources shared by Clare Caio.

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

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

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

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.

A worksheet to use when teaching adjectives with personal descriptions.

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.

A nice way to start the lesson and get the class focused. First activity is a simple 'spot the odd one out' followed by the same slides copied but with the answers, including pictures. Second activity is a 'what's behind the box' activity.

I've print screened the slides and pasted them above the original content.

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

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

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

This took a while, I’ve compiled lots of interviews into one big interview. I have edited only one or two things so they flow better. This is a pre-La Casa activity so students can get to know the man who went on to be murdered by the Nationalist regime. There’s a focus on La Barraca, russian cinema and propaganda and it’s probably worth discussing after why the nationalist regime would have found Lorca’s love for russian cinema for the masses an issue.

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.

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

First lesson for use with Mira GCSE book. Reading comp attached as well, text was taken from a school website so it is authentic (slightly adapted).

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.

A pre-exam worksheet to revise everything we’ve covered in class.

A resource to work in with the Hodder unit on smart phones. A starter to explore the vocabulary of what our smartphones allow us to do.

Just the lyrics of the song Volver to accompany a lesson on the relevance of the film title.